Tag Archives: digital skills

Media and information literacy: navigating a complex landscape

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By Hannah Brunton

UNESCO’s Global Media and Information Literacy Week 2022 takes place from 24-31 October 2022 under the theme of “Nurturing Trust”, giving governments, educators, information professionals, and media professionals the chance to discuss and reflect on critical issues that the world is facing in relation to misinformation and disinformation, and the challenges of navigating the online environment.

What is media and information literacy?

Media and information literacy (MIL) is defined by UNESCO as “an interrelated set of competencies that help people to maximise advantages and minimize harms in the new information, digital and communication landscapes”.

Previously, media literacy (ML) and information literacy (IL) have been treated as distinct concepts, with ML focusing specifically on media engagement, and IL referring in a broader sense to information skills such as search, discovery, access, analysis, and management.

In the early 2000s, UNESCO united the concepts under the umbrella term of media and information literacy (MIL), and while there is still some debate among ML and IL experts about whether this is the best approach, it is generally accepted that there is value in grouping them together to develop holistic policies and initiatives.

The UK’s Media and Information Literacy Alliance (MILA) have chosen also to treat the two concepts as one. They define MIL as “the ability to engage fully with media and information in people’s connected daily lives…engaging with media and information safely and healthily, critically and actively, with positive social consequences”.

Key MIL competencies include the skills and abilities to find, critically evaluate, interpret, manage, create, communicate, store, and share media and information, both online and offline.

Why is it important?

With rapid technological developments in recent decades and the exponential growth of media and information online, it is vital that people are equipped to navigate this increasingly complex landscape. MIL is therefore becoming a growing priority for key stakeholders including librarians, teachers, policymakers, media professionals, and youth organisations.

UNESCO estimates that 60% of the global population are internet users, and as this number grows and social media becomes an increasingly powerful tool, it is vital that people across the world can recognise potentially harmful content and prevent its spread.

MILA and UNESCO have highlighted concerns about the spread of misinformation and conspiracy theories around Covid-19, the climate crisis and violent extremism, and have warned that the spread of such misinformation threatens to weaken social unity, undermine democracy, and erode trust in government and the media on a global scale.

Increased access to online environments has led to a blurring of the lines between consumers and producers of information. As it becomes easier to create and share content online, it becomes increasingly difficult to effectively evaluate such content, distinguish between reliable and unreliable sources, and form balanced and informed perspectives.

The skills associated with MIL are crucial to addressing these issues, and there is a clear case for MIL initiatives that help people to develop these skills as a part of their lifelong learning. Being able to understand where information comes from, identify ‘fake news’, recognise bias, think critically about different perspectives, and create and share media responsibly, can encourage greater civic engagement and empower individuals and communities to create positive change.

MIL initiatives and resources

UNESCO are leaders in the global MIL arena in terms of influencing policy and strategy. Their Media and Information Literacy Alliance (distinct from the UK’s MILA) was set up to facilitate strategic partnerships and networks among the global MIL community and is open to all organisations and individuals.

UNESCO have various MIL-related publications including their MIL Policy and Strategy Guidelines, the MIL Curriculum aimed at both educators and learners, the Global MIL Assessment Framework for assessing country readiness, and the MIL Cities framework aimed at key stakeholders in the development of MIL at the city level. The MIL CLICKS campaign has been designed to encourage individuals to critically evaluate information before sharing it online.

In the UK, MILA was launched in response to the government’s Online Media Literacy Strategy, which was published by the Department for Digital, Culture, Media and Sport (DCMS) in July 2021. DCMS have since launched their Media Literacy Programme Fund which is intended to award grants for UK media literacy initiatives.

MILA have recently published the MILA Framework, a draft Information Literacy Impact Framework and a guide focused on disinformation around the Russian invasion of Ukraine. They have also launched a ‘Disinformation Step by Step’ MOOC (massive open online course) for educators, librarians, teachers and journalists, and have previously delivered free webinars during 2021’s Global MIL Week.

Building a media and information literate Scotland

Last month, CILIP Scotland ran an afternoon of online sessions on Building a Media, Digital and Information Literate Scotland, as part of their series of online Autumn Gatherings.

The event included a presentation on UNESCO’s MIL initiatives by Sheila Webber, Director of the Centre for Information Literacy Research at the University of Sheffield. Webber discussed the scope and impact of UNESCO’s work on MIL, noting the value of their publications and initiatives while highlighting the need for stronger partnerships and communication between stakeholders at the global level.

A panel discussion took place on issues around MIL for young people in Scotland and included a conversation about ‘Maddie is Online’ – a project aimed at developing MIL among pre-teen children through a video cartoon series addressing key challenges of the online environment.

The event also included a presentation on Ofcom’s ‘Making Sense of Media’ project, which involved in-depth research on the current state of media literacy in the UK and pilot initiatives promoting MIL among underserved communities.

A session delivered by Dr Ann Wales from the Digital Health & Care Innovation Centre discussed the ‘Information for Wellbeing’ course which was recently developed with NHS Scotland and the Scottish Library and Information Council (SLIC), to equip library staff with skills to help users find trusted health and wellbeing information. Dr Wales emphasised the importance of literacies in enabling engagement and influencing national policy change.

Final thoughts

There is a clear need for focused efforts to develop MIL and enable people to engage effectively with media and information. As demonstrated by the work of UNESCO and MILA, collaboration and strategic partnerships are key, and initiatives like Global MIL Week offer a valuable opportunity for the international and cross-sectoral communication needed to coordinate the global effort to ensure MIL for all.

