Digital Inequity

In this article, we set out to explain different types of social uses of the Internet of Things (IoT) using forms of capital and Internet skills. We argue that the IoT platform entices different manners of social communication that are easily overlooked when focusing on the novelty of smart “things.” How people use the IoT socially is crucial in trying to understand how people create, maintain, or absolve social relations in a networked society. We find inversed effects for social capital, income and education on private use, and on sharing IoT data with a partner. Sharing with acquaintances and strangers is predicted by cultural activities. Sharing IoT data with acquaintances can especially be attributed to social relations that escape the immediate household. We conclude that varying figurations of capital and Internet skills predict how the IoT is used socially.

Watching a film, or reading a novel, means signing an “implicit contract” with the author of the work: the viewer/reader expects, in exchange for the time, attention (and money) invested in the experience, to achieve a result in terms of entertainment, fun, involvement. The audience’s opinion of a work depends to a large extent precisely on such expectations. The film, especially if it belongs to a well-defined “genre” (a western, a comedy, a thriller) can confirm or subvert these expectations, playing on a risky balance between the “old” and the “new”, tradition and novelty, repetition and variation. Case studies (including “There’s still tomorrow” by Paola Cortellesi, Italy 2023) can help to explore the role of expectations in the interaction between cinema and audiences.

As part of the study of broadband access throughout the state of Kansas, our team recognized that it is also important to understand digital inequities beyond the question of who has access to affordable, high-speed internet at home. For example, who does not have a computer at home? Who accesses the internet only via their mobile phone? Who uses the internet only on a public library computer? Who is unequipped to complete any task that involves using a computer or accessing the internet? Most importantly, what supports can help bridge the gap that exists between a society increasingly run through digital technology and those who are unable to use such technology?

Abstract
This paper explores the uneven effects of technological progress through the lenses of social, psychological, and environmental impacts, as highlighted by Schmidt and Cohen, Twenge, and Schlossberg. While technology offers potential benefits, it also deepens inequality, disproportionately affecting vulnerable groups.

Introduction
From promises of better connectivity to warnings related to environmental damage, the discourse around technical development is far from one-dimensional. The advantages of technological progress create substantial negative impacts which affect social structures and mental health and environmental conditions. The authors Schmidt and Cohen in Our Future Selves and Twenge in Has the Smartphone Destroyed a Generation? and Schlossberg in The Tech We Throw Away demonstrate that technological tools for advancement create more inequality in society. The authors Schmidt and Cohen demonstrate how technology can improve human capabilities, yet Twenge shows how smartphones negatively affect young people's mental health and Schlossberg reveals the environmental damage from discarded electronics. The different viewpoints demonstrate that technological advancement creates advantages for specific groups while simultaneously harming or marginalizing other populations. Progress benefits particular groups but its accessibility remains limited, which demonstrates the requirement for equitable innovation practices.

Why is critical discourse analysis (CDA) critical? CDA takes the position of those being excluded or suffering and, thereby, reminds the audience of modernity’s unredeemed promises. However, it seems as if critical discourse analysts have understood critique mainly against the background of their progressive consensus. That is: critical standards have been based on a conventionalist understanding of what is right or wrong. But this provides neither a theoreticalnor a grounded notion of critique which has led to accusations of CDA being unprincipled. In this paper, I argue that especially Ruth Wodak’s discourse-historical approach (DHA), which draws on the Frankfurt School, could avoid this by referring in even more detailed ways to Jürgen Habermas’ language-philosophy. For this, the paper introduces and relates his categories to those of the DHA in order to explicitly outline an emancipatory and grounded concept of critique.

In this article we explore how educational researchers report empirical qualitative research about young people's social media use. We frame the overall study with an understanding that social media sites contribute to the production of neoliberal subjects, and we draw on Foucauldian discourse theories and the understanding that how researchers explain topics and concepts produces particular ways of thinking about the world while excluding others. Findings include that: 1) there is an absence of attention to the structure and function of social media platforms; 2) adolescents are positioned in problematic, developmental ways; and 3) the over-representation of girls and young women in these studies contributes to the feminization of problems on social media. We conclude by calling for future research that can serve as a robust resource for exploring adolescents' social media use in more productive, nuanced ways.

