Hello everyone, I'm excited to share the CFP for the special issue that I'm co-editing together with Professor Simeon Yates - 'What do digital inclusion and data literacy mean today?<https://policyreview.info/node/1388>' for the Internet Policy Review journal (open access). What type of skills do people need to ‘be digital’ today? Is access to the internet enough, or do people need to understand how the internet works as well? We feel that with misinformation/'fake-news', AI/ML, and adtech taking a larger part in our lives the topics of digital inclusion and data literacies are changing. We invite people to submit papers from a wide variety of fields to this issue as the topics of digital inclusion and data literacies keep on evolving into many directions. The CFP details are below, or you can view it on the Internet Policy Review website<https://policyreview.info/node/1388>. This special issue is also linked to the conference we're organising on 18-19th at Liverpool University's London campus - DIPRC2019: Digital Inclusion Policy and Research Conference 2019.<https://www.eventbrite.co.uk/e/diprc2019-digital-inclusion-policy-and-research-conference-2019-tickets-55022589045> The conference is free of charge - All welcome! Looking forward to reading your abstracts, All the best, Dr. Elinor Carmi, Postdoc Research Associate - Digital Media & Society, Department of Communication and Media, Faculty of the Humanities and Social Sciences, School of the Arts, Liverpool University, UK. https://elinorcarmi.com<https://elinorcarmi.com/> Twitter: @Elinor_Carmi ---------------------------------------------------------------------------------------------------------------------------------------------------------------- CFP - Special issue of Internet Policy Review on What do digital inclusion and data literacy mean today? Topic and relevance As more of our everyday lives become digital, from paying bills, reading news, to contacting companies and services, keeping in touch with your friends and family, and even voting - it has become crucial to include everyone in the online world. But the meaning of digital inclusion keeps on changing and with it also the set of skills that are necessary to be ‘digital’ (Jaeger et al., 2012). What type of skills do people need to ‘be digital’ today? Is access to the internet enough, or do people need to understand how the internet works as well? Which kind of training programmes should be developed? Should there be one type of skills and training programme or different ones who cater to people from different backgrounds and needs (ableism, age, education, gender, race, religion)? With the automation of many jobs, how can we foresee what skills will be needed for future work? These questions have been occupying the private sector and policy makers, and as more tasks become automated and digitalised, addressing them becomes ever more crucial. Discussions of inequality in the use of digital media and systems have predominantly focused on issues measured by access to the internet and skills such as checking emails, finding information and downloading music (van Dijk and Hacker, 2003, van Dijk, 2005). These topics have been key issues for policymakers (Yates et al., 2014; 2015a; 2015b) and are central to the development of many governmental digital strategies in Europe, the UK, and the USA (Mawson, 2001). Recent academic work on issues of digital inclusion and inequalities has shifted the focused from quantitative indicators and looks at issues of digital skills in relation to the social support networks people receive (Helsper & Van Deursen, 2017). As such research shows, there is strong evidence that the quality of support people have access to is unequally distributed and replicate existing inequalities. Evidence shows that inequalities in access to and use of digital media have measurable impacts on the life chances, health and economic wellbeing of citizens. In other words, it is not only a matter of skills but also the context and communities people live in that influences people’s inclusion in the ‘digital’. Scope of the special issue Since the introduction and widespread use of machine learning and artificial intelligence in different decision making processes relating to citizens’ life (health, justice, policing) and onto entertainment (e.g., Netflix and Spotify) and news, research on digital skills has shifted. This is because inequalities now involve more complex issues of how these technologies work and what they can influence and manipulate. In addition, as ‘fake news’ and misinformation have become common practices by various entities, new avenues in the types of digital literacies citizens need have been introduced. These include digital understanding of how the internet works (Doteveryone, 2018), how to engage with online news (e.g., fact checking), how digital advertising / adtech works (ICO, 2019) and how to use different tools to be able to control and manage the type of information shared with other parties. This shift has become central to some governmental digital strategies, such as those of the UK Department for Digital, Culture, Media