Further reading: more about information, media and digital skills on the Knowledge Exchange blog:

Skilling up: the case for digital literacy

Social media: does it influence political participation?

Assessing information quality: sorting the wheat from the CRAAP

Digitalisation and decarbonisation: a 2-D approach to building back greener

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Across the world, two disruptive and powerful trends are taking hold: digitalisation and decarbonisation. At times, it seems as if these two forces are acting against each other, with digital technologies accelerating economic growth, but also consuming huge quantities of energy and emitting high amounts of CO2.

But it’s becoming clear that rather than competing, digitalisation and decarbonisation can work together in ways that achieve sustainable economic growth without destroying our home planet.

The net zero imperative

We’re now familiar with the evidence that global warming will do irreparable damage to the world unless we can reduce the greenhouse gases that cause it. Getting to net zero means achieving the right balance between the amount of greenhouse gas produced and the amount removed from the atmosphere.

The challenge is one not just for national governments. Businesses are facing growing regulatory, reputational and market-driven pressures to transform their business models and embrace the shift to a low-carbon, sustainable future. It’s here that digitalisation can support us on the path to net zero.

The digital possibilities

In 2020, a Green Alliance study reported that  digital technologies could have significant positive environmental impacts, including: accelerating the deployment of clean technologies and helping businesses to stop wasting energy and resources.

But the report also found that many UK businesses are still not making use of digital solutions: only 42% of UK businesses have purchased cloud computing services, compared to 65% in Finland and 56% in Denmark. The authors highlighted a number of factors explaining slower digital adoption, including lack of digital skills, concerns about cybersecurity and privacy, and underinvestment in infrastructure.

AI as an ally in the battle against climate change

Another report, published last year by PwC and Microsoft explored the potential of artificial intelligence (AI) in tackling the climate crisis. Focusing on agriculture, water, energy and transport, the report revealed numerous ways in which AI can have positive environmental and economic impacts.

  • In agriculture, AI can better monitor environmental conditions and crop yields;
  • AI-driven monitoring tools can track domestic and industrial water use, and enable suppliers to pre-empt water demand, reducing both wastage and shortages;
  • AI’s deep learning, predictive capabilities can help manage the supply and demand of renewable energy.

The report stressed that AI cannot act on its own, but will rely on multiple complementary technologies working together, including robotics, the internet of things, electric vehicles and more.

While the challenges of putting AI to work in tackling the climate crisis are great, the prizes of doing so are equally significant. The PwC/Microsoft report estimated that across the four sectors studied AI could:

  • contribute up to $5.2 trillion to the global economy in 2030;
  • reduce worldwide greenhouse gas emissions by up to 4.0% in 2030, (an amount equivalent to the 2030 annual emissions of Australia, Canada and Japan combined);
  • create up to 38.2 million net new jobs across the global economy.

Put simply, AI can enable our future systems to be more productive for the economy and for nature.

The downsides of digitalisation

As we’ve previously reported, the infrastructure that supports the digital world comes with significant energy costs and environmental impacts. From internet browsing, video and audio streaming, as well as manufacturing, shipping, and powering digital devices, digital has its own substantial carbon footprint.

The PwC/Microsoft report acknowledges that there will be trade-offs and challenges:

“For example, AI with its focus on efficiency through automation might potentially lead to ‘over exploitation’ of natural resources if not carefully guided and managed. AI, especially deep learning and quantum deep learning, could also lead to increased demand for energy, which could be counter-productive for sustainability goals, unless that energy is renewable and that electricity generation is developed hand-in-hand with application deployment.”

In addition, there is a need to ensure that all parts of the world are able to capture the benefits of digital technologies – not just the more advanced economies.

Final thoughts

Decoupling economic growth from greenhouse gas emissions is one of the biggest challenges of our lifetime. Digital technologies have enormous potential not only to achieve decarbonisation, but to improve economic performance.

As both the Green Alliance and PwC/Microsoft reports have underlined, this can be achieved by taking a joined-up approach to digitalisation and green growth. This means thinking beyond the technology to consider issues such as investing in education and training to develop the skills needed to support the growth of clean industries and digitalisation, addressing privacy concerns and supporting businesses in their drive to shrink their carbon footprints.

As we emerge from a pandemic which has inflicted great damage to economies, but which has also demonstrated the possibilities of changing longstanding habits, digitalisation is presenting us with opportunities to ensure that building back greener is more than just a slogan.

Further reading: more on climate change and technology from The Knowledge Exchange blog:

Follow us on Twitter to find out what topic areas are interesting our research team.

Looking back and beyond: The Knowledge Exchange blog in 2021

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If 2020 was the year of the coronavirus, then 2021 was surely the year of the ‘coronacoaster’. From the highs of vaccine rollouts and loosening of social restrictions to the lows of fluctuating case numbers and a worrying new virus variation, we’ve all become unwilling passengers on what feels like an endless un-funfair ride.

But while the pandemic has never been far from our thoughts, it hasn’t taken over complete control of our lives. Research, evidence gathering, conferences and partnerships have continued in fields as diverse as education and housing, culture and the environment.  Which is why, this year’s reflection on The Knowledge Exchange blog in 2021 focuses on some of the issues that we covered which looked beyond the pandemic.

Saving the planet

Until the emergence of Covid-19, many regarded climate change as the greatest threat facing humanity. That threat hasn’t gone away. Last summer, the Intergovernmental Panel on Climate Change (IPCC) released its latest report on the current state of the climate crisis, setting out the already devastating effects of climate change and warning of the deadly impacts, which will intensify as the planet gets hotter.