Objetivo: investigar desde la perspectiva de los padres, los benefícios derivados de los cambios metodológicos utilizados por los centros educativos utilizados para responder a la situación de confinamento. Marco teórico: la interrupción de las clases escolares durante el esatado de confinamiento causado por la COVID-19, nos llevó a improvisar una nueva metodología online considerada como "enseñanza remota de emergencia" (Hodges et al., 2020). Con la intención de asegurar la continuidad y no interrumpir el proceso educativo (Muñoz-Moreno & Lluch-Molins, 2020), el aprendizaje pasó de las aulas al hogar contando con el acompañamiento de las familias, a lo que se ha denominado recientemente como «home base learning» (Zainuddin et al., 2020). Método: a través de la técnica de encuesta y utilizando um cuestionario elaborado ad hoc como instrumento, se recogió información de un total de 1390 padres com hijos en edad escolar. Resultados: las familias valoraron algunos beneficios obtenido del cambio metodológico que supuso el confinamento. Discusión: el estudio contribuye al conocimiento de los beneficios que pudieron derivarse de los cambios a nivel metodológico, planteado desde la perspectiva de convertir una situación de adversidad como la vivida con la pandemia de 2020, en una oportunidad de aprendizaje para todos.

Blogs rest at the cross-section of politics, media, and discourse. This relatively new medium has injected itself into the spectacle that is campaigns; competing narratives seek to define candidates, lure voters, and wage a war over the ownership of symbols and meaning-making. Blogs influence the formation of narratives within the political spectacle of campaigns. This article seeks to describe local/regional blogs as social and discursive phenomena that participate in, and provide part of, the discourse of political spectacle. The article looks at this political subculture and attempts to express through an analysis of form, function, and meaning this new, palpable discursive force -a counter to the existing hegemony. The case studies utilized are the local/regional blogospheres that have developed in the states of Connecticut and Virginia. In Connecticut, we analyze the metonymic chains built in the Ned Lamont versus Joe Lieberman senatorial race and, in Virginia, Jim Webb against former lobbyist Harris Miller in the primary and Senator George Allen in the general election.

men from Bohemia arrived -and if so, where from -, whether they worked on their ethnogenesis with Ostrogothic or Frankish help and how their settlements and belief system (and that of their wives?) developed remains very much uncertain, yet the methodological and disciplinary variability brought to bear on researching these themes has never been greater and offers many more perspectives than ever before. Translated by Daniela Hofmann. Dannheimer / Dopsch 1988 H. Dannheimer / H. Dopsch (eds), Die Bajuwaren. Von Severin bis Tassilo 488 -788. Gemeinsame Landesausstellung des Freistaates Bayern und des Landes Salzburg. Rosenheim / Bayern, Mattsee / Salzburg 19. Mai bis 6. November 1988. Unter Mitarbeit von Walter Bachran, Thomas Fischer, Fritz Koller und Rainer Wilfinger (München, Salzburg 1988). Diepolder 1988 G. Diepolder, Aschheim im frühen Mittelalter. Bd. 2, Ortsgeschichtliche, siedlungs-und flurgenetische Beobachtungen in Raum Aschheim. Münchner Beitr. Vor-u. Frühgesch. 32 (München 1988). Fischer 2018 Th. Fischer, Zum Forschungsstand der Gruppe Friedenhain-Přešťovice: eine kritische Bestandsaufnahme. Beitr. Arch. Oberpfalz u. Regensburg 12, 2018, 217 -250.

