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Rethinking digital skills in the era of compulsory computing: methods, measurement, policy and theory
Information, Communication & Society ( IF 5.054 ) Pub Date : 2021-02-21 , DOI: 10.1080/1369118x.2021.1874475
Kira Allmann 1 , Grant Blank 2
Affiliation  

ABSTRACT

Around the world, digital platforms have become the first – or only – option for many everyday activities. The United Kingdom, for instance, is implementing a ‘digital-by-default’ e-government agenda, which has steadily digitized vital services such as taxes, pensions, and welfare. This pervasive digitization marks an important shift in the relationship between society and computing; people are compelled to use computers and the internet in order to accomplish the basic tasks. We suggest that this era of compulsory computing demands new ways of measuring and theorizing about digital skills, which remain a crucial dimension of the digital divide. In this article, we re-examine the theory and measurement of digital skills, making three contributions to understanding of how digital skills are encountered, acquired, and conceptualized. First, we introduce a new methodology to research skills: participant-observation of novices in the process of learning new skills along with interviews with the people who help them. Our ethnographically informed method leads us to a second contribution: a different theory of skills, which identifies three primary characteristics: (1) sequence, (2) simultaneity, and, most importantly, (3) path abstraction. Third, we argue that these characteristics suggest the need to change current ways skills are measured, and we also discuss the policy implications of this empirically informed theory.



中文翻译:

重新思考强制计算时代的数字技能:方法,度量,政策和理论

摘要

在世界各地,数字平台已成为许多日常活动的第一个(或唯一的)选择。例如,英国正在实施“默认数字化”电子政务议程,该议程已将税收,养老金和福利等重要服务稳步数字化。这种普遍的数字化标志着社会与计算机之间关系的重要转变。人们被迫使用计算机和互联网来完成基本任务。我们认为,强制计算的时代要求对数字技能进行度量和理论化的新方法,而这仍然是数字鸿沟的重要方面。在本文中,我们将重新审视数字技能的理论和测度,为理解如何遇到,获得和概念化数字技能做出三点贡献。第一的,我们引入了一种研究技能的新方法:在学习新技能的过程中对新手进行参与者观察,并与帮助他们的人进行访谈。我们的人种志方法将我们带给我们第二个贡献:不同的技能理论,它确定了三个主要特征:(1)顺序,(2)同时性,最重要的是,(3)路径抽象。第三,我们认为这些特征表明需要改变当前衡量技能的方式,并且我们还讨论了这种基于经验的理论的政策含义。它确定了三个主要特征:(1)序列,(2)同时性,以及最重要的是(3)路径抽象。第三,我们认为这些特征表明需要改变当前衡量技能的方式,并且我们还讨论了这种基于经验的理论的政策含义。它确定了三个主要特征:(1)序列,(2)同时性,以及最重要的是(3)路径抽象。第三,我们认为这些特征表明需要改变当前衡量技能的方式,并且我们还讨论了这种基于经验的理论的政策含义。

更新日期:2021-04-09
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