Throughout this year, our blog has focused on this issue, highlighting the dangers posed by climate change and the efforts to tackle the problem. In April, we looked at the monumental challenge of decarbonising the UK’s ageing housing stock, and highlighted a survey showing that two-thirds of housing associations have started planning to make their homes greener and warmer.

“However, the survey also reported that lack of finance and continuing policy uncertainty remain major obstacles to decarbonising homes. That’s important, particularly given the cost of decarbonisation of social housing – £104bn by 2050.”

We returned to the issue this month, with an overview of plans by government and industry to make the transition from gas boilers to greener ways of heating our homes.

In November, the landmark COP26 climate conference took place in Glasgow, and while the major talking points included protection of the world’s forests and reducing dependency on fossil fuels, our blog focused on how important the circular economy is to tackling global warming:

“…if we were able to double the current 8.6% global circularity figure to achieve 17% circularity, that move alone would achieve the targets on global warming set out by the Paris COP meeting in 2015.”

The cultural imperative

From community murals to television drama, from open-air concerts to singers entertaining neighbours from their balconies, culture and the arts have played a vital role in diverting us from the grim news of the past two years. And although the arts have taken a severe hit during lockdowns, artists across the globe have continued to create and share their work.

In January, we highlighted some of the ways in which creative people have found new ways to express themselves and to support the wellbeing of others:

“Organisations and individuals have been doing a variety of work to reach those most in need such as projects creating new programmes or adapting existing work to reach people who are shielding or vulnerable in their homes, overwhelmingly addressing loneliness and isolation. One participant described their experience: “I found the process of drawing and painting both cathartic and healing at the most difficult time of my life.”

In April, our blog reported on efforts by cultural communities to break down some of the barriers to digital engagement. It’s estimated that seven million people in the UK don’t’ have digital access, while 11.7 million don’t have the digital skills needed to engage online. In an increasingly ‘digital by default’ society, those numbers are troubling.

Our blog post described some of the ways in which arts and cultural organisations are tackling digital exclusion:

“One project managed by Birmingham Museums involved taking digital kit out to care homes for digital arts sessions. This was not only great for wellbeing; it also showed how digital technologies can be adapted to connect with people within communities.”

Levelling up and the foundational economy

The economy is another recurring theme that we’ve highlighted in our blog. The UK is one of the most geographically unequal countries in the developed world. It ranks near the top of the league table on most measures of regional economic inequality. Fixing this is a priority for a government elected in 2019 on a pledge to address inequalities in former industrial regions, and in coastal and isolated rural areas.

In May we reported from a webinar looking at the scope for charities to get involved. On the face of it, the fact that much of the focus is on capital spending could be challenging for charities whose work involves tackling problems such as addiction or homelessness. However, our blog explained that charities shouldn’t write off their chances of obtaining levelling up funding:

“… a lot of the language used in the funding documents is ambiguous – there are repeated  references to ‘community’ and ‘community assets’ without making clear what they mean. This ambiguity could work in charities’ favour. At the same time, many charities work under the banners of skills, employment, heritage and culture. It’s up to charities, therefore, to identify elements in the funding that match what they can offer.”

In February, we shone a light on the foundational economy, which provides some of the essential services of everyday life, such as food, retailing and distribution, education, health and welfare. While these services are vital, many of the workers providing them are among the lowest paid in society.  Our blog looked at the potential value of the foundational economy for the post-pandemic recovery:

“It has been widely agreed that a return to a business-as-usual approach following the pandemic is not the way forward, and that there needs to be a shift in economic policies in order to achieve a more socially and economically just society. Perhaps if such policy change is achieved, a more balanced economy that provides a good quality of life for all can eventually be realised.”

The issues of our times

From town centres to smart cities, from Scotland’s burgeoning space sector to Britain’s hard-pressed food system, throughout the year we’ve been raising awareness of important issues that concern or impact on public policy and practice.

But we haven’t ignored the ongoing public health emergency. In November, we reported from a webinar on some of the lessons from the pandemic and the future role of public health; in July we looked at the important work of health librarians during the pandemic; and in May our blog reported on the role of behavioural insights, data analytics and “nudge” techniques in public health, and in particular during the vaccine roll-outs.

Final thoughts

As we stand on the threshold of 2022, things look uncertain. But, as our blog posts have demonstrated throughout the past year, despite the anxieties and restrictions generated by the pandemic, great work can still be achieved by the public and private sectors, by charities, communities and individuals, for the benefit of society and the wider world.

All of us in The Knowledge Exchange team – Morwen, Donna, Heather, James, Rebecca, Hannah, Euan and Hollie –  would like to wish all our readers a safe and peaceful festive season, and very happy new year.

Follow us on Twitter to see which topics are interesting our research officers and keep up to date with our latest blogs

Could arts and culture hold the key to the digital divide?

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The rapid shift to digital content creation, distribution, audience engagement and participation since the start of the pandemic has enabled the continued experience of arts and culture, despite cultural institutions having to shut their doors. But a significant proportion of the population still face barriers to digital engagement – 7 million people have no internet access at home, 9 million people struggle to use the internet independently and 17 million people only use the internet for limited purposes.

Previous research has shown that engagement with cultural institutions such as museums and galleries, both on-and off-line, “remains deeply unequal”. Perhaps more worrying was the finding that “the gaps between the haves and the have nots are even wider online than in the case of physical visits.”

During a recent webinar by the Digital Culture Network, presented in partnership with Google Arts & Culture and their Connected to Culture playbook, the scale of the digital divide was highlighted, as was the important role arts and culture can play in addressing it.

