Bridging the dual digital divide: A Local Net and an IT-Café in Sweden

Abstract

The Internet is becoming an integral part of everyday life and digital inclusion is becoming a prerequisite for social inclusion. There is a risk that marginalized groups in deprived areas may be excluded from the Information Society, being affected by the ‘dual digital divide’. This paper concerns two community initiatives designed to encourage digital and social inclusion in a disadvantaged area: a Local Net and an IT-Café. A combination of qualitative and quantitative data from a case study in a suburb of Stockholm is used to examine the two schemes in terms of their success in bridging the dual digital divide. Despite good intentions, the Local Net, with its provision of home access to local web pages, largely failed to achieve its goals. In contrast, the IT-Café, with its public access to ICTs, has increased digital and social inclusion of those residents who make use of it. Six reasons for the difference in success between the two computer projects are identified: (1) timing, (2) management, (3) cost, (4) support and training, (5) context of access and (6) project focus. The provision of subsidized public access, the informal face-to-face computer support and training provided by a local resident working in the IT-Café, and the ease with which both virtual and physical meetings can be supported are factors underlying the success of the IT-Café. The paper concludes that access, skills and motivation are prerequisites for a digitally inclusive society. To be on the right side of the (dual) digital divide it is vital to have physical access to technologies, but also to have the skills and motivation to use them.

Keywords:

• disadvantaged area
• dual digital divide
• IT-Café
• local community
• Local Net
• Sweden

Acknowledgements

This research has been funded by the Department of Psychology, University of Stirling, and three different EU Projects: SCHEMA (Social Cohesion through Higher Education in Marginal Areas), ODELUCE (Open and Distance Education and Learning through University Continuing Education) and the UNIVe Project. The authors would also like to thank Professor Jan Steyaert, Fontys University of Professional Education, for his comments on an earlier draft.

Notes

1. The Swedish Research and Statistics Office is now called ‘Stockholm Office of Research and Statistics’ (USK).

Additional information

Notes on contributors

Sara Ferlander

Sara Ferlander has a PhD in Psychology and was a Research Fellow at the Centre for eLearning Development in the University of Stirling. Her research interests include the social impacts of ICTs with a special focus on social inclusion, social capital and community.

Duncan Timms

Duncan Timms is Dean of the Faculty of Human Sciences, Professor of Sociology and Director of the Centre for eLearning Development in the University of Stirling. His research interests include the relationship between the Internet and social inclusion.