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COVID-19 and the digital divide in the UK

Libraries on the Front Lines of the Digital Divide: The Oxfordshire Digital Inclusion Project Report

Association between depressive symptoms and cognitive performance in middle-aged and older adults across digital divide.

The UK digital divide, whereby sections of society have limited use of digital technology, results in unequal access to information, knowledge, goods and services. The Covid-19 pandemic has exacerbated the push to a digital world, and this has challenged people who suffer digital exclusion, including older people, who are more likely to lack digital skills and understanding. Public libraries play a key role in tackling digital exclusion, providing digital skills training and support, and access to equipment and Wi-Fi thereby enhancing the social inclusion of marginalised groups. During the Covid-19 pandemic innovative solutions were piloted to help tackle digital exclusion and social isolation despite closure of face-to-face library interventions, particularly during lockdowns. This article explores evaluation of the Housing Plus Pilot, providing remote digital skills training and support to older people living in sheltered housing in Newcastle upon Tyne during 2021, delivered through partnership between Your Homes Newcastle, and Newcastle City Libraries. A qualitative case study approach examined a small sample of older people’s perceptions regarding the success of the pilot, and their digital literacy before and after training using semi-structured interviews via telephone. Findings showed that the pilot enabled older people to gain the necessary digital knowledge and skills required to boost confidence in becoming digitally literate citizens. Tackling digital fears and enabling them to reinforce learning through the provision of their own tablet, and free access to Wi-Fi in their sheltered housing provided a springboard for digital behaviour change. Use of a social setting in sheltered housing not only kept older people safe during socially distanced times, but also provided a supportive environment in which to learn and practice skills, together with a step-by-step training approach that focussed on the individual, which was wellsuited to this demographic.

The least developed and developing countries are combating against digital divide in order to keep the wheel of development rolling and escape from the vicious circle of poverty as digital divide is one of the key factors that can lead the poverty situation of these nations to an extreme level. In Bangladesh, the digital divide condition is severe. Therefore it is imperative for Bangladesh to take fruitful steps to bridge the digital divide and to ensure ICT facilities at the national level. Recently as government pledged to convert Bangladesh into Digital Bangladesh by 2021 which is the golden jubilee year of Bangladesh independence, several initiatives have been taken to overcome the digital divide and to produce future qualified generations. However, it has been observed that no worth mentioning project has been taken by any government that ensures proper development of public, school and college libraries. Government should realize the fact that complete development of the country is never possible unless we concentrate library based education. It is not possible for any government to ensure computer with internet connection to each and every family in Bangladesh, however, it is possible to ensure ICTs at school, college and public libraries. The author of this paper firmly believe that ensuring ICTs to public, school and college libraries will greatly reduce digital divide at the national level and will produce qualified, efficient, ICT competent future generations. In this paper an attempt has been made by the authors to show the existing digital divide in the country, current ICT scenario and core projects that have taken by government, non-government, donor agencies and other development organization. The main object of this paper is to show how public, school and college libraries can reduce digital divide at the national level. It is believed that coordinated, long-term, effective projects/programme to reduce digital divide will ensure peaceful, educated, qualified, ICT competent future generations. Key words: Digital Divide; ICT Scenario Bangladesh; Government Initiatives; Non-government initiatives; Public libraries; School libraries; College libraries.DOI: 10.3329/jbayr.v1i1.6839Journal of Bangladesh Association of Young Researchers Vol.1(1) 2011 pp.49-77

