Beyond Digital Divide to Digital Literacy, Digital Fairness, and Ethical Futures

Permanent URI for this collectionhttps://hdl.handle.net/10125/112486

Browse

Recent Submissions

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item type: Item ,
    Kip-Agenge Knowledge: Governing Indigenous Medicinal Knowledge for Future Generations in Africa
    (2026-01-06) Kemboi, Gladys
    African communities are known for local and traditional medicine; the urgency of digitizing and governing Indigenous knowledge on traditional medicine has become increasingly evident due to the impending loss of Indigenous knowledge resulting from COVID-19, climate change, and aging Indigenous knowledge holders. The study examines the governance of traditional medicine among the Keiyo community of Kenya. A qualitative approach was adopted, employing thematic analysis and the Governing Knowledge Commons framework to guide the mapping of local and Indigenous medical commons, evaluation of policy frameworks, knowledge cafés, and discussions with Indigenous knowledge holders and practitioners from diverse backgrounds. Ethical considerations were integral to the research, incorporating an epistemic justice framework reflective of the author's positionality. The research highlights the impact of the GKC framework on Indigenous knowledge practices in sustainable resource management, as well as its contribution to the governance of Indigenous medicine.
  • Thumbnail Image
    Item type: Item ,
    From Learners to Leaders: Scaling Digital Literacy with Digital Navigators through a Train-the-Trainer Curriculum
    (2026-01-06) Sim, Uhjin; Paige, Regina; Subramaniam, Mega
    This paper reports on the pilot implementation of the MONET (Marylanders Online Navigation Education Toolkit ) Curriculum, a train-the-trainer curriculum designed to equip digital navigators with the skills and confidence to address digital inequities across Maryland. Developed through an iterative, practitioner-informed process in partnership with a public library, MONET strengthens foundational digital literacy and enables digital navigators to better support their communities. Drawing on quantitative performance metrics from five online modules and qualitative evidence from community service reports, this study provides an initial account of how the MONET curriculum supports the development of digital literacy across diverse communities. The findings contribute to research on digital inclusion by providing early evidence of how a train-the-trainer approach can inform the development of impactful digital literacy support systems.
  • Thumbnail Image
    Item type: Item ,
    CompEdu: A Participatory Design Intervention for Digital Literacy and Safety in Refugee Communities
    (2026-01-06) Paljor, Yeshi; Decker, Adrienne
    This paper describes the participatory design and implementation of CompEdu, a digital literacy and safety platform co-developed with the Karen refugee community in Buffalo, New York. Many refugee learners face barriers due to lack of culturally responsive technology training that accounts for their language, prior experiences, and digital comfort levels. In collaboration with a local community organization, we facilitated a series of co-design sessions with members of the Karen community to shape a platform that responded to their lived realities and digital needs. The process prioritized practically relevant content, novice-friendly design, and linguistically accessible, especially in relation to online safety and everyday digital tasks. We share key lessons from this community-engaged effort, including the importance of trust-building, multimodal learning strategies, and designing for intergenerational and peer-based use. This experience offers insights into how participatory design can advance digital inclusion and ethical, community-centered technology.
  • Thumbnail Image
    Item type: Item ,