Add wos sample results library

02-data/intermediate/wos_sample/ff1b8c2668bcbefc8fd4be847c663c8f-garcia-faroldi-livi/info.yaml

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+abstract: 'Internet access is nowadays widespread in Spanish society. Nevertheless,
+
+  a digital divide still exists. The term ``digital divide{''''} is defined
+
+  by the OECD (2001:5) as ``the gap between individuals, household,
+
+  businesses and geographic areas at different socio-economic levels with
+
+  regard both to their opportunities to access information and
+
+  communication technologies (ICTs) and to their use of the Internet for a
+
+  wide variety of activities{''''}. In this context, Norris (2001) proposed
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+  three dimensions of the digital divide: (1) global divide, the
+
+  divergence of Internet access between countries; (2) social divide, the
+
+  usability gap between different groups as a result of social
+
+  stratification; and (3) democratic divide, the gap between those who use
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+  and do not use digital resources for political mobilization and
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+  participation in public life. Other authors differentiate between three
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+  divides: in access, in skills and in outcomes (Wei et al. 2011). Digital
+
+  divide research began with the study of the access to Internet and its
+
+  use (the so-called first divide), although soon after the interest moved
+
+  to the uses that different social groups made of Internet. Di Maggio et
+
+  al. (2004) distinguished capital-enhancing activities (activities that
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+  improve social status) from social and recreational activities. These
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+  different uses of internet give rise to ``digital inequalities{''''}.
+
+  In this paper, three digital divides are considered: the first is
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+  related to the access, the second to using or not Internet and the third
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+  to three capital-enhancing activities. We use representative samples
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+  (2017 and 2019) from the National Institute of Statistics (INE in
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+  Spanish) and the Center for Sociological Research (CIS in Spanish). The
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+  size of the sample is 17,337 (INE 2017), 17,196 (INE 2019) and 2,482
+
+  (CIS 2017).
+
+  We first analyse the access gap and reasons why households are not
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+  connected. Second, we study the evolution of users of Internet
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+  (2006-2019). Third, we create different indexes for measuring three
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+  capital-enhancing activities: and index of educational purposes, an
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+  index of professional purposes, and two indexes for measuring civic and
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+  political participation.
+
+  The index of educational purposes includes four items: 1) make an online
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+  course, 2) use Internet content for learning purpose, 3) communicate
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+  with students and teachers through websites; and 4) other e-learning
+
+  activities. The index of professional purposes includes two items: 1)
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+  search or apply for a job through Internet; and 2) participate in
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+  professional networks. Lastly, in order to measure political and civic
+
+  participation two indexes are proposed. First, the index includes three
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+  items from the INE dataset: 1) reading news online; express opinions
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+  about social, civic and political topics; and 3) participate in online
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+  enquiry or vote about civic and political topics. Second, the index
+
+  includes six items from the CIS dataset: 1) contact with a politician or
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+  political party; 2) communication with an association or organization;
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+  3) subscribe to a list about current affairs; 4) write comments about
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+  social and political topics; 5) donation to association/ organization;
+
+  and 6) sign a petition or join a campaign.
+
+  The analytical strategy first includes a descriptive analysis of the
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+  dependent variables, comparing how different social categories use
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+  Internet and participate online. Second, we carry out regression
+
+  analyses to discover which of the different independent variables (level
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+  of education, age, sex, size of habitat, employment status and income)
+
+  better predict the use of internet for capital-enhancing activities and
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+  online political and civic participation.
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+  Regarding access, although it is true that Internet access has become
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+  widespread, in 2019 more than 10\% of households do not have access to
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+  the Internet at home. The analysis of why household are not connected
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+  shows that motivational access (attitudes towards Internet) is the most
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+  frequent explanation for this trend. In 2019, among those habitants
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+  living in households without Internet, more than 75\% explains that they
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+  don''t need Internet and more than 50\% considers they don''t have enough
+
+  knowledge to use it. This motivational access is indeed stratified:
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+  these reasons are more frequent in rural areas and in poorer families.
+
+  Other motives also mentioned, although to a lesser extent (around one in
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+  four), are related to economic difficulties (costs of equipment and
+
+  connection). Finally, difficulties of access to broadband internet
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+  connections, especially in rural areas, also are mentioned.
+
+  Regarding use, Internet is widespread among young and more educated
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+  population (99\% of people aged 16 to 24 and with tertiary education in
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+  2019) but it is remarkable the expansion among old people (almost
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+  two-thirds of those aged 65 to 74 have accessed Internet in the last
+
+  three months). Similar trends of diffusion of the Internet use could be
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+  observed in all levels of education and size of habitat. The only group
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+  where non-Internet outnumbers Internet users in 2019 are people who have
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+  not finished primary education. Finally, it is remarkable how the gender
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+  gap has disappeared in 2019.
