Smart City Gnosys
Smart city article details
| Title | Including Disadvantaged Citizens In Smart Societies: How Learning In Formal And Informal Educational Settings Fosters Digital Literacy |
|---|---|
| ID_Doc | 31084 |
| Authors | Smit A.; Rebergen M.; Swart J.; Broersma M. |
| Year | 2025 |
| Published | Smart Cities to Smart Societies: Moving beyond Technology |
| DOI | http://dx.doi.org/10.4324/9781003439325_4 |
| Abstract | This chapter explores how formal and informal educational settings contribute to or impede the development and application of digital literacies among disadvantaged public in smart societies. Two case studies are analyzed through a Bourdieusian lens: (1) an informal digital literacy initiative in a community center primarily employing social capital and (2) a formal digital education program in a vocational school primarily leveraging cultural capital. By employing participant observations and semi-structured interviews with learners, volunteers, and educators, this chapter examines how socio-material contexts are influencing digital literacy development. Our findings highlight that digital literacy, in relation to digital capital, is a fundamental factor for effective participation in smart societies. It transcends basic technical skills, acting as a crucial enabler of citizen engagement with digital innovation. However, our study also shows a disparity in the recognition and value attributed to informal learning environments in contrast with formal pedagogies. This could negatively impact the development and dissemination of digital literacy and, consequently, digital inclusion and participation in everyday life. We find that while informal structures are more in line with everyday digital life in smart cities and represent a lower threshold for participatory action, most of these structures remain untransparent to institutions, pedagogies, and teachers. These findings highlight the importance of a holistic approach that synergistically combines the advantages of both formal and informal educational methods to maximize learning efficacy for disadvantaged public. Drawing from this understanding, we advocate for a nuanced understanding of digital literacies as a relational condition for digital participation, emphasizing the role of context, technology usage, and personal values. It calls for a synergistic approach that combines formal and informal learning, focusing on promoting digital literacy and inclusion, especially among disadvantaged subgroups. © 2025 selection and editorial matter, Esmat Zaidan, Imad Antoine Ibrahim, and Elie Azar; individual chapters, the contributors. |
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