The main goal of this article is to analyze young people’s technological socialization experiences to build a comprehensive model of the distinctive digital literacies interwoven with their biographies. Considering that digital accessibility is a necessary but not sufficient condition for inclusion, we identify which types of digital literacies are linked to the acquisition of digital competencies, confidence, and dispositions towards the incorporation of ICTs into daily activities; on the other hand, we also identify digital literacies that might engender motivated processes of self-exclusion from the digital realm, therefore reinforcing subjects’ digital exclusion. Methodologically, this article is based on 30 in-depth biographically-oriented qualitative interviews with young people living in the region of Madrid, Spain. Regarding results, four techno-social dimensions are proposed—motivation, degree of formality, degree of sociality, and type of technological domestication—to construct a typology of four ideal forms of digital literacy: unconscious literacy, self-motivated literacy, professional literacy, and social support. To achieve digital inclusion, self-motivation towards using digital technologies is mandatory, but social practices, academic and professional literacy might work as a secondary socialization process that enhance subjects’ affinity with ICTs. Nevertheless, the effect of social support is ambivalent: It could promote digital inclusion among people already interested in digital technologies, but it could also lead to dynamics of self-exclusion among people who are not confident regarding their digital competencies or disinterested in ICTs.

中文翻译：

---

技术社会化与数字包容：了解马德里年轻人中的数字素养传记

本文的主要目的是分析年轻人的技术社会化经验，以​​建立与自己的传记相交织的独特数字文学的综合模型。考虑到数字无障碍环境是包容性的必要但非充分条件，因此，我们确定了哪些类型的数字文学与数字能力的获得，信心以及将ICT纳入日常活动的意愿有关；另一方面，我们还确定了可能导致出于自我排斥的过程而被排除在数字领域之外的数字文学，从而加强了受试者的数字排斥。从方法上讲，本文基于对生活在西班牙马德里地区的年轻人进行的30次针对传记的深入定性访谈。关于结果，提出了四个技术社会维度—动机，形式化程度，社会化程度和技术驯化类型—以构建四种理想形式的数字素养的类型学：无意识素养，自我激励素养，专业素养和社会支持。为了实现数字包容性，使用数字技术的自我激励是强制性的，但是社会实践，学术和专业素养可能作为次要社会化过程而起作用，可以增强受试者对ICT的亲和力。尽管如此，社会支持的作用却是模棱两可的：它可以在已经对数字技术产生兴趣的人们中促进数字包容，但也可能导致对数字能力不自信或对ICT不感兴趣的人们自我排斥。