+
+  Regarding capital-enhancing activities in Internet, the data confirm the
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+  so-called ``Matthew effect{''''} (Merton, 1968), or ``rich get richer
+
+  effect{''''}, that is, the most beneficial Internet uses in order to
+
+  improve social status are practiced by people who already occupy a
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+  well-off position in the offline world. This result is in line with
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+  previous studies (Di Maggio et al. 2004, Hargittai and Hinnats 2008).
+
+  This is especially the case when Internet is used for educational
+
+  purposes or for creating contacts in professional networks. Regarding
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+  the use of Internet for educational purposes, regressions show that this
+
+  activity is more widespread among younger, more educated people and
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+  students. Regarding professional purposes, as expected, the unemployed
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+  is the group who uses more often the web when they search for a job, but
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+  also the most educated and youngest people use the Internet most
+
+  frequently to improve their job position. Nevertheless, regressions show
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+  a negative association between family income and the use of Internet for
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+  professional purposes. Further research is needed to explain which
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+  channels use the better off people to improve their professional status.
+
+  Lastly, the results on online civic and political participation
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+  corroborate that the groups with the greatest involvement coincide with
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+  those with higher traditional participation. Regressions show that sex,
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+  level of education, age and income are the most important predictors of
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+  political participation: men, the more educated, younger and the better
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+  off participate more online than women, the less educated, older and the
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+  economic disadvantage population. Nonetheless it can also be observed
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+  that online participation gives space to new activism, at least to some
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+  extent. Some groups less involved in the conventional channels of
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+  political participation take a more active role here, such as students
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+  and people aged 16 to 24.
+
+  Our findings confirm the hypothesis that those who are taking more
+
+  advantage of the digital world are the same people who are better
+
+  situated in the offline world. In our analysis, two variables stand out
+
+  above all as the most relevant: educational level and age. Other
+
+  variables are relevant, although to a lesser extent: employment status,
+
+  income, size of habitat and gender. These findings confirm previous
+
+  research carried out in Spain focused on the distinction between
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+  Internet users or not (Robles and Molina 2007, Robles and Torres-Albero
+
+  2012). The results also corroborate recent research on the second gap in
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+  Spain, although this second gap was previously measured focusing on
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+  other activities such as e-shopping (Torres Albero 2017).
+
+  Further research is needed to study how the material access impact in
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+  Spanish digital divide. That is, we need to focus on aspects as
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+  differences in device-related opportunities, device and peripheral
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+  diversity and maintenance expenses of devices and peripherals (van
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+  Deursen and van Dijk 2019). It is also needed to study other
+
+  capital-enhancing activities and to compare if those groups more
+
+  involved these types of activities are at the same time more involved in
+
+  recreational activities.
+
+  This work shows that, even though the Internet is widespread, the uses
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+  that could be more beneficial for the social position of the users are
+
+  more frequent among people who already occupy a good social position in
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+  the offline world. Internet itself does not causes social exclusion, but
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+  digital inequalities reinforce the inequalities of the offline world if
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+  authorities do not act. These findings have clear political
+
+  implications. First, public authorities should concentrate on those
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+  social groups with more negative attitudes towards Internet because the
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+  motivational access is the first step of the appropriation process (van
+
+  Deursen and van Dijk 2019). Second, an effort should be made to improve
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+  material access in disadvantaged areas and groups. Third, digital
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+  alphabetization (increasing digital skills) is needed in order to
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+  decrease the ``Matthew effect{''''}, so disadvantaged groups could use
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+  Internet to improve their social status.'
+affiliation: 'Garcia-Faroldi, L (Corresponding Author), Univ Malaga, Malaga, Spain.
+
+  Garcia-Faroldi, Livia, Univ Malaga, Malaga, Spain.'
+author: Garcia-Faroldi, Livia
+author_list:
+- family: Garcia-Faroldi
+  given: Livia
+da: '2023-09-28'
+files: []
+issn: 0213-7585
+journal: REVISTA DE ESTUDIOS REGIONALES
+keywords: 'Digital divide; E-learning; Civic participation; Political
+
+  participation; Professional networks'
+keywords-plus: POLITICAL-PARTICIPATION; DIVIDE; ACCESS; SKILLS
+language: Spanish
+month: MAY-AUG
+number: '124'
+number-of-cited-references: '38'
+orcid-numbers: García-Faroldi, Livia/0000-0001-7816-7562
+pages: 73-100
+papis_id: c7f3162ac0742e8e52f7c4b3c6c30d90
+ref: Garciafaroldi2022digitalinequality
+researcherid-numbers: García-Faroldi, Livia/AAC-6753-2022
+times-cited: '0'
+title: 'Digital inequality in Spain: The differentiated adoption of beneficial uses
+  of Internet (2017-2019)'
+type: Article
+unique-id: WOS:000885976800003
+usage-count-last-180-days: '16'
+usage-count-since-2013: '19'
+web-of-science-categories: Environmental Studies
+year: '2022'