This paper discusses early findings from my ongoing research looking at people's engagement with communication technologies. The study observes a constructivist grounded theory approach, and was designed in such a way that would allow for capturing of Irish people's behaviour and attitude towards Information Communication Technologies (ICTs). Partial data gathered following in-depth semistructured interviews with 12 participants suggests that innovations not always improve people's social inclusion, as sometimes the communication skills and social interaction gaps are further enlarged due to unforeseen consequences. Furthermore, innovations are being perceived as destroying communities and act towards creating a dysfunctional society. Initial findings are based on data analysis of interviews conducted prior to participants' interaction with custom built automated enclosures, by means of using mobile phone devices

This paper reports on findings from the Penceil Project (How People ENCounter E-ILiteracy), part of the ESRC's e-society programme 1. This project explored the experience of non and minimal users of information and communications technologies (ICT) on a social housing estate in south London. Non users of ICT rule out their use because it does not make sense in their lives and/or because a potent cocktail of fears and anxieties deters them from trying. There can be no forced answer that everyone must use ICT but much government and educational policy starts from an unvarying assumption that people must make use of the technology. Mandatory use derives from a techno-rational discourse of ICTs as the necessary route to a more efficient future. This discourse of use is sustained by claims that technology use empowers the citizen and consumer and sees technology as fixed and not shaped in use by the experience and dispositions of the user. However, any compelling proposition for use must start from tasks that people want to achieve for themselves, not from an individual contribution to an underspecified collective good.

The development of digital competence among youth is one of the main focuses of European and Italian policies, but only few international studies measure this construct in a statistically rigorous manner. This article analyses data collected up to 2024 using the first standardized performance test available in Italy, which has been developed following the European framework DigComp. The dataset consists of 6,646 records from students ranging from grade 6 to 13 who completed the test between 2021 and 2024, thanks to the participation of at least one of their teachers in the Benessere Digitale-Scuole project. The article examines the performance of the sample across different school levels and grades, as well as individual, family, and school factors influencing digital competence. Results show that digital competence increases with grade level, with communication being the most familiar area to students, while information & literacy appears to be the least mastered. Significant differences are observed on the basis of students’ school level, migratory background, and parental education. Additionally, digital competence shows a positive correlation with self-reported marks, especially in Italian, especially for students from disadvantaged socio-school contexts.

Global competence—a necessary attribute in an increasingly interconnected world—describes having the knowledge, skills, and dispositions to act creatively and collaboratively on important global issues. In urban settings comprised of racial, ethnic, and/or linguistic-minority students, especially, a logical but seemingly underutilized facilitator of global competence would be instruction that draws from students’ funds of knowledge—the home-based practices central to a household’s functioning and well-being. In this study, 30 Boston-area teachers were interviewed using a semi-structured protocol to draw out their understandings of students’ funds of knowledge and their awareness of how these funds of knowledge might be used to further the development of global competence. Data produced in this study were analyzed through a multi-phase thematic coding process. A conceptual framework built upon existing definitions of global competence and funds of knowledge was developed and used as ...

This paper seeks to address the ways and extent to which participation in digital worship might be seen as fostering or inhibiting social inclusion and social cohesion, and to assess the current state of research on this important topic from both a sociological and theological perspective. It aims to broaden digital theological understanding beyond sacramental and ecclesiological concerns towards more wholistic concerns of participation and belonging, intersecting with the digital divide and theology of disability. Drawing on the work of Martha Nussbaum and the capabilities approach, this paper proposes consideration of digital participations with respect to their significance for cultivating participation in community by conducting a literature review of various studies. Further, it addresses ambivalences which arise out of these studies, as digital access seems to enhance certain forms of connectedness while rendering other forms less stable. Observation of these ambivalences is framed into research desiderata for future study on the interrelationship of digital participation in religious community and the facilitation of community and social resilience. With the intention of building upon this recent research to address the more specific question of what kinds of digital participation foster social inclusion with a focus on religious communities, it identifies concrete pathways for further academic inquiry, and suggests a framework for new practical theological questions centering justice and inclusion.

