Accelerated literacy and information literacy can be achieved through access to new technologies
Harjinder Rahanu, Elli Georgiadou, M. Elizabeth Ross, Nawaz Khan · Middlesex University Research Repository (Middlesex University Of London) · 2015
Although it is recognised that Accelerated Literacy and Information Literacy can help disadvantaged groups in both the developed and developing worlds improve their opportunities for developing their intellectual potential, there are a number of ethical issues that are invoked including equity and access. What came to be known as the Digital Divide is widening. The gap between the information haves and have-nots is widening. Digital exclusion, which has been noted even among different social groups in advanced economies, presents a huge challenge to international agencies, governments, scientists and educators. In this paper we report on case studies and initiatives from the Information Literacy movement that are utilising the rapid advancement and accessibility of leapfrogging technologies, in the last 10 years, in order to address the ethical issue of equity and access in Accelerated Literacy and Information Literacy in both the developed and the developing country/nations. We conclude with suggestions for broadening efforts to address access to and use of technologies together with social policies for nurturing technological citizenship, and for fostering social mobility for disadvantaged groups worldwide.