The discussion focused on three areas:

  • Digital inequalities, barriers and exclusion
  • Knowing your audience
  • Projects that have successfully increased inclusivity

Digital divide

Kicking off the discussion on the digital divide, Jane Mackey, Senior Research & Evaluation Manager at the Good Things Foundation highlighted three key areas when we think about the digital divide:

  • digital access (7million people in the UK are excluded on this basis)
  • digital skills (11.7million people in the UK don’t have digital skills needed to engage online)
  • motivation and confidence (people might have access and some skills but lack the motivation or confidence to use it)

The latest data from the Office for National Statistics shows that a perceived lack of need, followed by a lack of digital skills are the main reasons given for not having household internet access.  The focus has mainly been on engaging and upskilling those who already have access to digital technology. But, as the discussion highlighted, the excluded 20% would be likely to benefit more from targeted action.

Jane noted that the digital divide is not static, but is more of a spectrum that people can move along throughout their lives. Based on its current research, the Good Things Foundation recommends that the arts and culture sector commits to be digitally inclusive by default. This will help to overcome barriers to digital by engaging directly with the digitally excluded and partnering with other organisations.

Zak Mensah, Co-CEO at the Birmingham Museums Trust, similarly highlighted barriers to digital, such as the infrastructural barriers depending on people’s location. Some rural areas, for example, do not have the digital infrastructure needed for access. Even in cities, which tend to have faster broadband, much of it is focused on the centre and businesses rather than individual households.

Zak also highlighted the importance of motivation, and giving people a reason to use technology.

Role of arts and culture

While some think the key is to get everyone to have the internet at home, Zak suggested that arts and cultural organisations can help people’s access by using their physical spaces better and also by taking the technology to the excluded.

Libraries have been successful over a number of years in providing space for people to access technology with free internet and support in using it. Similarly, arts and cultural organisations are in a position to do the same through their digital tools.

One suggestion was not switching off the Wi-Fi at close of business; another was potentially reducing restrictions on what people can access using their Wi-Fi (while obviously maintaining some control) so people can use it for wider purposes.

One project Birmingham Museums managed recently involved taking digital kit out to care homes for digital arts sessions. This was not only great for wellbeing; it also showed how digital technologies can be adapted to connect with people within communities. As Zac said “ultimately we have to go out more, we can’t always get people to come to you.”

Zak also explained that collaboration is key – sharing resources, ideas and skills – to reach as many people as possible.

Inclusive practice

Jenny Williams, Project Director at Revoluton Arts in Luton, also highlighted the importance of new partnerships.

She noted that when lockdown first started the staff wanted to keep engaging, so moved online with the help of Zoom. Because they didn’t really know about how it worked Revoluton called upon people within the community to help teach others.

They now have a suite of materials online that can help artists and others.

Revoluton has also worked with Marsh Farm Outreach who ran lounge sessions every night with live music, working with local artists and reaching huge audiences. One session titled The Creative History of Marsh Farm was about reminiscence, memory, sharing stories of place, and engaged 6000 people. While acknowledging that such online communication is great for international reach, Jenny noted that it can also make a big difference locally.

They have also used digital tech to create safe spaces online to attract members of the community that might not have otherwise engaged. One of their residency programmes, Touch Commission, was co-commissioned with Wellcome Collection which explored the theme of touch through arts and creativity. The project was centred on Bury Park, a predominantly Asian community in Luton. The dialogue and understanding that was shown helped to engage with those most excluded.

Another project highlighted by Jane was the Power Up initiative, a collaboration between the Good Things Foundation and JP Morgan Chase Foundation, which aims to drive economic inclusion through digital in communities.

Other partnerships showcasing inclusive practice include:

  • Engaging older audiences – Birmingham Museums Trust & Arts Council Collection partnership programme aimed at reaching the over 75s in care homes.
  • Dance and Time with the Museum – Presented in a partnership between University of Cambridge Museums and local sheltered housing and assisted living services; this blog outlines how the project was safely moved online.
  • Bussy – Prompted by Revoluton’s experiences of creating safe spaces for everyone online; this is an example of a creative organisation doing the same.

Way forward

There were a number of key takeaways from the discussion for arts and culture organisations. These include:

  • it’s about knowing your audience, knowing what their barriers to access are and planning an approach to these from the start;
  • empathy and understanding that happens as a result can be important; and
  • it’s about understanding the resources you have and how they can be used, particularly through partnerships.

There’s no quick fix for breaking down the barriers to digital engagement: as Zak eloquently put it, “it’s a marathon not a sprint”. But, as the many practices highlighted during this webinar demonstrate, the arts and culture sector has the tools to make a difference on the digital divide.

You may also like to read some of our previous blogs:

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Skilling up: the case for digital literacy

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As technology has advanced, and it has become harder to name simple tasks that have not become digitised in some form, the need for everyone in society to have a basic level of digital skills has markedly increased. From applying for jobs to ordering a coffee via an app, digital technology has undoubtedly changed the way we all go about our day-to-day lives. For those with the appropriate digital skillset, these advances may be viewed as a positive transition to more efficiently operated services. However, for those without the necessary digital skills, there is a risk that they will struggle to access even the most basic of essential services, such as opening a bank account.

Therefore, it is of no surprise that the issue of the digital skills gap is a concern for governments and businesses alike, with a recent report by the House of Commons Science and Technology Committee highlighting that the UK could be missing out on £63 billion in lost GDP each year, due to a general lack of digital skills.

The issue of the digital skills gap has never been more pronounced, as a result of the ongoing Coronavirus pandemic, where various restrictions have required us all to embrace digital technology, in order to work, learn and socialise with our friends and family.

