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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.

This paper aims to look at shifts in internet-related content and services economies, from audience labour economies to Web 2.0 user-generated content, and the emerging model of user computing power utilisation, powered by blockchain technologies. The authors look at and test three models of user computing power utilisation based on distributed computing (Coinhive, Cryptotab and Gridcoin) two of which use cryptocurrency mining through distributed pool mining techniques, while the third is based on distributed computing of calculations for scientific research. The three models promise benefits to their users, which the authors discuss throughout the paper, studying how they interplay with the three levels of the digital divide.

The goal of this article is twofold as follows: first to discuss how using the mining hype may reduce digital inequalities, and secondly to demonstrate how these services offer a new business model based on value rewarding in exchange for computational power, which would allow more online opportunities for people, and thus reduce digital inequalities. Finally, this contribution discusses and proposes a method for a fair revenue model for content and online service providers that uses user device computing resources or computational power, rather than their data and attention. The method is represented by a model that allows for consensual use of user computing resources in exchange for accessing content and using software tools and services, acting essentially as an alternative online business model.

Allowing users to convert their devices’ computational power into value, whether through access to services or content or receiving cryptocurrency and payments in return for providing services or content or direct computational powers, contributes to bridging digital divides, even at fairly small levels. Secondly, the advent of blockchain technologies is shifting power relations between end-users and content developers and service providers and is a necessity for the decentralisation of internet and internet services.

The article studies the effect of services that rely on distributed computing and mining on digital inequalities, by looking at three different case studies – Coinhive, Gridcoin and Cryptotab – that promise to provide value in return for using computing resources. The article discusses how these services may reduce digital inequalities by affecting the three levels of the digital divide, namely, access to information and communication technologies (ICTs) (first level), skills and motivations in using ICTs (second level) and capacities in using ICTs to get concrete benefits (third level).

This paper contributes to the literature by proposing an analysis of digital inequalities in Russia that focuses on two aspects hitherto under explored: the interregionality (by comparing and contrasting eight federal districts) and the multidimensionality of digital inequalities (by taking into account the three levels of digital divide). Therefore, the aim is to address the phenomenon of digital divide in Russia by discussing the three levels of the digital divide (access / skills / benefits) in a comparative and interregional perspective.

This paper uses secondary data for its analysis, including both national (e.g. the total number of daily Internet users in Russia) and more regionalized data (related to particular federal districts of Russia). The choice of data sources was determined by an attempt to provide a detailed and multifaceted coverage of all three levels of the digital divide in Russia, which is not limited to the access problem only. For this purpose, we are using and re-elaborating various reports about the development of the Internet and ICTs in Russia prepared by national and international organizations to cover the first level of the digital divide. To shed light upon the second and third levels of the digital divide, we discuss digital literacy report (2018), the report on Internet openness index of Russian regions (2017) and the report on the digital life index of the Russian regions (2016). Finally, in the attempt to map out the key directions of the state policy aimed at decreasing digital inequality in Russia, on both federal and regional levels, we analyze the most important regional and national policy measures to foster digitalization such as the digital Russia program, the digital government program and the program of eliminating digital inequality in Russia.

We consider this study to be both a first exploration and a baseline of the three level digital divides in Russia. The paper shows how the level of socioeconomic development of the federal districts, as well as a number of objective factors (distance/isolation, urbanization level, availability of infrastructure and costs for building new infrastructure, etc.) have impact upon digitalization of the regions. As a result, several federal districts of Russia (Central, Northwestern, and, in a number of cases, Ural and Volga federal districts) more often than others take leading positions in rankings, in terms of degree of Internet penetration, audience numbers, use of e-services, etc. This correlation, however, is not universal as we will show, and some regions lacking behind in terms of access can be booming in terms of digital literacy or other factors, like it happened with the Far Eastern Federal district for example. All in all, our research showed that digital inequality in Russia is still on place and will require more time for complete elimination, even though current state and public initiatives are being actively developed.

