https://youtu.be/dDZml2CsErM
“Our educational and socioeconomic status has an impact on our digital skills. Social and digital divides directly or indirectly affect our ability to detect and act on misinformation,” noted Matías Dodel—who holds a Ph.D. in Sociology from the University of Haifa, specializes in digital inequalities, public policy, social stratification, and cybersecurity, and is an associate professor in the Department of Social Sciences at the Catholic University of Uruguay—during the conference “Digital Inequalities.”
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The online event, organized by the Department of International Studies at Universidad ORT Uruguay, took place on Monday, April 26, 2021.
This conference was held as part of the Media Literacy Against Disinformation Initiative (MLADI) program, which was developed and proposed by the Center for the Study of Contemporary Open Societies (CESCOS) and sponsored by the Embassy of the United States of America.
Digital Inequalities in Uruguay
“Uruguay currently holds a prominent position as a country that has invested in digital public policy,” Dodel said. “For example, during the coronavirus pandemic, we were able to quickly roll out emergency distance learning because many children had computers at home thanks to the Ceibal Plan, and this was complemented by good network coverage.”
“However, not everyone has a computer or internet access at home, and these disparities appear to be widening due to rapid cycles of technological innovation.”
“We are still a long way from eliminating the digital divide, which is key to achieving well-being in the 21st century.”
The Importance of Skills
Dodel explained that potential victims of online scams are not chosen at random: “Who falls victim to online scams? For someone to fall for one, they have to go through three stages. The first is that the scammer targets them. The second is responding to the scammer and falling for the scam. The third is losing money. The first phase depends on the person’s self-control, how they use social media, and how much personal information they reveal online.”
“Digital inequalities are closely linked to socioeconomic inequalities, but they are also rooted in prior achievements and skills. Digital skills often require that one already possess other skills.”
In that regard, the expert added: “Is it better to have more digital skills? Not necessarily. Various studies from the Kids Online project show that having a high level of digital skills without also possessing other social-emotional and/or self-regulation skills can lead not only to more opportunities but also to more risks. That person can do more things, but also more dangerous things. For example, activities related to cyberbullying.”
Addressing misinformation
It is possible to provide training on disinformation. “There are steps we can take; it can be practiced. The problem is that we have little evidence on which specific actions are actually effective in training people to spot disinformation or stop them from sharing junk,” the expert said.
“What is clear is that all the measures that work are not enough—or, at the very least, are not sustainable—if other inequalities persist,” the scholar added. “Currently, there are cell phone companies that allow users to use WhatsApp without consuming data. This means that many people get their information solely through that platform and are at the mercy of what their friends or family send them—people who may not have strong digital skills themselves and may share false information. The problem is that when information comes from people we trust, we let our guard down.”
Dodel concluded: “We must take action to address digital inequalities and skills gaps in order to help bridge the gaps in disinformation literacy.”