Digital skills at work

The extent to which technology has changed the world of work cannot be overstated, with a recent CBI report stating that the UK is the midst of a fourth industrial revolution, spurred on by advancements in automation, artificial intelligence and biotechnology. Research conducted by the CBI found that 57% of businesses say that they will need significantly more digital skills in the next five years. Therefore, the workforce of the future will need to be supported to gain these digital skills, in order to gain employment and enable British business to benefit from the digital revolution.

Concerns have been raised regarding the ability of young people to access opportunities that will support them in developing transferable digital skills. Grasping key digital skills, such as the ability to navigate Microsoft Office, is undoubtedly necessary, but is no longer enough to meet the needs of employers.  

Digital literacy: the bedrock for a fourth industrial revolution

The ability to not just be able to use digital technology, but to truly understand how it works, is known as digital literacy. A report from the House of Commons Education Select Committee sets out how crucial digital literacy will be to the success of the fourth industrial revolution. The speed with which technology is advancing and changing ensures that within just a few years, digital platforms that we use today may become outdated. Therefore, it is unwise to focus on using a single platform when developing digital skills, as inevitably the platform will either gain new functionalities or become obsolete. Instead, digital skills should be developed in a way that ensures they are future-proofed and will not go to waste when the inescapable next big technological or societal change occurs.

Why do we need digital literacy?

An example of why digital literacy is important can be seen in the way in which many of us have adapted to work from home, as a result of the Coronavirus pandemic. Restrictions on face-to-face meetings forced us to consider new ways to work collaboratively and explore the myriad of platforms that facilitate video-calling, file sharing and instant messaging. Whilst we may have already had experience using existing video-conferencing platforms, such as Skype, it was clear that each organisation had to consider using new software, such as Zoom and Google Hangouts.

Many of us would never have used these software packages before and were expected to rapidly get to grips with it in real-time, and without the usual in-person back-up networks of colleagues and IT support. This highlights the importance of digital literacy: the ability to take insight gained from interacting with one digital platform and apply it to another was vital for business continuity during the initial lockdown. The ability to transfer knowledge gained from one platform to another, is vital to ensure that we harness the opportunities of digital advancements as they occur, and without the need for lengthy additional training.

Developing digital literacy

Developing digital literacy can be difficult. Research conducted by the Nuffield Foundation found that providing access to computers in schools was not enough to encourage the development of digital literacy. Instead, FutureLab advises that computers should be embedded and used across the curriculum. Ideas put forward within FutureLab’s Digital Literacy handbook, include:

  • Support children to make mistakes when using technology, allow them to create content that may not be to the high-standard we would expect and enable them to consider how they can improve the quality of their output.
  • Provide opportunities for children to work collaboratively online, e.g create a wiki or real-time document creation via Google Docs. Use this experience to highlight how anyone can make changes online, and develop critical understanding of how what we see online may not always be entirely trustworthy.
  • Harness the power of technology by going beyond the basics. Most children will be able to conduct a simple online search, then highlight ways this can be improved and advanced through Boolean search terms. Incorporate this into a lesson that discusses the value of critically assessing the value of information.

Final thoughts

Since the widespread adoption of the internet, the way we use technology has changed at an almost frightening pace. Therefore, the digital skills we all need to interact with technology must keep up if we are to truly harness the power and potential of these new advancements.

Ensuring that we are all digitally literate will enable us to take advantage of new digital platforms effectively and could potentially lead to future economic prosperity. Developing digital literacy, will not be easy, but it will be vital to ensure the future workforce have the skills they need to gain employment and play their part within the fourth industrial revolution.

Follow us on Twitter to see which topics are interesting our research team.

Read some of our other blogs on digital skills:

‘Digital prescribing’ – could tech provide the solution to loneliness in older people?

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The number of over-50s experiencing loneliness could reach two million by 2026. This compares to around 1.4 million in 2016/7 – a 49% increase in 10 years.

It has also been estimated that around 1.5 million people aged 50 and over are ‘chronically lonely.’

With an ageing population and increasing life expectancy, it would seem likely that loneliness among older people is set to continue; unless something significant is done. According to Age UK, tackling loneliness requires more than social activities. A new report from Vodafone suggests technology could be the answer.

Impact

The impact of loneliness in older people can be immense, not only for the older people themselves but for those around them. It can also put strain on the NHS, employers and organisations providing support to people who are lonely; and have a negative impact on growth and living standards.

Research has suggested that those experiencing social isolation and loneliness are at increased risk of developing health conditions such as dementia and depression, as well as increased risk of mortality. The damaging health effect of loneliness has been shown to be comparable to smoking 15 cigarettes a day. Older people who are lonely are therefore more likely to use health services than those who are never lonely.

The economic impact is also significant. It has been estimated that increases in service usage create a cost to the public sector of an average £12,000 per person over the medium term (15 years). Vodafone’s report suggests that loneliness has a £1 billion a year impact on public services. It has also been found to cost employers £2.5 billion per year.

How tech can ease the burden

According to Vodafone, “new technologies are a key part of the solution” alongside more traditional public and community services. Two key routes through which technology can be used to reduce loneliness are highlighted:

  • by supporting older people to remain independent in their home and community; and
  • maintaining and building networks and contacts.

From wearable devices and touchscreens to personal robots that act as the eyes, ears and voice of people unable to present physically, these are all highlighted as viable and positive uses of tech to ease the burden of loneliness. And there are already a number of examples of innovative use of technology that can benefit older people.

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No Isolation AV1 robot. Image by Mats Hartvig Abrahamsen, via CC BY-SA 4.0

Good practice examples

One such example is Vodafone’s smart wearable wristband, the V-SOS Band, which supports independent living while also increasing the wearer’s safety. It can directly alert family members via their phone if the wearer needs help. It also uses fall detection technology so that families can be alerted automatically if the wearer falls either in the home or when they are out.