This paper will bring to light meaningful insights into the three levels of digital divides in Russia. Based on a multilevel (three levels of digital divide) and multi-sectional approach (the interplay of different types of inequalities), this paper contributed to overall better understanding of the digital inequalities phenomenon in Russia. It also allowed for a comparative interregional perspective, which has been missing in most papers on digital inequalities in Russia so far.

The purpose of this paper is to create a research framework to scrutinize how individuals' digital technology use produces tangible and intangible outcomes in online (digital) and offline realms.

The paper applies the Bourdieusian e-capital perspective to create a theory-based framework. The framework was used to guide a survey design to explore women's “social media-assisted reuse” at the micro-scale in Helsinki, Finland.

The paper argues that a new form of capital emerges when individuals utilize digital technologies in correspondence to their goals to gain added value that would be impossible or significantly more arduous to gain without the digital realm. The survey indicates that the respondents utilize the digital space – set objectives and gain capital-related outcomes – in correspondence to their differing social, economic and cultural positions and related resources in- and outside of the digital realm.

If digital spaces – due to social inequality and underlying power structures – become increasingly stratified, there will be significant impacts on how individuals from differing backgrounds gain accumulated forms of capital through the digital realm. The question is of great importance for battling inequality.

The paper enhances and synthesizes recent discussions on different forms of capital and outcomes of the use of digital technologies and presents a combined “e-capital–digital divide” framework that offers a more complete agenda for investigating the finely nuanced links between the inputs, outputs and outcomes of digital technology use.

Technology access, digital skills, and digital services are increasingly prerequisites for public life and accessing public services. The digital divide in contemporary societies matters for efforts to digitalize the welfare state. Research has already mapped individual determinants of digital exclusion and the existence of an age-related digital divide. However, far less attention has been paid to variations in digital inclusion between countries and to their potential explanations related to political systems. This study explores the influence of variations in welfare regimes on the digital divide among seniors (aged 65+) in Europe.

This article presents time-series cross-sectional analyses of the relationship between welfare state regimes and digital inclusion among seniors in European countries. The analyses are based on data from Eurostat, the World Bank, and the UN E-Government Survey.

The authors find extensive variation in the digital inclusion of citizens between welfare regimes and argue that considering regime differences improves the understanding of these variations. The findings indicate that the age-related digital divide seems to be least evident in countries with more universalistic welfare regimes and most evident in countries where seniors rely more on their families.

This is the first comparative study of the association between welfare state regimes and digital inclusion among seniors.

Digital inequality is considered one of the leading causes of socioeconomic disparities nowadays and a barrier to sustainable development. However, a dearth of empirical research has examined the impact of digital inequality in attaining sustainable development. This study aims to systematically review the scientific publications on the impact of digital inequality in achieving sustainable development.

The preferred reporting items for systematic reviews and meta-analyses (PRISMA, 2020) guidelines were followed to carry out the systematic literature review (SLR) using Scopus, Web of Science, ProQuest and Google Scholar electronic databases. Numerous inclusion/exclusion criteria were employed to obtain the most relevant literature. Finally, 54 articles were included to prepare the final database and qualitative synthesis was performed using 12 variables.

While the findings show that there has been a substantial expansion of scientific publications on the focused area in recent years, there is still a lack of empirical and comparative studies; less focus on the offline benefits of online activities were also demonstrated by the results. Moreover, SDGs 04 and 05 were identified as the predominant goals in the literature. Findings further highlighted the importance of an accurate conceptualization of digital inequality.

In general, this study investigates the level of impact of digital inequality on the United Nations' Sustainable Development Goals. Moreover, it shows the evolution of scientific publications on digital inequality in terms of its contribution when achieving sustainable development.

The purpose of this study is to examine and compare Chinese electronic resources and English electronic resources in terms of ease of use, usefulness and usage in the context of a Chinese university library, so as to facilitate the effective use of English electronic resources in China.

Data collection was conducted through a large scale survey. A total of 378 valid data coming from the users of a Chinese university library were used for data analysis.

There are more users in Chinese university library who perceived that Chinese electronic resources are both easy to use and useful while English electronic resources are neither easy to use nor useful. Meanwhile, there are more users who used Chinese electronic resources more frequently while used English electronic resources less frequently.

