ABSTRACT
This chapter advances the study of digital inclusion in two ways. First, it argues that the concept of “interactivity” lies at the core of digital literacy and suggests a micro-perspective on people’s identity in general and age identity in particular in order to conceptually shed light on the joint role that literacy and identity play in digital inclusion. Second, it reports on qualitative research that operationalizes and empirically explores these conceptual propositions. The qualitative findings suggest that literacy and age identity affect digital inclusion separately, as well as jointly, while age influences factual and perceptual literacy gaps. Our findings disrupt assumptions about “digital natives” and “digital immigrants” and invite further exploration of “intra-generational” nuances in the realm of digital inclusion and its relationship to social inclusion.