Kraydel is another example. Its smart TV-top hub links elderly people to their carers or family members, through their TV screens, helping people be more independent and remain in their own homes for longer as well as helping them be more socially connected. It provides for user-friendly video calling via the TV and can help people return home from hospital earlier. Via connection to the cloud, the device interprets the data it receives to build up a picture of the user’s daily activities, health and wellbeing. It issues medicine and diary reminders, and alerts caregivers if it sees something amiss, or identifies potential risk.

Although aimed at children, No Isolation’s AV1 – a smart robot designed to reduce the risks of children and young adults with long-term illness becoming socially isolated – demonstrates the positive impact innovative technology can have on social isolation and loneliness. The robot avatar, with its 360 degree camera, acts as the child’s eyes, ears and voice in the classroom or at other events, keeping children closely involved with school and in touch with their friends.

Of course, loneliness is particularly prevalent among people who don’t use smart technology such as smart phones and tablets, one of the reasons cited by Kraydel for using the TV – probably the most familiar and widely used screen globally. This issue also led No Isolation to develop KOMP, a communication device for seniors that requires no prior digital skills. It enables users to receive photos, messages and video calls from their children and grandchildren, operated by one single button.

Another new project recently launched in Sweden – considered one of the world’s loneliest countries – uses a unique conversational artificial intelligence which enables older people to capture life stories for future generations while providing companionship. Memory Lane works with Google Voice Assistant and is able to hold meaningful conversations in as human a way as possible. A pilot test showed that the software “instantly sparked intimate conversations” and led to stories that hadn’t been told before.

Final thoughts

With a significant number of older people lacking confidence in their ability to use technology for essential online activities, support for digital skills is obviously still important. In response to this issue, Vodafone has launched free masterclasses across the UK, as part of a programme called TechConnect.

Many of the above innovative examples bypass the traditional barriers to realising the potential of technology in reducing loneliness as most:

  • don’t rely on older people engaging directly with the technology; and
  • are based on mobile technology that can be constantly connected, whether inside or outside the home.

However, there is still the issue of awareness of such technologies and their accessibility to older people. The Vodafone report suggests that access could be improved through social and digital prescribing and revitalising support for independent living, and calls for a challenge fund to support innovation. It is suggested that these innovative ideas are just the start and that combined action is needed from across all levels of government, business and community groups, amongst others.

Perhaps if such action is taken to address existing barriers, we will see a reverse in the loneliness trend over the next 10 years.

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Youth Work in the Digital Age – What Next?

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by Scott Faulds

On Tuesday 3rd September, youth work organisations from across the European Union came together in Glasgow to launch the European Guidelines for Digital Youth Work, training materials and a collection of short films showcasing Good Practice. This was the culmination of a two-year transnational Erasmus+ project, designed to foster shared understandings and inform, inspire and empower the wider youth work sector to get to grips with youth work in the digital age.

The project was conducted in partnership with YouthLink Scotland, Centre for Digital Youth Care (Denmark), Verke – The National Digital Youth Work Centre (Finland), wienXtra MedienZentrum (Austria), JFF – Institut für Medienpädagogik (Germany), National Youth Council of Ireland and Camara Education Limited (Ireland).

Keynote Speaker: Dr Jane Melvin

To kick off the conference, keynote speaker Dr Jane Melvin of the University of Brighton, spoke of her journey from technophobe to technophile and of her belief that there is no longer an option for youth workers not to embrace digital technology.

Dr Melvin argued that youth workers should utilise any tool which could allow for the better engagement of young people. She described this as the “digital hybrid approach”. This approach encourages youth workers to adopt a critical standpoint when considering the use of digital tools and actively encourages the questioning of why and when digital tools are utilised. Dr Melvin contends that it is as much about using digital tools thoughtfully as it is about deciding when not to use them.

Additionally, Dr Melvin stressed that the concept of young people being digitally literate is no longer relevant in a time where technology is advancing at an ever-faster pace. In the digital age, it is vital that young people can navigate a variety of different digital tools and be confident in adopting new technologies as they emerge. This ability to transfer existing knowledge to critically assess the best way to interact with new and emerging technology has been described as digital fluency, and Dr Melvin advocates the need for every young person to develop this fluency to enable them to thrive in the digital age.

In closing, Dr Melvin stated that for youth work in the digital age, it is essential to find a balance between conservative stability and runaway adoption, to ensure that youth workers can truly reap the benefits of the digital age.

Digital Youth Work in Scotland

As the conference was held in Glasgow, it seemed only fitting to hear about some of the work that youth work organisations in Scotland were doing to help adapt to the digital age.

We heard from Claire McGinley and Inigo Sands from Paisley YMCA, which has received awards for their digital youth work and has fostered partnerships with Microsoft, Google and the University of the West of Scotland.

Claire and Inigo began by stressing that there is no specific type of young person who will take part in digital youth work, as digital skills are vital to allow young people to access the world of work. We all access the digital world as part of our day-to-day lives and for young people there is less of a distinction between the real and online world. Therefore, is it crucial that youth workers are able to help young people develop their digital skills. This is something Paisley YMCA has had a great deal of success at with, through fostering a good environment for ‘stealth learning’.

Paisley YMCA has a maker space, a STEM for girls’ club, coding dojo and are able to adapt to the needs of young people as new digital tools emerge. However, it is not simply about young people becoming experts at using a 3D printer; the activities offered by Paisley YMCA are about giving young people an opportunity to try new things.