This paper delves into the profound impact of found footage in horror films on storytelling techniques, audience engagement, and the cinematic landscape. It explores the historical origins, key characteristics, and influential pioneer films like The Blair Witch Project (1999) and [REC] (2007). The research analyzes the rise of found footage within the horror genre, examining its immersive qualities, unreliable narration, and low-budget production techniques. It also investigates the pioneers' influence on the genre, innovative marketing strategies, and the international appeal of found footage. The paper discusses mainstream acceptance, subgenres, and hybrids, alongside challenges such as overuse and ethical concerns. Furthermore, it explores contemporary trends, including the incorporation of emerging technologies like virtual reality (VR) and augmented reality (AR). The abstract concludes by highlighting the enduring appeal and relevance of found footage in horror cinema, while also suggesting areas for further research and exploration.

bei der Kolonisierung einer Insel 3.3 Menschen als Inselkolonisten 4 Der Myotragus balearicus und die ersten Kolonisten 4.1 Der Myotragus balearicus oder die Mausziege 4.2 Die ersten Neuankömmlinge: eine glaubwürdige Geschichte 5 Das Chalkolithikum und die Frühe Bronzezeit 5.1 Das Ursprungsland der neuen Siedler exkurs: Der Felsunterschlupf von Son Matge 5.2 Das Glockenbecher-Phänomen 5.3 Die ersten Bewohner von Menorca und die megalithischen Gräber und Dolmen exkurs: Son Ferrandell-Oleza, ein prätalayotisches Bauernhaus 6 Mittlere und Späte Bronzezeit 6.1 Die Naviform-Gebäude 6.2 Ost-Menorca 6.3 Hypogäen (hypogea) 6.4 Die Höhlenbestattungen 6.5 Was beinhaltet ein Name? exkurs: Der Talayot von Cornia Nou 6.6 Grab-Navetas exkurs: Die Höhlen von Càrritx und Mussol 7 Vielschichtig und abwechslungsreich: Ein Überblick über die Prätalayotische Zeit 8 Ein neues Jahrtausend-Ein neues Zeitalter 8.

bei der Kolonisierung einer Insel 3.3 Menschen als Inselkolonisten 4 Der Myotragus balearicus und die ersten Kolonisten 4.1 Der Myotragus balearicus oder die Mausziege 4.2 Die ersten Neuankömmlinge: eine glaubwürdige Geschichte 5 Das Chalkolithikum und die Frühe Bronzezeit 5.1 Das Ursprungsland der neuen Siedler exkurs: Der Felsunterschlupf von Son Matge 5.2 Das Glockenbecher-Phänomen 5.3 Die ersten Bewohner von Menorca und die megalithischen Gräber und Dolmen exkurs: Son Ferrandell-Oleza, ein prätalayotisches Bauernhaus 6 Mittlere und Späte Bronzezeit 6.1 Die Naviform-Gebäude 6.2 Ost-Menorca 6.3 Hypogäen (hypogea) 6.4 Die Höhlenbestattungen 6.5 Was beinhaltet ein Name? exkurs: Der Talayot von Cornia Nou 6.6 Grab-Navetas exkurs: Die Höhlen von Càrritx und Mussol 7 Vielschichtig und abwechslungsreich: Ein Überblick über die Prätalayotische Zeit 8 Ein neues Jahrtausend-Ein neues Zeitalter 8.

bei der Kolonisierung einer Insel 3.3 Menschen als Inselkolonisten 4 Der Myotragus balearicus und die ersten Kolonisten 4.1 Der Myotragus balearicus oder die Mausziege 4.2 Die ersten Neuankömmlinge: eine glaubwürdige Geschichte 5 Das Chalkolithikum und die Frühe Bronzezeit 5.1 Das Ursprungsland der neuen Siedler exkurs: Der Felsunterschlupf von Son Matge 5.2 Das Glockenbecher-Phänomen 5.3 Die ersten Bewohner von Menorca und die megalithischen Gräber und Dolmen exkurs: Son Ferrandell-Oleza, ein prätalayotisches Bauernhaus 6 Mittlere und Späte Bronzezeit 6.1 Die Naviform-Gebäude 6.2 Ost-Menorca 6.3 Hypogäen (hypogea) 6.4 Die Höhlenbestattungen 6.5 Was beinhaltet ein Name? exkurs: Der Talayot von Cornia Nou 6.6 Grab-Navetas exkurs: Die Höhlen von Càrritx und Mussol 7 Vielschichtig und abwechslungsreich: Ein Überblick über die Prätalayotische Zeit 8 Ein neues Jahrtausend-Ein neues Zeitalter 8.