Digital exclusion, characterized by a lack of access to digital technology, connectivity, or digital skills, disproportionally affects marginalized groups. An important domain impacted by digital exclusion is access to health care. During COVID-19, health care services had to restrict face-to-face contact to limit the spread of the virus. The subsequent shift toward remote delivery of mental health care exacerbated the digital divide, with limited access to remote mental health care delivery. In response, Camden and Islington National Health Service Foundation Trust launched the innovative Digital Inclusion Scheme (DIS). This study aimed to examine the impact of facilitating digital inclusion in mental health access. Camden and Islington National Health Service Foundation Trust implemented the trust-wide DIS for service users who were digitally excluded, that is, were without devices or connectivity or reported poor digital skills. The scheme provided access to a loan digital device (a tablet), internet connectivity devices, and mobile data, as well as personalized digital skills support. The DIS went live in October 2021 and received 106 referrals by June 2022. Semistructured interviews were conducted with 12 service users to ask about their experience of accessing the DIS. A thematic analysis identified themes and subthemes relating to the extent of their digital exclusion before engaging with the scheme and the impact of accessing a scheme on their ability to engage with digital technology and well-being. There were 10 major themes. A total of 6 themes were related to factors impacting the engagement with the scheme, including digital exclusion, relationship to the trust, the importance of personalized digital support, partnership working, device usability and accessibility, and personal circumstances. The remaining 4 themes spoke to the impact of accessing the scheme, including improved access to services, impact on well-being, financial implications, and a greater sense of empowerment. Participants reported an increased reliance on technology driving the need for digital inclusion; however, differences in motivation for engaging with the scheme were noted, as well as potential barriers, including lack of awareness, disability, and age. Overall, the experience of accessing the DIS was reported as positive, with participants feeling supported to access the digital world. The consequences of engaging with the scheme included greater perceived access to and control of physical and mental health care, improved well-being, and a greater sense of empowerment. An overview of the lessons learned are provided along with suggestions for other health care settings that are looking to implement similar schemes.

Background: Aphasia is likely to impact adversely on the ability to use the Internet successfully, as linguistic skills are important for many aspects of Internet use. Despite this, there exists limited evidence on how best to support people with aphasia to benefit from the Internet. Whilst linguistic impairments in aphasia will have an impact on Internet use, there are other important factors such as other cognitive or physical impairments. There are also differences in digital skills between social groups in the UK, creating inequalities. People with aphasia and those who support them are likely to have varying levels of Internet use. These aspects are relevant in improving our understanding of factors relevant to supporting people with aphasia to use the Internet.Aims: The main aim is to discuss the key areas related to supporting people with aphasia to achieve equality of access to and use of the Internet. This paper focuses on three questions related to Internet use: (1) What do we know about access and use of the Internet by populations who share characteristics with people with aphasia and may experience similar disabilities?, (2) Based on that knowledge, what types of difficulties with Internet use might be predicted for people with aphasia? and (3) How has Internet use or support with Internet skills been studied in relation to people with aphasia. If not directly studied, what does relevant related work tell us?Main Contribution: This paper discusses factors that might act as barriers or facilitators to Internet use by people with aphasia, viewed from within the conceptual frameworks of the International Classification of Disability and Functioning and the Communications Consumer Panel Framework on Digital Participation. It considers the relevant literature on digital exclusion in the wider population and on aphasia and technology, in order to present a wide perspective on the range of issues involved in mitigating digital exclusion.Conclusions: The interrelationships between the complex demands imposed by aphasia and factors thought to contribute to digital exclusion are complex and multifactorial. The literature directly relating to aphasia and technology and from wider evidence on digital exclusion all contribute to understanding of key barriers and facilitators to Internet use. Consideration of these wider factors and of the contributions from a range of disciplines, historically not involved in aphasia rehabilitation, is helpful in understanding the needs of people with aphasia in a digital age and to develop future interventions.