and Sport (DCMS) (2019) and their equivalents around the globe, in countries such as Brazil, India, and the USA, or the Norwegian Ombudsman (Forbrukerrådet, 2018). After the Cambridge Analytica scandal, governments have realised the power of technology giants like Facebook, Google, Amazon and Microsoft, to shape and influence people’s behaviour. Consequently, many aim to regulate and force them to change how they are designed and the way they present information (from content to advertisements). This special issue draws on over two decades of research, policy, and practice. Over this time digital inequalities, digital inclusion and digital literacies have changed in response to developments in digital technologies and media. Key themes have remained, such as: material and financial access to technological devices and services; skills and digital literacy; effective use by citizens and communities to participate in political and civic discussions and activities; the impact of socio-economic factors; motivation and attitudes; and, more recently socio-economic and socio-cultural variations in patterns of usage. Digital inequalities therefore have become an important part of broader persistent issues of social equity and justice. Focus of the papers The primary aim of this special issue is to link up international policy efforts to address contemporary and future digital inequalities, access and skills with the outcomes of research from around the globe. The intention is on sharing best practice and research insights, while acknowledging that these problems are not the same in different parts of the world and so there are no universal solutions. We invite authors to submit papers that cover empirical research as well as policy and practice interventions, such as: ● Data analysis of levels of digital inclusion / exclusion and engagement ● Studies on the link between misinformation and data literacies ● Studies of the impacts of digital exclusion ● Policy interventions ● Case studies of initiatives and programmes ● Case studies of community impact Special issue editors Dr Elinor Carmi (Elinor.Carmi@liverpool.ac.uk<mailto:Elinor.Carmi@liverpool.ac.uk>) Postdoc Research Associate - Digital Media & Society, Department of Communication and Media, Faculty of the Humanities and Social Sciences, School of the Arts, Liverpool University, UK. Professor Simeon Yates Associate Pro-Vice Chancellor Research Environment and Postgraduate Research Liverpool University, UK. Important dates Release of the call for papers April 2019 Deadline for full text submissions / All details on text submissions can be found under http://policyreview.info/authors 25 August 2019 Comprehensive peer review feedback by October 2019 Deadline for submission of revised papers November 2019 Preparation for publication April 2020 Publication of the special issue May 2020 References DCMS (2019). Disinformation and ‘fake news’: Final Report. Available at: https://publications.parliament.uk/pa/cm201719/cmselect/cmcumeds/1791/1791.p... Doteveryone (2018). People, Power and Technology: The 2018 Digital Understanding Report. Available at: http://understanding.doteveryone.org.uk/ Forbrukerrådet. (2018). Deceived by Design: How tech companies use dark patterns to discourage us from exercising our rights to privacy. Available at: https://fil.forbrukerradet.no/wp-content/uploads/2018/06/2018-06-27-deceived... f GoodThings Foundation (2018). The economic impact of Digital Inclusion in the UK. Available at: https://www.goodthingsfoundation.org/sites/default/files/research-publicatio... pact_of_digital_inclusion_in_the_uk_final_submission_stc_0.pdf Helsper, E.J. and Van Deursen, A.J. (2017). Do the rich get digitally richer? Quantity and quality of support for digital engagement. Information, Communication & Society, 20(5), pp.700-714. ICO (2019). Internet users' experience of online advertising. Available at: https://www.ofcom.org.uk/research-and-data/internet-and-on-demand-research/i... Jaeger, P. T., Bertot, J. C., Thompson, K. M., Katz, S. M., & DeCoster, E. J., 2012. The intersection of public policy and public access: Digital divides, digital literacy, digital inclusion, and public libraries. Public Library Quarterly, 31(1), 1-20. Mawson, J. (2001) ‘The end of social exclusion? On information technology policy as a key to social inclusion in large European cities’, Regional Studies Journal, 35(9), 861–877. Van Dijk, J., & Hacker, K. (2003). The digital divide as a complex and dynamic phenomenon. The information society, 19(4), 315-326. Van Dijk, J. A. (2005). The Deepening Divide: Inequality in the Information Society. Sage Publications. Yates, S., Kirby, J., & Lockley, E. (2014). Supporting digital engagement: final report to Sheffield City Council. Supporting Digital Engagement: Final Report to Sheffield City Council. Yates, S., Kirby, J., & Lockley, E. (2015a). Digital media use: Differences and inequalities in relation to class and age. Sociological Research Online, 20(4), 12. Yates, S. J., Kirby, J., & Lockley, E. (2015b). ‘Digital-by-default’: reinforcing exclusion through technology. IN DEFENCE OF WELFARE 2, 158.