This article explores how intertextuality and interdiscursivity in users comment on Facebook is exploited to supplement discrimination, repression or suppression to others. The Discourse Historical Approach (DHA) which falls under the umbrella of critical discourse analysis is employed to explore the mechanism of intertextuality and interdiscursivity in the users’ comments responding to news updates under the topic of Paris Tragedy posted by Kompas.com on its fans page. The data which are collected from the users’ comments are analyzed qualitatively. The finding shows that intertextually users import religious texts into their comments. The users also import discourses including discourse on religion, discourse on Middle East conflict, discourse on terrorism and discourse on law. In doing so, some texts and discourses undergo recontextualization by which certain elements of social practice are substituted or removed to serve the communicative purpose of the users’ comments. Finally,...

At the time this article was written, few systematic recording and high-quality graphics of so-called India Copper Hoards were available. The materials were scattered and local differences were little known-most attentuion being paid to the Harappa Culture. Orissa was rarely treated in detail. Striking pieces are highlighted.

Este  trabajo  arroja  los  resultados  de  una  indagación  sobre  la  presencia  del  programa  México Conectado en 20 escuelas públicas de educación básica en la Zona Metropolitana de Guadalajara, Jalisco, México. El programa fue desarrollado por el gobierno federal en-tre los años 2012 y 2018. Los resultados tienden a contradecir el optimismo del discurso oficial y arrojan cuestionamientos sobre la presencia y funcionalidad de la conectividad digital aun en entornos educativos urbanos de mediana marginalidad. La conclusión es que las estadísticas oficiales esconden realidades que deben explorarse en ejercicios aca-démicos de mayor profundidad.

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This article depicts a research dealing with México Conectado, a federal government program –turned on in the period 2012 thru 2018– aimed at improving digital connectivity in public spaces such as primary schools. The exploration was carried out by looking the state of connectivity, presence and use of Internet in twenty public schools in the Guadalajara’s metropolitan area, Jalisco, México. Results tend to contradict the official policy and discourse regarding the state of connectivity, particularly in the school system. The conclusion is that government figures concerning educational use of Internet tend to cover up realities that should be explored academically in a deeper way.

C'è del magico nella tecnoscienza, e come può una pratica considerata tanto arcana quanto arcaica avere a che fare con ciò che suole considerarsi assolu-tamente moderno, razionale ed emancipatorio, ovvero la scienza e la tecnica? Le pagine che seguono si propongono di mostrare, anche attraverso una discus-sione su "Gioia tragica" di Vincenzo Susca, testo al centro del dibattito, quante continuità vi siano tra la magia e la tecnica, al punto da poter parlare di tecnomagia. Tali continuità sono situate da Giuseppina Pellegrino in una prospettiva STS. Il concetto di tecnomagia è quindi declinato e contestualizzato in rapporto alla so-cietà dello spettacolo che trova nel web la sua ultima frontiera (Attimonelli), al cinema come medium immersivo (De Ruggieri), all'ambivalenza della tecnica, assog-gettata ad una costante oscillazione tra obsolescenza e reincanto (Susca). Come i giochi del fanciullo preannunziano rozzamente la vita dell'adulto, così la magia preannunc...

The restructuring of the University of Guadalajara of schools and faculties by thematic and regional University Centers make up the University Network. Our objective of this work is to analyze and identify the contributions of the University Network within the framework of its social responsibility, through teaching, the extension of services, as well as cultural production and dissemination, its impact on regional development. The decentralization and regionalization of administrative and academic functions was complex. The link with social responsibility through teaching was aimed at solving problems in the communities. The academics designed research projects linked to the actions of the City Councils, the business sector and social groups. Results: the Jalisco University Network, due to the educational, economic and cultural impact, has fostered the permanence of young people in their communities, in addition to generating internal and external mobility of students and teachers; greater interaction of the university with the different social and productive sectors. Higher education functions as an integrating instrument in the regional development of the State of Jalisco.

En este resumen ejecutivo se presentan los principales resultados procedentes del proyecto ‘Inclusión digital en zonas de desarrollo, necesidades, prácticas y estrategias’, implementado por el Centro de Iniciativas para la Cooperación-CIC Batá, en colaboración con la Universidad de Córdoba y financiado por la Consejería de Igualdad,
Políticas Sociales y Conciliación (actualmente Consejería de Inclusión Social, Juventud, Familias e Igualdad) de la Junta de Andalucía.