The COVID‐19 pandemic has meant a rapid transfer of everyday activities to the online world. Information and communication technologies (ICTs) have become more embedded than ever in people's lives. This investigation addresses how this change has affected the lives of people with intellectual disabilities (ID). A two‐step design was used. A rapid review was conducted on empirical studies published between January 2019 and June 2021. Search terms related to ID, ICT use and COVID‐19. A qualitative international bricolage was also conducted corresponding to author nationalities. Data gathered from the review and bricolage were analysed separately using thematic analysis and relationally synthesised. Digital solutions to provide access to COVID‐19 information and guidance seemed inadequate but were seldom empirically studied. Digital poverty, literacy and exclusion remain significant issues for people with ID internationally. People and their carers experienced reduced and removed service provision, loneliness and impoverished daily lives during the pandemic; amelioration of which was facilitated by digital solutions. One solution often used was videoconferencing. Prior experience of digital participation, adequate finances, connection, support and digital literacy mentoring for both people with ID and those providing services and support facilitated digital inclusion. Digital exclusion during COVID‐19 was exacerbated by sociopolitical, structural, individual and support‐related barriers. Although awareness of digital exclusion appears to have been raised, the extent to which this has led to action and change remains unclear. Despite digital exclusion and digital participation benefitting continuation of life, social and emotional well‐being and autonomy, COVID‐19 has not provided the impetus to eradicate digital poverty for people with ID. Governmental support, digital education, creativity and problem solving are required to enable people with ID the human right to be included in the digital world at this essential time and into the future.

A Review of: Pun, R. (2021). Understanding the roles of public libraries and digital exclusion through critical race theory: An exploratory study of people of color in California affected by the digital divide and the pandemic. Urban Library Journal, 26(2). https://academicworks.cuny.edu/ulj/vol26/iss2/1/ Abstract Objective – This study explored the role of the public library in the support of patrons of color who experience digital exclusion. Design – In-person and telephone interviews, grounded theory, and critical race theory. Setting – Public libraries in California. Subjects – Persons of color who were active public library technology resource users due to experiencing the digital divide. Methods – In-person, 60- to 90-minute interviews were conducted with participants referred to the author by public librarians at select libraries in California. Sixteen open-ended questions were asked, relating to demographics, access to technology at home, library technology access and use, technology skills, and thoughts on how libraries could change or improve technology services. A 20- to 30-minute follow-up interview was conducted during the phase of the Covid-19 pandemic when public libraries were closed. Interview transcripts were analyzed by the author, who created a codebook of common themes. Responses were analyzed through the lens of grounded theory and critical race theory. Main Results – Nine participants were recruited; six consented to the first interview and two of the six consented to the second interview. Four of the participants self-reported as Asian, one as Black/African American, and one as Hispanic/Latino American. None of the participants had internet access in their homes, though some reported having laptops or inconsistent cellular service. Common uses of library technology included job search activities (resume building, job searching, applications); schoolwork; research and skill development; and legal or housing form finding. Leisure activities including social media and YouTube were also mentioned. Access limitations included inconvenient library hours, particularly for those attending college or holding a job with daytime hours, and physical distance from the library. A common complaint was the time limit on computer access set by the library; “the concept of time” was mentioned “over 70 times collectively by all participants” (p. 14). Language was another barrier to access, mentioned by three of the participants. Most reported being more likely to ask for help from a library staff person who shared their language or had a similar background. Participants also reported wishing more technology workshops were offered, especially workshops in languages other than English. The two participants who took part in the second interview “expressed frustration and sadness” about the lack of library access during the Covid-19 pandemic (p. 16). One participant reported having to get internet access at her home for her children to attend school. The second participant expressed her difficulty in conducting research or printing information with only the small screen of her phone to provide access. Conclusion – Library patrons of color living within the digital divide make use of public library technology but experience multiple barriers. Libraries can alleviate these barriers by examining their hours, policies, and staffing models to be more accessible to patrons of color lacking internet access at home.