Claire and Inigo concluded that there is no secret formula to digital youth work; you just have to do it, and be open to the opportunity for vertical learning.

We also heard from representatives from the Young Scot 5Rights Young Leaders, who spoke of their work to promote the five digital rights for young people, which were based on the United Nations Convention on the Rights of the Child. The five rights are:

  1. The right to remove
  2. The right to know
  3. The right to safety and support
  4. The right to informed and conscious use
  5. The right to digital literacy

The Young Scot 5Rights Young Leaders presented the Scottish Government with their report, Our Digital Rights, which featured 20 recommendations of how the Government can best support the protection of these rights. Recommendations included the integration of digital literacy across all school subject areas, the ability to limit the unnecessary collection and use of young people’s data and the provision of greater internet access in rural areas of Scotland.

The Scottish Government accepted the recommendations of the report and the Cabinet Secretary for Culture, Tourism and External Affairs, Fiona Hyslop, has agreed to keep the 5Rights Young Leaders involved during its implementation. The 5Rights Young Leaders concluded by voicing their desire for Scotland to become a leading example of how young people and children can benefit from the digital age without having their safety and privacy compromised.  

Good Practice

One of the key aims of this Erasmus+ project was the facilitation of the exchange of good practice and knowledge across the European Union. At the conference, we had an opportunity to hear from each of the partner organisations and learn about the work they were doing in their respective countries. The Digital Youth Work website features a collection of videos featuring Good Practice, as well as an extensive library of training materials.

One particularly interesting example was the online counselling services offered by Denmark’s Centre for Digital Youth Care, who operate three tailored online services.

  1. Cyberhus – a general forum for young people aged between 9 and 23 years old
  2. Mitassist – focused on young men and utilises gamification to keep them engaged
  3. Netstof – focused on discussing drug and alcohol problems for young people aged between 15 and 24 years old

These services offer a space for young people to seek advice and discuss problems anonymously, either with their peers on the moderated forum or with qualified social workers. Cyberhus has 40,000 unique visitors each month and the top three issues regularly discussed are self-harm, eating disorders and relationships. The number of regular users and the type of issues discussed can be challenging for staff, who all have to complete a twelve-week course before working on the platform.

 

Digital Youth Work Good Practice video featuring Denmark’s online counselling platforms


The Centre for Digital Youth Care view this service as vital in helping support young people in Denmark. The anonymity these platforms provide is often attractive to young people, with the vast majority not wishing to provide social workers with their location or confirming if they are already in touch with a professional treatment provider. Anni Marquard, the creator of Cyberhus, believes that youth workers must be willing to adapt to allow them to engage with young people. After all, 88% of all visits to Cyberhus are from smartphones. The use of digital tools to enable anonymous online counselling has enabled young people across Denmark to access support when they need it most and the platforms regularly provide more counselling sessions than their real-life counterparts. Thus, it is clear that youth workers must be ready to adapt to the digital age in order to best engage young people.

Final Thoughts

The conference demonstrated that a great deal of work has been done by organisations and countries across the European Union.

The ability to exchange good practice and knowledge from youth workers across the EU enabled everyone to gain a new perspective on how to approach the implementation of new digital tools and was aided by the format of the conference which encouraged networking and dialogue.

The basis of this transnational Erasmus+ project was the exchange of good practice to enable youth workers across Europe to harness the tools of the digital age to better support young people.

Through the production of the European Guidelines for Digital Youth Work, Good Practice videos and training materials, it is clear that not only has this project been a success, but it has resulted in the creation of a powerful and effective resource that can empower youth workers across the world to meet the challenges of the digital age.

The Knowledge Exchange provides information services to local authorities, public agencies, research consultancies and commercial organisations across the UK. 

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Teaching offenders to code: supporting digital skills and reducing reoffending among those leaving prison

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Breaking the cycle of reoffending by teaching prisoners to code

In the UK, we have one of the highest numbers of adults in prison in western Europe, and of those who have been in prison, almost half will re-offend within a year of release. Reoffending in the UK is estimated to cost as much as £15bn each year. One of the major factors in reducing reoffending is finding and sustaining employment upon leaving prison, however, it has been suggested that the skills and training that offenders receive while in prison only prepares them in a limited way for life “on the outside”.

The importance of digital literacy and the disadvantage caused by a digital skills deficit

Whether it is applying for benefit payments, booking a doctor’s appointment, online shopping, paying council tax or word processing and data navigation in a wide range of today’s job roles, having a basic understanding of digital literacy is important. For many people these skills are acquired over time, sometimes even by accident as we come into contact with more and more digital services in our day to day lives, including in many of today’s jobs where word processing and email skills seem to be a given.

However, for people leaving prison, perhaps who have been away from the fast pace of digital development for a few years, the leaps and bounds in terms of technological change and how we use digital platforms for a range of tasks can be a daunting prospect. While there is some exposure to digital platforms inside prisons, there are increasing calls to ensure that in order to better reintegrate into society on release from prison, digital skills should be higher up the agenda for those prisoners being prepared for release.

Linking digital skill programmes to labour market need

While we raise concerns about digital literacy, it is also widely reported that the UK is facing a digital skills deficit, with job roles going unfilled because there are not enough skilled individuals to fill them. Why not then, supporters argue, align the two policies to meet a need within the skills market and better support offenders to be able to live a full, digitally literate life on their release from prison.

In his Ted talk on teaching coding in prisons, Michael Taylor highlights some of, what he sees as, the key issues with the current skills and training programme in prisons: it is mundane and repetitive, and it is not linked to skills or labour market need. Coding, he argues, in addition to being accessible, cheap to teach and not requiring any pre-requisite qualifications, is an easy way that prisoners can be equipped with high-level digital skills to help them find employment, and teach skills that employers want and need to employ.