Global competence—a necessary attribute in an increasingly interconnected world—describes having the knowledge, skills, and dispositions to act creatively and collaboratively on important global issues. In urban settings comprised of racial, ethnic, and/or linguistic-minority students, especially, a logical but seemingly underutilized facilitator of global competence would be instruction that draws from students’ funds of knowledge—the home-based practices central to a household’s functioning and well-being. In this study, 30 Boston-area teachers were interviewed using a semi-structured protocol to draw out their understandings of students’ funds of knowledge and their awareness of how these funds of knowledge might be used to further the development of global competence. Data produced in this study were analyzed through a multi-phase thematic coding process. A conceptual framework built upon existing definitions of global competence and funds of knowledge was developed and used as ...

This chapter argues that contrary to the popular belief from the cyber optimists, the upsurge and use of social media in Africa's poor economies like Zimbabwe have failed to produce a robust and vibrant public sphere due to the intractable problems of the digital divides. Indeed, social media may have broadened free speech and pluralized interactive spaces in poor societies, but the twin deficits of the democratic divide and social divide have effectively undermined the emergence of a public sphere that is characterized by rational and critical argument (Habermas 1992). The democratic divide is about the gap that exists between 'those who do, and do not use the panoply of digital resources to engage, mobilize and participate in public life' (Norris 2001: 13). Indeed, those who use the social media as technologies of freedom cannot do so effectively without the strategic critical literacies that go beyond technological skills for them to be fully functional and productive within the public sphere (Ragnedda and Ruiu 2017).

La pandemia de la COVID-19, que trajo consigo un periodo largo de confinamiento y el cierre de escuelas, ha supuesto un duro golpe a multitud de alumnos que se encontraban en situación de vulnerabilidad. Estos estudiantes han tenido dificultades para seguir el ritmo escolar en sus casas por diferentes motivos, de índole pedagógico, económico y/o cultural. Por ello, el objetivo de este artículo es descifrar y analizar el impacto y la realidad de las tres brechas educativas generadas a partir de la COVID-19: la brecha de aprendizaje, la brecha digital y la brecha escolar, para posteriormente elaborar una serie de propuestas educativas con el fin de reestablecer la equidad en el sistema educativo. La pérdida de aprendizajes, la no adquisición de ciertas competencias básicas, el desapego por la escuela y por la educación, el aumento de la tasa de abandono escolar, los problemas de índole emocional y psicológico, …, son algunas de las consecuencias que han sufrido y sufren los estudiante...

Based on interviews with 75 women transitioning from incarceration, our research identifies technology access and skills barriers facing this population and their underlying concerns and motivations in navigating privacy online. Our results suggest precarious housing and financial situations, concerns about ex-partners, mental health issues, and lack of self-efficacy pose challenges for their access to and use of digital technologies and influence their online privacy perspectives. Many participants reported relying primarily on cellphones for various tasks including job applications. Closing public places including

Este trabajo estudia la evolución de las concepciones sobre la “salud” y la “enfermedad” de un grupo de alumnado de Educación Primaria (8-9 años) antes y nueve meses después de la declaración de la pandemia del COVID-19 (enero y noviembre de 2020, respectivamente). Para ello se han utilizado cuestionarios abiertos y la elaboración de dibujos. Los resultados reflejan que la pandemia fortaleció la relación que los niños y niñas establecían entre la salud y la buena alimentación, la realización de actividad física y los sentimientos de alegría. En cambio, la enfermedad la vincularon más estrechamente con actitudes sedentarias. Tras meses en pandemia, el alumnado relacionó la salud y la enfermedad principalmente con factores físicos dejando de lado los sociales o emocionales, evidenciando así la necesidad de trabajar con un enfoque interdisciplinar la multidimensionalidad de estos conceptos y dejando atrás una educación normativa y culpabilizadora.