People with Parkinson's disease (pwPD) are a candidate population to regularly use telemedicine services. However, their implementation into clinical practice can be limited by the so-called "digital exclusion" of the target population. We aimed to (1) explore the level of digital inclusion in a cohort of pwPD as compared to sex- and age-matched healthy controls (HC), and (2) to determine the possible influence of both socio-demographic factors and disease features on the level of digital exclusion. Four hundred and ninety pwPD and 140 HC completed the Digital Inclusion Questionnaire (DIQUEST), which measures two barriers related to digital access and skills; demographic data (age, sex, education and economic status) and clinical characteristics (Hoeh & Yahr stage, MDS-UPDRSIII, presence of depression/apathy, and/or mild cognitive decline) were also collected. Nonparametric tests were used for comparative analyses; multivariate linear regression models were performed to establish the predictive value of demographics and disease-related variables on the DIQUEST scores. pwPD had a higher level of digital exclusion than HC especially due to poorer digital skills. Both depression/apathy and mild cognitive decline were associated with a more pronounced digital exclusion. Beyond demographic variables, the presence of PD as well as its severity independently predicted the level of digital exclusion. PwPD suffer from a significant digital exclusion. Our results further highlight the paradox whereby subjects with more advanced PD are more prone to be digitally excluded, despite being the population that would most need telemedicine services.

In today’s world, information and communication technologies (ICT) and the ability to use their potential effectively, provide access to the latest information, digital services, communication, prompt inclusion in the labour market, participation in lifelong learning, and are an integral part of the successful functioning of society (Ekbia, 2016; Fabre and Popova, 2017). At the same time, the growing importance of ICT creates new challenges in ensuring equal opportunities for all, without exception, to have access to technological equipment, the Internet, the development of digital competences and digital services, and to enable them to use ICT effectively. The need to increase digital inclusion is particularly important in this area. Digital inclusion is associated with enabling socially excluded groups in society to use digital technologies effectively: for effective communication, participation in various activities, involvement in society and community (Real et al. 2014; Newman et al. 2017). The goals of digital inclusion are inseparable from the goals of social inclusion (Farooq et al., 2015; Beyene, 2018), in which the inclusion of all persons without exception, especially those belonging to socially excluded groups, in society and community is important. Caruso (2014), Bertot (2016), Borg and Smith (2018), Beyene (2018), Strover et al. (2020) note that digital inclusion comprises three key principles: access to the latest technologies, ICT adoption and application. The principle of application is the most important principle. It comprises the effective use of ICT, digital information and digital competences for learning, employment, self-education, civic participation, health strengthening and other purposes.Public libraries are very important organizations in increasing digital inclusion. In order to increase digital inclusion, public libraries should carry out activities aimed at providing access to ICT and the Internet, improving the digital competences and offering digital services. In this area, it is particularly important for public libraries to exploit the potential of their wide network of institutions, the variety of free services and possibilities to cooperate with other organizations. These aspects exclude public libraries from other institutions, enabling them to involve more people in digital inclusion activities and reach the most vulnerable groups of society that often experience social exclusion (Yılmaz and Cevher, 2015; Casselden, Pickard and McLeod, 2015; Appleton et al. 2018; Wyatt, Mcquire and Butt, 2018). The need to foster digital inclusion highlights the necessity to assess the activities of public libraries in increasing digital inclusion empirically. The aim of this article is to investigate the activities of public libraries in increasing the digital inclusion and to identify possible directions for the improvement of digital inclusion. The case of Šiauliai region was chosen for the empirical research. The methods of scientific literature content analysis, structured E- mail interview, systematization and generalization of collected data and secondary data analysis were employed in this research.The empirical research has shown that the activities of Šiauliai region libraries in the field of increasing digital inclusion include the main ones discussed in the scientific literature (Caruso, 2014; Nemer, 2015; Bertot, 2016; Luterek 2017; Beyene, 2018; Gregg and McKendry, 2018; Strover et al. 2020); ensuring free access to ICT and the Internet, developing digital competences and providing digital services. Free access to ICT and the Internet offered by public libraries is important for people with disabilities and seniors, providing opportunities to take care of health, communicate with relatives and save money. Digital literacy training in libraries, individual consultations and some digital services (e.g. e-books, virtual events) are relevant to these target groups. However, the involvement of people with disabilities and seniors in these activities is insufficient, especially in the area of access to digital services. The empirical research showed that the involvement of these target groups in the digital inclusion activities offered by libraries is limited. This limitation is caused by such reasons as lack of personal motivation, lack of digital skills, not adapted libraries infrastructure and technological equipment and lack of information about these activities.Taking these aspects into account, it is recommended for public libraries to increase the diversity of access to digital services, intensify initiatives to publicize information about these services and develop cooperation with organizations, representing these target groups (care homes, associations of the disabled, organizations representing seniors, daycare centers, etc.). This cooperation could increase the involvement of people with disabilities and seniors in the activities offered by libraries and contribute to the increase of digital inclusion.