He also argues that coding is a way to equip offenders with the basic tools to go into a range of careers or further training across a range of occupations, in a range of sectors doing a wide range of different jobs – giving the variety and scope for development that many offenders simply don’t get from current skills and training programmes. The benefits, he argues, go beyond just teaching the ins and outs of how to code, with digital skills having wider applicability around managing information, communicating, transacting, problem solving and creating as well as raising confidence and self esteem.

Learning from digital skill programmes in prisons elsewhere

The Last Mile programme in California is being used as a model to create a UK based coding programme for prisoners. The programme teaches digital skills, specifically coding, to allow offenders to find employment once they leave prison. The American programme is based out of San Quentin prison and has consistently shown positive outcomes for participants, with a recidivism rate for participants dropping from over 70% to 0 in the latest cohort of “graduates”. These positive and tangible outcomes are one of the reasons supporters have been so keen to roll out a similar scheme in the UK.

The UK Government has acknowledged this evidence and in March 2019 the Department for Digital, Culture, Media and Sport announced it is investing in two pilot schemes, one at HMP Humber and one at HMP Holme House which will see a selection of “carefully vetted prisoners” participate in new digital skills programmes. Prisoners will learn CSS, HTML and JavaScript before moving on to more advanced coding techniques. They will then be invited to work for partner companies, eventually on day release, with a view to better preparing them for work when they are released from prison, while also helping employers manage perceived risks that come with hiring former offenders.

Final thoughts

Offenders leaving prison face a number of barriers to successful reintegration into the community, and preparing them fully to meet all of these challenges can be a difficult task in itself. However, by better equipping offenders with digital skills we will enable them to leave prison with knowledge employers are looking for. Coding programmes could be one route to developing skills for prisoners due for release which can help them adapt to life outside prison, give them purpose and options and, it is hoped, reduce the likelihood of reoffending in the future.

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Digital Leaders Week: Closing the digital divide

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Today, in our final Digital Leaders Week blog post, we’re looking at the issue of digital inclusion.

As you look around, it may seem as if everyone is online. In the street, on the bus, in cafes and shops, most people seem to be glued to their smartphones. But a number of articles on our blog have highlighted the digital divide in society, between those who have access to digital technologies and those who don’t.

In 2018, we focused on digital exclusion among young people:

“One of the biggest myths of modern times is that all children and young people are ‘digital natives’. That is, they have developed an understanding of digital technologies as they’ve grown up, rather than as adults. But this view has been heavily contested, with research highlighting that young people are not a “homogeneous generation of digital children”.

Our blog went on to highlight research by Carnegie Trust UK which found that as many as 300,000 young people in the UK lack basic digital skills.

Schools and local authorities have been tackling digital exclusion in a number of interesting initiatives. We’ve reported on a ‘bring your own device’ scheme in secondary schools in Inverclyde, where children were encouraged to work in pairs or groups to help with communication, partnership working and sharing of knowledge. Another project – BBC Micro: Bit gave children the opportunity to learn how to code.

Recently, a new project was launched to ensure young people have equal access to digital technologies. During 2019, Digital Access for All (DAFA) will be working on a series of pilots to test out different ways of improving digital access for children and young people.

As our blog underlined, addressing digital exclusion among young people is crucial for their future development.

“Failure to tackle the issues of integrating “digital” successfully into the curriculum, and digital exclusion in schools and at home could also have serious implications. If a significant portion of the next generation is digitally excluded this potentially puts them at a significant disadvantage in terms of employment and further education.

However, the digital divide is not confined to the younger generations. This month, new research has shown that one-fifth of the population do not have foundational digital skills, such as using an internet browser or connecting a device to a wi-fi network. Nearly one in ten of the population have zero digital skills.

There are good reasons why people dislike going online, such as concerns about security and affordability. But being “digitally disadvantaged” matters because it can exclude individuals from earnings, employability, communications and retail transactions benefits. As government moves increasingly towards a digital by default position, the need for everyone to improve their digital skills will become more important.

A lot of work is going on to address digital exclusion, including research into its causes, funding initiatives and training programmes. Local government is also playing its part.

In 2017, the London Borough of Croydon was named Digital Council of the Year at the Local Government Chronicle (LGC) Awards – a showcase event for sharing innovation and improvement in local government. Among the initiatives that impressed the judges was Go ON Croydon, which aimed to help people struggling with technology or lacking digital skills.

“The Go ON Croydon project was introduced to support the 85,000 people in Croydon who do not have basic digital skills. Reaching out to organisations such as community and faith groups, this year-long programme set out to highlight and promote the council’s digital skills initiatives. One scheme promoted by the project was digital zones.  Staffed by volunteer digital champions and located in banks or retail stores, these physical spaces provided places where people could go to have their questions answered and to improve their basic skills.”

The Go ON Croydon project clearly made an impact, with digital skills levels in Croydon increasing from 70% to 79% within one year.

Throughout this Digital Leaders Week, we’ve highlighted just some of the ways in which the public, private and third sectors are working to help people make the most of the tremendous opportunities presented by digital technologies.

Digital doesn’t have all the answers, but it does provide examples of good practice from which organisations, communities and individuals can learn. As we enter a new “fourth industrial revolution”, where artificial intelligence, automation and robotics become more commonplace, our blog will continue to raise awareness of the challenges and opportunities presented by digital.

Some of our recent articles on digital technologies include:

To read more of our digital-themed blog posts, follow this link.