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Research into the explanations of digital inclusion has moved from investigations of skills and usage to tangible outcomes, what we label here as the third-level digital divide. There is a lack of theoretical development about which types of people are most likely to benefit. Understanding how achieving outcomes of internet use is linked to other types of (dis)advantage is one of the most complex aspects of digital inclusion research because very few reliable and valid measures have been developed. In the current study we took a first step toward creating an operational framework for measuring tangible outcomes of internet use and linking these to the inequalities identified by digital divide research.

After having proposed a classification for internet outcomes, we assessed these outcomes in a representative sample of the Dutch population.

Our overall conclusion in relation to the more general relationship between offline resources and third-level digital divides is that the internet remains more beneficial for those with higher social status, not in terms of how extensively they use the technology but in what they achieve as a result of this use for several important domains.

When information and services are offered online, the number of potential outcomes the internet has to offer increases. If individuals with higher social status are taking greater offline advantage from digital engagement than their lower status counterparts, existing offline inequalities could potentially be acerbated.

Coronavirus (COVID-19) has exposed the digital divide (DD) like never before and has made it a hot topic of actuality. In this paper, a state of the art of research studies that dealt with the three levels of the digital divide and highlight its shortcomings in light of COVID-19 are presented.

An integrative literature review was conducted, summarizing the rich literature on the digital divide by presenting its key concepts and findings. This study then provides suggestions for future research in light of the COVID-19 pandemic.

It can be concluded that the digital divide is insufficiently exposed and examined by researchers. In fact, in recent years, very few research studies have focused on the first-level divide. Moreover, much of the literature has analyzed the second digital divide (in terms of e-skills) in the strict sense and at the national level. This review also shows that the existing studies on the third level-digital divide deal only with the individual results of using the Internet. Finally, future research on the three-level digital divide should study more digital inequality related to emerging technologies is proposed.

This paper draws up a state of art, which has important theoretical and practical implications in the effectiveness of full transformation to digitalization.

The present study contributes to digital inequality research by summarizing key concepts and findings from the literature of the three levels of the digital divide. It highlights the unexplored research topics on some dimensions of DD which were behind the digital transformation failure in many countries and provides insights on future research directions in light of COVID-19.

Existing researches find that a gender difference exists in terms of Internet usage. In China, the singleton daughters resulting from China's one-child policy enjoy unprecedented parental support. The purpose of this paper is to investigate whether singleton daughters can, to some extent, break through the predicament of the digital divide.

The study collected data from a sample of 865 college students and obtained 811 valid questionnaires. Exploratory factor analysis (EFA) is used to identify clusters of Internet usage from the perspective of statistical associations in various daily online activities. Two-way ANOVA and mean-comparison tests are used to analyze how singleton and non-singleton students use the Internet differently.

This study finds that singleton female students showed no significant differences from male students in aspirational activities of informational, educational use and social media use, which means that singleton female students have caught up with male students in these activities. However, female college students from multi-child families were still found to be disadvantaged in those activities.

There is a lack of consensus on the classification of Internet activities. We used EFA to cluster the varieties of Internet activities into three types: utilitarian use, exploratory use and aspirational use. The three identified types of Internet usage require different degrees of user initiative. We argue that initiative provides a useful lens through which to classify Internet usage. In addition, this study is among the few studies to investigate the impact of the one-child policy on the gender digital divide.

This study aims to build context-specific measurement tools to assess first-year students' digital literacy skills. The purpose is to collect data to provide more meaningful skills support for new students and raise their awareness about the digital literacy skills fundamental to academic study.

A set of three scales were developed and piloted at the beginning of 2018 and 2019 fall semesters: (1) a self-assessment survey, (2) an online test to collect indirect evidence and (3) a set of performance tasks. In both rounds, the scales were examined for reliability and construct validity and improved accordingly. The third round, conducted with a different scope, enabled a final reliability check for the online test.

The results indicate that first-year students need support with higher-order digital literacy skills. Low performers tend to overestimate their skills, so self-assessment surveys fall short in providing needs assessment but provide evidence of awareness when combined with the other scales. Performance tasks provide direct evidence but are not practical with larger numbers of participants. An online test to deliver indirect evidence works well but requires careful reliability considerations.

The conceptual framework for digital literacies offered in this study was narrowed down to the immediate skills to maintain a feasible scope. The sample size was small in both rounds, but the findings gave insights regarding the skills under scrutiny. Similarly, the scales were subject to close examination and were continuously improved, and the imperfections were monitored carefully while drawing conclusions.

All of the three scales are ready to be used. Depending on the purpose, they can be given to first-year students together or separately to define their needs for support. Both versions of the survey and performance tasks are presented in the paper, and the test can be found at this link: Digital Literacy Test for Preview.

There are three methods to measure digital skills. Although there are studies using individual or paired methods, this study is distinctive as it combines all three. While other scales to measure digital literacy skills exist, they are not appropriate in every context. Therefore, this study will serve as an example for those wishing to devise context-specific scales.

The purpose of this paper is to unexplore the area of information and communication technology (ICT) use in organizations related to the assumed productivity gains by the use of ICTs. On the one hand, the paper focus on the losses of labor time that are caused by malfunctioning hardware or non-functional software, and on the other hand, the paper focus on the labor time losses that are caused by a lack of skills to maximize ICT.

To estimate these losses, the paper conducted a large-scale survey among the Dutch workforce. The respondents were presented scenarios, and then they were asked to assess the loss of labor time.

When working with ICTs, malfunctioning ICT and ICT skill insufficiencies lead to a loss in labor time of 7.5 percent. The losses increase with decreasing educational attainment level. Age does not contribute to the total average losses. Workers highly underestimate the effects of ICT-related training. The role of co-workers is more significant than the formally organized means by the organization.

Due to ICT's significance among the labor force, investigating the reported losses is an important step to further improve the use of ICTs in the workplace.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This study acknowledges the existing digital divide in India, particularly for marginalised populations, and highlights the need for exceptional attention to address their unique needs, challenges and demands. Although previous research and policies have primarily focused on physical access and internet skills, this study shifts the focus to the outcomes of internet use. By understanding how older adults in marginalised communities incorporate the internet into their daily routines, this study aims to contribute to the development of an operational framework that charts the disadvantages of the digital divide.

The study draws from Helsper’s (2015) internet outcomes framework to identify the outcomes that older adults can derive from being online. By using a qualitative approach, the study seeks to understand how educational and economic backgrounds influence internet usage among older adults and how this can promote advantageous internet use.

The findings indicate that highly educated individuals are more likely to experience positive outcomes across various societal domains than their less educated counterparts. However, it was observed that the highly educated participants also try to limit the impact of internet use on their personal lives by intentionally disconnecting from the internet whenever possible.

By offering programmes and interventions to encourage internet use and improve digital skills, as well as by enhancing digital accessibility and incentive systems, the government should go forward with its plan to close the outcomes gap in internet use among older adults. For policymakers, it turns the spotlight on creating an environment conducive to the digital inclusion of older adults, consistent with sociocultural structures.

This study contributes to understanding the nuanced dynamics of internet use among older adults, shedding light on the role of educational background and sociocultural factors in shaping internet outcomes. It highlights the need to consider qualitative approaches in digital inequality research to capture the complexities underlying the digital divide.