This article examines the impact of the COVID-19 pandemic on computer and Internet access services in Canadian public libraries as well as the implications of this lack of access for people facing socioeconomic barriers, and how Canadian public libraries could address digital divide issues in the post-pandemic era. Recommendations on future pandemic preparedness for public libraries are also discussed in this article. This research project conducted a bilingual (English and French) online survey targeting public library technicians, librarians, and library board members across Canada. From 1,631 research invitation emails sent to public library staff across Canada and three Facebook posts on Canadian public library staff groups, over a one-year period from November 3, 2021, to November 6, 2022. 226 individuals participated in the online survey questionnaire. Findings suggest that the COVID-19 pandemic has exacerbated social inequalities in Canada, including access to computers and the Internet. The digital divide could lead to poor health outcomes and put existing disadvantaged populations at greater risk in terms of future employment opportunities. The digital divide needs to be addressed so that Canadians in low-income households and those living with disabilities do not get left behind. Importantly, public libraries in Canada have been working tirelessly to equalize access to computers, the Internet, and digital literacy training and support. Their determination, social responsibility, and professional ethics need to be acknowledged. Finally, this article's recommendations for future pandemic preparedness in Canadian public libraries may also be applicable and beneficial to public libraries globally.

Purpose: The purpose of this paper is to analyse the key factors of the digital exclusion in selected European Union countries. Specifically, it examines the economic, social, and demographic determinants that shape digital accessibility and digital literacy in these nations. Design/Methodology/Approach: This study analyses the factors associated with the level of digital skills, as measured by the DSI indicator, which is considered a key representation of digital exclusion. The analysis covers the 27 European Union countries from 2014 to 2023, enabling the identification of trends and changes over the examined period. Furthermore, correlations between the DSI levels and selected factors are investigated to determine the primary determinants of digital exclusion. Findings: Significant variation in digital skill levels and the factors influencing them was observed across European Union countries. Strong correlations were identified between digital skills, GDP, and the level of education (both formal and informal). Additionally, the average age of the population was found to be a negative factor, which, in the context of aging societies, may play a crucial role in shaping future policies aimed at promoting digital inclusion for this demographic group. Research Limitations/Implications: The conducted study provides a starting point for further analysis using a cross-sectional and temporal approach, focusing on digital exclusion in Europe. Practical Implications: The results of the study have facilitated the identification of socio- economic factors associated with digital exclusion in European Union countries. These findings highlight key areas that require targeted action by policy-makers, particularly in addressing social inequalities and the digital marginalization of certain demographic groups. Social Implications: The studies highlight the need for comprehensive education to develop key digital skills, enabling individuals to engage effectively and safely with the digital transformation of society and to prevent digital exclusion. They also indicate that, despite significant advancements in the availability of Internet technology over the years, digital exclusion remains unresolved, pointing to various underlying determinants of this issue. Originality/Value: The paper identifies the factors associated with digital exclusion and provides recommendations for actions aimed at reducing digital inequality. Keywords: sustainability, digital exclusion, digital transformation. Category of the paper: Research paper.

