Embedding knowledge transfer in digital citizen engagement in South Africa: Developing digital literacy

Abstract

Basic service delivery is a fundamental right for all South Africans, especially vulnerable groups. Effective and efficient channels of communication between multi-stakeholder groups involved and affected by service delivery are essential. Digital citizen engagement has recently emerged as a key approach for supporting two-way communication between citizens and the government. It is essential for building evidence-based data to engage with government and apply social accountability measures to lobby for the provision of basic services. Key to building capacities and learning, is developing the abilities of both local government and citizens to become digitally literate (including civic and responsiveness literacy), in order to realise and action the true benefits of digital citizen engagement. This research set out to identify the roles of digital literacy in digital citizen engagement, and how it may be embedded in knowledge transfer processes for implementing digital citizen engagement initiatives. A pragmatist philosophical approach was applied: studying, observing and reflecting on actions in the MobiSAM case study. Using Szulanski’s four-stage model of knowledge transfer, key focus areas for developing digital literacy were identified, contributing to a Quadruple-E process of: (1) explore, (2) enable, (3) engage and (4) embed. Practices identified in the MobiSAM case study are provided as suggestions for each phase, with an indication of possible constraints that may be experienced in the knowledge transfer and digital literacy development process – a potential guideline for developing digital literacy in digital citizen engagement initiatives. The process for knowledge transfer and developing digital literacy that was identified in this article provides a guideline for future implementation of digital citizen engagement initiatives in resource-constrained contexts.

Country Characteristics, Internet Connectivity and Combating Misinformation: A Network Analysis of Global North-South

“…Once relevant documents for each country were identified, ten researchers and area experts, who study or work in MID literacy areas, examined the country documents and relevant information to code the literacy aspects. The codebook was developed based on UNESCO's Global Media and Information Literacy Assessment and Framework and other studies that offer useful analytical approaches to examining MID literacies [4] [35]. At this point, there is no universally agree-upon evaluation framework in this area [6] [7].…”

“…Similarly, Techataweewan and Prasertsin [34], working with Thai undergraduate students and educators, identified specific needs for future literacy programs within their country including software skills and understandings of social ethics. In addition, based on empirical research, Pade-Khene [35] developed a four-step digital literacy process to aide in developing engagement initiatives within the socio-economically disadvantaged and rural areas of South Africa.…”

Smart Board use and Pedagogic Practices among Educators: A Case of a South African Township School

“…It can be further added that although the introduction of technologies such as smart boards has had progressive implications for the broader South Africa's education sector, it has come with its challenges especially with respect to township schools. Lack of services in South Africa's poor communities such as rural areas and informal settlements has been particularly alarming (Pade-Khene, 2018). The apartheid legacy has been mainly blamed for inequalities in service delivery which has been manifested through high levels of imbalance in access to resources, infrastructure and social services.…”

“…ICT is generally understood to refer to all hardware, software, networking elements, applications, and systems that collectively enable people and organisations (such as companies, nonprofits, governments, and criminal organisations) to communicate and collaborate online. Pade-Khene (2018) adds that within the South African context it ought to be noted that despite the opportunities that exist with ICT and citizen engagement, the implementation and realization of technology related initiatives by both citizens and government is by no means easy or uniform. The South African context has large proportions of the population commonly categorized as disadvantaged and not engaged in formal employment.…”

Barriers Affecting the Effectiveness of Digital Literacy Training Programs (DLTPs) for Marginalised Populations: A Systematic Literature Review

“…).b) Policy ImplementationLack of cooperative collaboration amongst stakeholders is the primary reason for any program failure. Diverse viewpoints often lead to conflicting goals and representation(Pade-Khene 2018), thus resulting in a lack of administrative responsiveness. Several studies have emphasised the unavailability of funds as a significant reason to produce effective training outcomes(de Brito et al 2018;Dutta and Mathur 2014;Li-Tsang et al 2006;Poveda 2018;Rommes, Faulkner, and Van Slooten 2005).…”