The concept of digital literacy has been defined in numerous ways over the last two decades to incorporate rapid technological changes, its versatility, and to bridge the global digital divide. Most approaches have been technology-centric with an inherent assumption of cultural and political neutrality of new media technologies. There are multiple hurdles in every stage of digital literacy implementation. The lack of solutions such as local language digital interfaces, locally relevant content, digital literacy training, the use of icons and audio excludes a large fraction of illiterate people. In this article, we analyse case studies targeted at under-connected people in sub-Saharan Africa and India that use digital literacy programmes to build knowledge and health literacy, solve societal problems and foster development. In India, we focus on notable initiatives undertaken in the domain of digital literacy for rural populations. In Sub-Saharan Africa, we draw from an original project in Kenya aiming at developing digital literacy for youth from low-income backgrounds. We further focus on Senegal, Mali, Burkina Faso and Tanzania, where field studies have been conducted on the use of digital technologies by low-literacy people and on how audio and icon-based interfaces and Internet lite standard could help them overcome their limitations. The main objective of this article is to identify key performance indicators (KPIs) in the context of digital literacy skills as one of the pillars for digital inclusion. We will learn how digital literacy programmes can be used to build digital literacy and how KPIs for sustainable development can be established. In the final discussion, we offer lessons learned from the case studies and further recommendation for stakeholders and decision-makers in the field of digital health literacy.

中文翻译：

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可持续发展的数字素养关键绩效指标

在过去的二十年中，以多种方式定义了数字素养的概念，以融合快速的技术变革，其多功能性并弥合全球数字鸿沟。大多数方法都以技术为中心，并固有地假定新媒体技术在文化和政治上是中立的。在数字素养实施的每个阶段都存在多个障碍。缺少诸如本地语言数字界面，本地相关内容，数字素养培训，图标和音频的使用之类的解决方案，这排除了很大一部分文盲人群。在本文中，我们分析了针对撒哈拉以南非洲和印度人际关系不佳的人们的案例研究，这些人使用数字扫盲计划来建立知识和健康扫盲，解决社会问题并促进发展。在印度，我们专注于针对农村人口的数字素养领域采取的重要举措。在撒哈拉以南非洲地区，我们借鉴了肯尼亚的一个原始项目，旨在为低收入背景的年轻人开发数字素养。我们进一步关注塞内加尔，马里，布基纳法索和坦桑尼亚，在那儿进行了关于低识字人群对数字技术的使用以及基于音频和图标的界面以及Internet lite标准如何帮助他们克服局限性的现场研究。本文的主要目的是在数字素养技能的背景下确定关键绩效指标（KPI），将其作为数字包容性的支柱之一。我们将学习如何使用数字扫盲计划来建立数字扫盲，以及如何建立可持续发展的关键绩效指标。在最后的讨论中，