This comparative case study, framed by Cultural Historical Activity Theory and sociocultural understandings of literacy, investigated students’ online literate activity in two eighth grade English Language Arts classes taught by the same teacher – one with a scripted literacy curriculum and the other without. During a year-long research project, we used ethnographic methods to explore the nature of middle school students’ literate activity in each of these classes, with particular attention to the mediators evident as students engaged in online literate activity. Specifically, this article addresses the following research question: What mediators were evident within and across each of the classes and how did these mediators influence students’ online literate activity? In addressing this question, we illustrate how particular configurations of mediators – even those operating within the context of the same school and same teacher – significantly influenced the nature of students’ on...

Textile remains dating from 3491 BC, including a flattened hat, were discovered during a wetland excavation at Pestenacker in Upper Bavaria. The article, which includes a number of photos, describes the work involved in reconstructing this object.

La comprensione del fenomeno della progettazione, in sede di design o altrove, si può determinare attraverso la discussione di sue ipotetiche metastrutture 1 o attraverso la discussione di teorie già operanti. Ho esposto in alcuni articoli abbastanza recenti come ciò potrebbe configurarsi andando nella prima direzione discutendo questioni di progettazione architettonica in nesso alla biologia e, perfino, alla teologia 2. Nelle pagine che seguono vorrei procedere nella seconda direzione guardando alla progettazione di design e a una delle sue teorie meglio organizzate: la teoria dell'interaction design di Donald Norman. Cercherò, nella fattispecie, di migliorare la comprensione delle componenti ecosistemiche del modello da questi proposto nel 1 Nel senso pregnante proposto da Gregory Bateson: «Infrangete la struttura che connette gli elementi di ciò che si apprende e distruggerete necessariamente ogni qualità», in G.

Social media platforms have become significant media for participating in society. This, and society’s digitalization overall, has resulted in concerns regarding access and inclusion. By combining theories of social media participation and digital inequality, we explore issues regarding the prerequisites of participating through social media platforms, focusing especially on education. Through an analysis of data from a representative survey study in Finland (N = 3724), we illuminate the ambiguity of the perceived obstacles to both digital skills and political participation. We further build on the concept of digital capital to show the significant mediating effect of digital skills on education and participation. By utilizing the ISS (Internet Skills Scale), we break down digital skills into operational, information navigation, social, creative and mobile skills, and show how the operational skills have most significant mediator between education and political participation in soci...

Many universal access policies are based on the assumption that the removal of the digital divide will enhance social mobility. But this assumption is not supported by the available evidence and hence remains an open question. Using four waves of longitudinal data from Britain we show that Internet use has a positive effect on social class mobility, while controlling for age, gender, education, health, and previous social class membership between 1997 and 2013. In doing so, we contribute to a wider discussion of the relationships between social and digital inequalities and highlight the challenges and potential of this methodological approach for future research.

NOTA EDITORIAL: Las opiniones y contenidos publicados en esta obra son de responsabilidad exclusiva de sus autores y no reflejan necesariamente la opinión de Dykinson S.L ni de los editores o coordinadores de la publicación; asimismo, los autores se responsabilizarán de obtener el permiso correspondiente para incluir material publicado en otro lugar.

In this contribution we aim to formalize the idea of the "spatiality of on-demand", addressing its environmental and landscape aspects, which are strongly connected with the value and intersubjective investment underlying the very functioning of streaming portals. All this bearing in mind the prominent role of topological theoretical paradigms and the objects of study of strictly geographical disciplinary fields, such as Distribution Studies and Platform Studies. Through an ethnosemiotic methodology applied to the main streaming portals on the market (Netflix, Prime Video and Disney+), the aim is to bring order to the terminological and theoretical nuances that connote the idea of an on-demand context understood as "media space", capable of becoming a lens for observing specific cases and returning indications of the nature of the practices that are consumed within them.

Fluid communication between family and school facilitates the quality of education. Both contexts have a decisive impact on the educational processes of schoolchildren. This research analyzes the influence of these environments taking as reference the academic performance of students of the 1st and 6th levels of Primary Education. This educational stage includes the ages of 6 to 12 years and is considered as key in the development of academic skills. A descriptive investigation has been carried out with a quantitative cutting methodology with a total of 216 schoolchildren from the province of Albacete (Spain). After analyzing the results we found statistically significant differences between school and family variables. Between these contexts there must be positive interdependence relationships, they are fundamental microsystems for the integral and balanced development of students.