This study could advance our knowledge about the current status of the use of Chinese electronic resources and English electronic resources as well as the digital divide at the second‐level and the third‐level, facilitating the effective use of English electronic resources.

Building on three levels of the digital divide, this study examines and compares Chinese electronic resources and English electronic resources in terms of ease of use, usefulness and usage in the context of Chinese university library, providing a new view for library electronic resources management research and practice alike.

This paper presents a framework to measure the digital divide by considering a more comprehensive index of information and communication technology (ICT) predictors. The authors also address the conceptual and methodological problems in the digital divide field, given that its focus has been shifted from technological access to higher-order divides over the years. The proposed framework is hypothesized and tested in the context of unemployed and underemployed residents in Singapore.

Through a quantitative survey, 302 unemployed and underemployed workers were asked what ICT “access”, “usage” and “appropriation” meant to them. Factor analyses were deployed to identify the underlying, granular dimensions of ICT access, usage and appropriation.

The factor analyses revealed an interesting breakdown of the main factors of ICT access, usage and appropriation. The authors found that one's purpose for which technology is accessed, used and appropriated determines how each of the levels of ICT assets is defined. Thus, the authors propose new operational definitions for ICT access, usage and appropriation based on the analyses.

This study aims to provide a more robust measure of the digital divide from access, capabilities to outcomes. The authors hope that this framework, besides complementing current digital divide models, can be applied to different types of participants.

Individual differences are critical in determining how individuals think and behave in different ways. The purpose of this paper is to explore the effect of individual differences on users’ perceptions of print and electronic resources in terms of ease of use, usefulness and usage in the hopes that a better understanding of these effects can help Chinese university libraries to meet the diversified information needs of their users more specifically and appropriately so that the second-level capability divide and third-level outcome divide of library information resources can be much reduced.

Data collected from 273 library users were used for data analysis. The independent samples t-test, one-way analysis of variance (ANOVA) and two-way ANOVA were employed. Meanwhile, the quantitative analysis is supplemented by the qualitative interviews which present richer data about the use of specific types of print and electronic resources.

The effect of basic characteristics (gender, age, field) and experience (experience with library print resources, experience with library electronic resources, which library resources were used first) on users’ perceptions of print and electronic resources in terms of ease of use, usefulness and usage was explored and discussed. Meanwhile, the two-way interaction effect was examined and 13 significant interaction effects were presented.

Building on the digital divide, this study examines ease of use, usefulness and usage in terms of individual differences which cover not only basic characteristics but also experience and two-way interaction, which the authors think provides a new view for library information resources research and practice alike in China.

Over the past few years, technology-mediated learning has established itself as a valuable pathway towards learners’ academic and social development. However, within the adoption stages of information and communications technology-enabled education, further questions have been raised in terms of equity of information literacy and learning outcomes. For the past three years, the authors have been working with one of the earliest secondary schools in New Zealand to introduce a Bring Your Own Device (BYOD) policy. In this paper, the authors present the findings of a longitudinal investigation into the BYOD project, which offers new insights into the digital divide issues in the context of evolving teaching and learning practices across three levels, namely, digital access, digital capability and digital outcome.

This study is an empirically grounded longitudinal case research conducted over a three-year period in one secondary school in New Zealand. This research has included a number of methods, including surveys, interviews and classroom observations, to gather qualitative data from various stakeholders (teachers, students and parents).

The findings from the study of the BYOD project inform of digital divide issues in the context of evolving teaching and learning practices across formal and informal spaces. The authors explored how the BYOD policy has influenced existing divides in the learning process across three levels, namely, digital access, digital capability and digital outcome. The result sheds light on key issues affecting the learning process to contextualise factors in the three-level digital divide for the BYOD technology adoption process in classroom settings.

The study presents findings from an ongoing investigation of one secondary school, an early adopter of the BYOD policy. While the authors have followed the school for three years, more in-depth studies on how teaching and learning practices are evolving across formal and informal spaces will be further qualified in the next stages of data collection.

The study contributes to new knowledge on how digital inclusion can be supported beyond mere access to meaningful use of technology to reinforce student learning and their overall skill development.