Purpose – The purpose of this paper is to conceptualize how digital humanities (DH) projects can be integrated into instructional services programs in libraries. The paper draws on three digital projects from the New York Public Library (NYPL) and explores how librarians can creatively utilize these resources to teach new digital literacy skills such as data analysis and data management. For patrons, they can learn about the content of these crowd-sourcing projects as well. By integrating DH projects into library instruction, the possibilities and opportunities to expand and explore new research and teaching areas are timely and relevant. Design/methodology/approach – The approach of this paper is to explore NYPL’s three digital projects and underscore how they can be integrated into instructional services: “What’s On the Menu,” “Direct Me NYC” and “Map Warper” all offer strengths and limitations but they serve as paradigms to explore how digital resources can serve multipurpose use: they are databases, digital repositories and digital libraries but they can also serve as instructional service tools. Findings – The paper conceptualizes how three DH projects can serve as teaching opportunities for instructional services, particularly teaching digital literacy skills. By exploring the content of each digital project, the paper suggests that users can develop traditional information literacy skills but also digital literacy skills. In addition, as crowdsourcing projects, the Library also benefits from this engagement since users are adding transcriptions or rectified maps to the Library’s site. Patrons develop visual literacy skills as well. The paper addresses how librarians can meet the needs of the scholarly community through these new digital resources. While the paper only addresses the possibilities of these integrations, these ideas can be considered and implemented in any library. Practical implications – The paper addresses positive outcomes with these digital resources to be used for library instructional services. Based on these projects, the paper recommends that DH projects can be integrated into such instructions to introduce new content and digital skills if appropriate. Although, there are limitations with these digital resources, it is possible to maximize their usage if they are used in a different and creative way. It is possible for DH projects to be more than just digital projects but to act as a tool of digital literacy instruction. Librarians must play a creative role to address this gap. However, another limitation is that librarians themselves are “new” to these resources and may find it challenging to understand the importance of DH projects in scholarly research. Originality/value – This paper introduces DH projects produced in a public research library and explores how librarians can use these digital projects to teach patrons on how to analyze data, maps and other content to develop digital literacy skills. The paper conceptualizes the significant roles that these DH projects and librarians can play as critical mediators to introducing and fostering digital literacy in the twenty-first century. The paper can serve as an interest to academic and public libraries with large research collections and digital projects. By offering new innovative ideas of integrating DH into instructional services, the paper addresses how DH projects teaching tools can support specific digital skills such as visual literacy and data analysis.

A socioeconomic gradient exists in the utilisation of total hip replacements (THR) and total knee replacements (TKR) for osteoarthritis. However, the relations between socioeconomic status (SES) and time to THR or TKR is unknown. To describe the association between SES and time to THR and TKR. One thousand and seventy-two older adults residing in Tasmania, Australia, were studied. Incident primary THR and TKR were determined by data linkage to the Australian Orthopaedic Association National Joint Replacement Registry. At baseline, each participant's area-level SES was determined using the Index of Relative Socioeconomic Advantage and Disadvantage (IRSAD) from the Australian Bureau of Statistics' 2001 census data. The IRSAD was analysed in two ways: (i) categorised into quartiles, whereby quartile 1 represented the most socioeconomically disadvantaged group; and (ii) the cohort dichotomised at the quartile 1 cut-point. The mean age was 63.0 (±7.5) years and 51% were women. Over the median follow up of 12.9 (interquartile range: 12.2-13.9) years, 56 (5%) participants had a THR and 79 (7%) had a TKR. Compared with the most disadvantaged quartile, less disadvantaged participants were less likely to have a THR (i.e. less disadvantaged participants had a longer time to THR; hazard ratio (HR): 0.56; 95% confidence interval (CI) 0.32, 1.00) but not TKR (HR: 0.90; 95% CI 0.53, 1.54). However, the former became non-significant after adjustment for pain and radiographic osteoarthritis, suggesting that the associations may be mediated by these factors. The present study suggests that time to joint replacement was determined according to the symptoms/need of the participants rather than their SES.