Digital Literacy and Inclusion: Stories, Platforms, Communities, Danica Radovanović (Editor), Springer, 2023, 218p. eBook, $79.99. 9783031308086

Danica Radovanović is a senior associate researcher at the University of Oslo (UiO) and has explored the topic of digital literacy in various prior publications. Her focus on digital literacy is particularly compelling, as she offers new and diverse perspectives on the general public’s interactions with digital platforms on the internet. In Digital Literacy and Inclusion: Stories, Platforms, Communities, Radovanović focuses on the main topic of updating the concept of digital literacy, which is discussed through various practices and applications of digital literacy in several countries and regions. The book’s discussions on digital literacy and inclusion are backed by a strong theoretical framework and diverse case studies. It highlights the challenges in promoting digital literacy and presents the digital divide on three levels, advocating digital literacy as a practical solution that incorporates education and digital upskilling. Ultimately, Radovanović demonstrates that digital literacy not only helps overcome access barriers but also empowers individuals to use technology effectively for tangible benefits in daily life.

The book is written in a very clear and transparent manner. The use of technical vocabulary is explained with excellent definitions and visualizations so that complex ideas about digital literacy and digital inclusion can be easily conveyed to general readers. The selection of contributors who come from various backgrounds is also a benefit because it presents varied discussions but is still aligned with the book’s primary thesis; discussions are written systematically and coherently making each chapter easy to understand, eliminating confusion. This book does not focus on a particular group or country or target a specific audience, so any interested reader can read and enjoy it. Although detailed, the discussion and concepts in each chapter are not difficult to read and understand, mainly due to the underlying theoretical foundations and solid academic references used.

The ideas presented in the book are written effectively and coherently through relevant explanations and case studies. Each chapter not only presents research findings but also provides critical reflections that enrich the reader’s perspective on digital literacy, digital citizenship, critical skills development, and digital inclusion. The discussion begins with the opening chapter by Radovanović, who explains that digital literacy is no longer just about technical skills but also about a critical awareness of how technology is used by people in their daily lives.

The opening chapter’s discussion continues in Part 1, which includes four chapters. This section expands on critical culture and digital literacy, highlighting two key approaches: a participatory approach that promotes transparency in privacy data (Chapter 2) and a creative approach that encourages community involvement in the digital society (Chapter 3). The author also addresses the challenges digital users encounter, with Chapter 4 addressing the risks of cybercrime and the need for deeper digital literacy, and Chapter 5 focusing on the need for more inclusive and coordinated internet policies in developing Southeast Asian countries to bridge the digital divide.

While Part 1 highlights the necessity of developing digital skills, Part 2 addresses strategies to enhance digital literacy and the associated challenges. Chapter 6 reveals how the COVID-19 pandemic widened the educational gap for underprivileged Australian students, who faced significant barriers to digital skills and access. Despite these setbacks, the pandemic also accelerated digital transformation in education, work, and social interactions. However, genuine digital inclusivity remains out of reach. Chapter 7 explores student engagement with social media and takes a closer look at sharing academic content to enhance critical thinking skills. Lastly, Chapter 8 examines the TikTok algorithm and its influence on young people’s digital experiences. Digital ethnography reveals that users develop digital skills and learn to navigate algorithms via their interactions on the given platform.

The next set of ideas on digital literacy in the context of global issues is discussed in five chapters in Part 3, which is the most complex portion of the book. First, the discussion begins with the impact of digital transformation on agriculture in the Global South, highlighting the challenges faced by farmers who produce more than 70 percent of food and the importance of digital literacy to improve their economic well-being. Chapter 10 addresses the challenges of digital inclusion in rural Australia, stressing the need for digital skills and infrastructure. In Chapter 11, the focus turns to community networks in Latin America as a solution to improving digital literacy, with the role of local internet service providers providing cultural training. Chapter 12 evaluates a digital skills intervention in a semi-urban South African community, pointing out that the program’s success depends on understanding the factors that influence digital literacy, not just technology access. Chapter 13 concludes with a discussion of digital health literacy in Uttar Pradesh, India, during COVID-19, showing how the state helped health workers access and disseminate critical information and improve long-term health indicators.

There are many contributors to Digital Literacy and Inclusion and each idea or topic is separate from the others. The book presents its complex ideas in a detailed manner, using an academic style that manages to engage and inspire readers. It does not target a specific audience and is suitable for anyone seeking a comprehensive understanding of digital literacy. This book is an invaluable resource for information and library science students focusing on digital literacy research and studies. It is also well-suited for college and public libraries, which can attract a broad readership.

Acknowledgments

The author expresses their gratitude to LPDP (Lembaga Pengelola Dana Pendidikan), under the Ministry of Finance of the Republic of Indonesia, for providing financial support for the author’s master’s studies and facilitating the preparation and publication of this article.

— Arya Wijaya Pramodha Wardhana, Master’s Student, Universitas Indonesia