TY - JOUR
T1 - Improving the information society skills
T2 - Is knowledge accessible for all?
AU - Fonseca, David
AU - Conde, Miguel Ángel
AU - García-Peñalvo, Francisco J.
N1 - Funding Information:
This work has been partially funded by the Spanish Government Ministry of Economy and Competitiveness throughout the DEFINES project (Ref. TIN2016-80172-R).
Funding Information:
Older people have special needs and use ICT differently from people who have grown up surrounded by ICT [, , , ]. This means that there is a significant generational knowledge gap [, ]. In order to bridge this gap between older and young people (also known as digital natives), different EU countries and institutions have developed several initiatives. For instance, the European Commission funds basic and applied research under the Seventh Research Framework Programme [] and its successor, Horizon 2020 []. Within Member States, the European Commission participates in the Active and Assisted Living Joint Programme (with a grant of 700 million euros) []. In 2011, the Commission started the European Innovation Partnership on Active and Healthy Ageing that promotes several projects and initiatives.
Publisher Copyright:
© 2017, Springer-Verlag GmbH Germany.
PY - 2018/6/1
Y1 - 2018/6/1
N2 - The emergence and popularization of information and communications technologies (ICT) is changing modern society and its educational landscape. ICT facilitates individuals’ ability to learn anywhere and at any time. In fact, by using ICT, access to knowledge acquisition is not restricted to formal contexts, such as academic institutions. This position paper reviews the educational contexts in which new learning strategies using ICT have been adapted, by focusing on how users access information and improve their digital skills. Our initial hypothesis is that in technological environments, learners use very specific devices and applications to access information, because content accessibility depends on both the user’s profiles and ICT. We demonstrate this through a case study applied in several Spanish university institutions.
AB - The emergence and popularization of information and communications technologies (ICT) is changing modern society and its educational landscape. ICT facilitates individuals’ ability to learn anywhere and at any time. In fact, by using ICT, access to knowledge acquisition is not restricted to formal contexts, such as academic institutions. This position paper reviews the educational contexts in which new learning strategies using ICT have been adapted, by focusing on how users access information and improve their digital skills. Our initial hypothesis is that in technological environments, learners use very specific devices and applications to access information, because content accessibility depends on both the user’s profiles and ICT. We demonstrate this through a case study applied in several Spanish university institutions.
KW - Data accessibility
KW - Education
KW - Human–computer interaction
KW - Informational skills
KW - Knowledge
KW - Technological ecosystems
UR - http://www.scopus.com/inward/record.url?scp=85022213225&partnerID=8YFLogxK
U2 - 10.1007/s10209-017-0548-6
DO - 10.1007/s10209-017-0548-6
M3 - Article
AN - SCOPUS:85022213225
SN - 1615-5289
VL - 17
SP - 229
EP - 245
JO - Universal Access in the Information Society
JF - Universal Access in the Information Society
IS - 2
ER -