Digital Skills Mgr. et Mgr. Natálie Terčová Interdisciplinary Research Team on Internet and Society (IRTIS) Mgr. Štěpán Žádník Department of Media Studies and Journalism, FSS MU Who are these people? PhD student Convergent audiences and the distribution of audiovisual content Research specialist Department of Media Studies and Journalism Project manager/ Account Manager MEDIAN, s.r.o. Štěpán Obsah obrázku klipart, kresba, kreslené, ilustrace Popis byl vytvořen automaticky Who are these people? Research specialist Interdisciplinary Research Team on Internet and Society (IRTIS) PhD student Digital skills of children and adolescents Founder Internet Governance Forum (IGF) Czech Republic Youth Envoy International Telecommunication Union, United Nation + Ambassador for Brave Movement (ECLAG); ICANN Fellow & EURALO, ISOC and WHO member Obsah obrázku text, logo, Písmo, Grafika Popis byl vytvořen automaticky Obsah obrázku Písmo, logo, Grafika, symbol Popis byl vytvořen automaticky Obsah obrázku text, snímek obrazovky, grafický design, Grafika Popis byl vytvořen automaticky Obsah obrázku text, Písmo, logo, symbol Popis byl vytvořen automaticky Natálie Obsah obrázku Písmo, logo, text, Grafika Popis byl vytvořen automaticky Obsah obrázku text, Písmo, logo, symbol Popis byl vytvořen automaticky Obsah obrázku vzor, Grafika, pixel, design Join us online! ICT penetration policy Haves vs. have-nots (NTIA, 1995) Demographic predictors Al Gore: vice-president in Clinton’s administrative, in Congress (1977-1993), ICT spread supporter since late 70s, ICT as democratization tool, brought government, military, federal agencies, or courts online NetDays: since 1995, volunteers, technology donations by tech companies, connections of schools, libraries, and clinics National Telecommunications and Information Administration Telecommunications and Information Assistance Program (since 1993): several grants in 90s on public ICT infrasturture The digital divide I. level Access to digital technology 01 Digital divide World perspective Nějaká data ke skills ve světě NUTNO DOPLNIT Recommended internet download speeds for Netflix: HD: 3 Mbps FHD: 5 Mbps 4K/UHD: 15 Mbps For everyone? Local infrastructure Job types Urban / rural 62% 57% Gender globally, 62% of men are using the Internet compared with 57% of women women remain digitally marginalized in many of the world’s poorest countries (ITU, 2021) Age (ITU, 2021) 71 % 57 % There is also a generational gap – 71 % of the world’s population aged 15-24 is using the Internet, compared with 57 % of all other age groups. In 2020, 71 % of the world’s youth (aged between 15 and 24 years) were using the Internet, compared with 57 per cent of the other age groups. On the global scale, young people were thus 1.24 times more likely to connect than the rest of the population. I. level Access to digital technology 01 II. level 02 Digital divide(s) III. level 03 Gaps in skills and usage Differences in outcomes What are digital skills? Digital Skills (Helsper et al., 2020; ITU, 2018) How do we use them? Communication Content Creation Leisure Work/Education Digital skills in our lives Digital Immigrants Digital Natives born before the widespread adoption of digital technology HOWEVER Not all children born today are digital natives by default. Interacting regularly with technology at a young age is the deciding factor. (So it depends also on countries, SES…) That said, children today are more likely to be familiar with the terminology of the digital world. This isn’t to say they will intuitively understand computer programming or how a network transmits data. They will, however, be better placed to understand these technologies as they will have seen them in action many times. …and what about Covid? Můžeme a nemusíme nechávat Můžeme a nemusíme nechávat What can we do about this? (Š) The role of significant others in establishing user practices (Š) Networked individualism Easing of traditional formal ties Internet, mobile devices (Š) Social capital Bridging vs. bonding ties Social homophily The consequence of the unequal distribution of skills and of the different use of support sources is an unequal distribution of the benefits the Internet has to offer. (van Deursen, Courtois, and van Dijk 2014) (Š) Forms of help Warm experts Proxy users (Š) Are digital skills always beneficial? Having digital skills, based on what was said, seems like a great thing – you may interact with friends, find jobs, learn, … (Do you agree?) Double-edged weapon? PORN CAT VIDEOS CYBERBULLYING ANONYMITY MUSIC MOVIES NEWS WEATHER FORECAST DARK WEB E-SHOPS BETTING JOB OFFERS CATFISHING LEAKED INFO COMMUNICATION Being able to dive deeper into the online world may also uncover vast content that may potentially be negative … Double-edged weapon? ANONYMITY MOVIES WEATHER FORECAST E-SHOPS CATFISHING LEAKED INFO Obsah obrázku snímek obrazovky, oblečení, Lidská tvář, text Popis byl vytvořen automaticky Obsah obrázku text, Písmo, snímek obrazovky, bílé Popis byl vytvořen automaticky Obsah obrázku Písmo, text, Grafika, typografie Popis byl vytvořen automaticky Obsah obrázku text, Písmo, snímek obrazovky, algebra Popis byl vytvořen automaticky Being able to dive deeper into the online world may also uncover vast content that may potentially be negative … More skilled people use more online opportunities Based on current research, we know that mode digitally skilled people use more online opportunities, i.e. they spend logically more time online More skilled people use more online opportunities Those who spend more time online, encounter more risks However, as they are online longer, there are more occasions in which they may encounter risks More skilled people use more online opportunities Those who spend more time online, encounter more risks More skilled people are more