La Covid-19 ha producido un impacto en todo el mundo y el sector educativo no se ha visto exento del mismo. La acción socioeducativa en España tiene como referente a los profesionales de la educación social que desarrollan su actividad profesional en diferentes ámbitos y el sector de la infancia y la juventud es uno de los predominante. Con este artículo pretendemos conocer la percepción del impacto que la crisis ha tenido entre los profesionales de la educación social que trabajan con menores. El enfoque metodológico es mixto, mediante un cuestionario creado ad hoc, auto-administrado por internet. La muestra es de ámbito estatal (España), 462 profesionales. Los resultados reflejan como la actividad laboral ha sido declarada esencial y no ha supuesto modificaciones contractuales, pero sí laborales. Asimismo, la carga de trabajo se ve aumentada y la posibilidad de cumplir con los objetivos planteados no es demasiado elevada. Abordamos también la satisfacción laboral y sobre las herra...

Las personas con discapacidad intelectual y del desarrollo (DID) apoyadas por entidades tutelares constituyen un grupo singular dentro de la población con DID. De ahí que la Asociación Española de Fundaciones Tutelares (AEFT) se haya propuesto conocer su experiencia durante la pandemia de la COVID-19, especialmente durante el confinamiento. Se ha llevado a cabo un estudio observacional, transversal, descriptivo y analítico mediante la aplicación de un cuestionario ad hoc en el que han participado 380 personas apoyadas por entidades asociadas a la AEFT. Los resultados indican que el 9 %tuvo un diagnóstico positivo por prueba PCR, el 24 % estuvo completamente aislado, un 16 % experimentó alteraciones de conducta y un 12 % de salud mental. Asimismo, se constató la clara desventaja de quienes viven en centros residenciales con puntuaciones globales dos puntos por debajo de quienes viven de manera independiente. Analizado por factores, en una comparación de personas que viven en residenc...

James Gee proposes that discourse analysis could work as a bridge between cultures and enhance understanding. He makes very important points in his paper, specifically in respect to the interpretation and understanding of contested meanings; and about the different conceptual systems governing different world views and influencing perception and dialogue. More specifically, he emphasizes the relevance of context, i.e. situational meanings (by drawing on Williams 1991):

James Gee proposes that discourse analysis could work as a bridge between cultures and enhance understanding. He makes very important points in his paper, specifically in respect to the interpretation and understanding of contested meanings; and about the different conceptual systems governing different world views and influencing perception and dialogue. More specifically, he emphasizes the relevance of context, i.e. situational meanings (by drawing on Williams 1991): "Semantics lives in language as a system. Situational meanings live in the world. The bridge between the two is negotiation, contestation, discussion, communal agreement or disagreements over what is sufficiently like what to count as having a given word applied to it" (pp. XXX). This insight which has widely been accepted and acknowledged in the field of Pragmatics ever since Ludwig Wittgenstein's seminal Philosophical Investigations (1967[1953]) implies that no fixed meanings exist; meanings are always open to discussion, contestation, and dialogue. Indeed, the entire development of the fields of Pragmatics and Sociolinguistics as well as Discourse Studies can be traced back to Wittgenstein's assumptions and their elaboration by various different philosophers and linguists (e.g., Angermuller et al. 2014; Culpeper et al. 2009; Wodak 1996). Furthermore, Gee also poses the question about how people would or could settle their arguments if discourse/dialogue is not possible (p. XXX). Unfortunately, as he states, frequently not via argumentation but through "hate, war intolerance, and withdrawing into meaning ghettos" (ibid.). In other words: if people (groups, political parties, and so forth) remain dogmatic and cultivate their fundamentalist beliefs and ideologies (and related meanings), then any understanding, any negotiation or co-construction of meanings will become impossible. This leads us to much existing work on argumentation and deliberation as well as on cognitive frame theory or even conflict and peace research, i.e. on political communication (e.g.