1 Department of Curriculum Research, Danish School of Education, Aarhus University, Aarhus University2 Forskningsprogram for Fagdidaktik, Danish School of Education, Aarhus University, Aarhus University3 Danish School of Education - Uddannelsesvidenskab, Emdrup, Danish School of Education, Arts, Aarhus University4 Danish School of Education - Uddannelsesvidenskab, Emdrup, Danish School of Education, Arts, Aarhus University
In this paper, the author examines digital inclusion. The use of interactive tools to locate, make meaning of, and produce digital content in workplace contexts and broader social contexts are analysed based on a definition of inclusion related to social practices. The general scope of the paper is lifelong learning. Since information and communication technologies offer new opportunities to adult learners, digital inclusion is considered an important prerequisite for lifelong learning. In the paper, the author presents one strategy for removing barriers to lifelong learning caused by lack of awareness, confidence, and skills relating to digital technologies. The design and implementation of the strategy was initiated by the Danish Ministry of Education. The author of this paper designed the learning content for adults with little previous experience and working knowledge about interactive tools and the Internet. The author also designed the learning objectives. Danish adults were then supported nationwide achieving these objectives. By examining the outcome of these learning efforts, the research provides knowledge about what works in digital inclusion. The results of the research indicate that a self-motivated learning strategy foster personal development, social inclusion, and employability. One spinoff is an increased desire to learn more about the use of digital technologies. Another is an increased desire to learn in general. This approach to digital literacy for adults thus stimulates to and prepares for lifelong learning.