at risk Based on that, we may conclude that more skilled people are more at risk More skilled people use more online opportunities Those who spend more time online, encounter more risks More skilled people are more at risk So what should we do about it? higher levels of digital skills are associated with more exposure to risky and potentially harmful online content (Donoso et al., 2020) Even thought higher levels of digital skills are associated with more exposure to risks and potentially harmful online content … higher levels of digital skills are associated with more exposure to risky and potentially harmful online content (Donoso et al., 2020) specific digital skills might in turn act as protective factors against risks (van Deursen, 2020; van Deursen & Helsper, 2017) It is also assumed that specific digital skills might in turn act as protective factors against risks (Do you have any ideas what type of digital skills those might be?) Content filtering Firewall and Antivirus Password Management Secure Communication Phishing Awareness Software Updates …. and many more Harm or not? Exposure to risky content ≠ harm will follow However, it is important to keep it mind that even though one is exposed to, for instance, a potentially harmful content (video of someone abusing drugs, …) it does not automatically mean that harm will follow. Some people may more easily cope with such exposures, so we are unable to give generalizing conclusions such as – all the pornography will harm and traumatize our kids! Harm or not? Obsah obrázku osoba, Lidská tvář, interiér, computer Popis byl vytvořen automaticky If someone will or will not experience harm is based on multiple factors, raging from age, education… to the fact if, for example in case of children, their parents or caregivers do so called „mediation“ and talk with them about online dangers. Current research is now trying to disantangle what are the common factors between the most vulnerable groups. Harm or not? Obsah obrázku kreslené, ilustrace, obloha, Kreslený film Popis byl vytvořen automaticky ON THE LEFT: risky situation -> you may get (sun)burned. But there are multiple factors included -> you may be exposed to sun but if you wear a sunscreen or other protection, you may be ok (without harm). Or, coming back to the case of kids, if they are aware of such threat from the sun, they may soon seek shadow. Maybe their parents or friends talked to them about the possibilities of getting sunburned.. So they will be more careful / will be aware how to act. So => not everyone who enters the beach on a sunny day will experience harm in form of a sunburn https://sway.office.com/un18yna6R9XlPEuV?ref=Link Obsah obrázku text, snímek obrazovky, Písmo Popis byl vytvořen automaticky Obsah obrázku vzor, pixel, steh Popis byl vytvořen automaticky Natalie is currently participating on a project called ySKILLS, where they, among other things, focus on digital skills of children and its relation to risks and opportunities. If you wan to earn more, you may check the ySKILLS website or, use the link below (you will have the ppt in your interactive sylaby) or scan the QR code to check this interactive report focusing mainly on vulnerabilities. I. level Access to digital technology 01 Digital divide(s) II. level 02 Gaps in skills and usage III. level 03 Differences in outcomes Bias in, bias out Design, affordances Algorithm as an objective impartial fact Knowledge – database – treatment Obsah obrázku text, ilustrace, kreslené Take-home message(s) Thank you for your attention! Let’s stay in touch! Sources Braesemann, F., Stephany, F., Teutloff, O., Kässi, O., Graham, M., & Lehdonvirta, V. (2022). The global polarisation of remote work. PLOS ONE, 17(10), e0274630. https://doi.org/10.1371/journal.pone.0274630 Donoso, V., Retzmann, N., Joris, W., & d’Haenens, L. (2020). Digital Skills: An Inventory of Actors and Factors. KU Leuven, Leuven: ySKILLS. Dutton, W. H., & Blank, G. (2013). Oxford Internet Survey 2013 Report: Cultures of the Internet (p. 64). http://oxis.oii.ox.ac.uk/wp-content/uploads/2014/11/OxIS-2013.pdf Helsper, E.J., Schneider, L.S., van Deursen, A.J.A.M., & van Laar, E. (2020). The youth Digital Skills Indicator: Report on the conceptualisation and development of the ySKILLS digital skills measure. KU Leuven, Leuven: ySKILLS. International Telecommunication Union (ITU) (2021). Measuring digital development: Facts and figures. Geneva, Switzerland: ITU Publications. International Telecommunication Union (ITU) (2018). Measuring the Information Society report, Volume 1. Geneva, Switzerland: ITU Publications. Keipi, T., Näsi, M., Oksanen, A., & Räsänen, P. (2017). Online Hate and Harmful Content: Cross-national perspectives. Routledge. Livingstone, S., & Stoilova, M. (2021). The 4Cs: Classifying Online Risk to Children. (CO:RE Short Report Series on Key Topics). Hamburg: Leibniz-Institut für Medienforschung | Hans-Bredow-Institut (HBI); CO:RE - Children Online: Research and Evidence. van Deursen, A. J. A. M. (2020). Digital inequality during a pandemic: Quantitative study of differences in COVID-19-related internet uses and outcomes among the general population. Journal of Medical Internet Research, 22(8). doi:10.2196/20073. van Deursen, A. J. A. M., & Helsper, E. J. (2017). Collateral benefits of internet use: Explaining the diverse outcomes of engaging with the Internet. New Media & Society, 20(7), 2333–51. doi:10.1177/1461444817715282. van Deursen, A. J. A. M., Courtois, C., & van Dijk, J. A. G. M. (2014). Internet Skills, Sources of Support, and Benefiting From Internet Use. International Journal of Human-Computer Interaction, 30(4), Article 4. https://doi.org/10.1080/10447318.2013.858458 Icons retrieved from Flaticon Infographics by Slidesgo Image generated by Image Creator from Microsoft Designer