The digital divide : facing a crisis or creating a myth? / edited by Benjamin M. Compaine.
2001
HN90.I56 D54 2001eb
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Title
The digital divide : facing a crisis or creating a myth? / edited by Benjamin M. Compaine.
ISBN
9780262287029 (electronic bk.)
0262287021 (electronic bk.)
0585386633 (electronic bk.)
9780585386638 (electronic bk.)
0262531933 (pbk. ; alk. paper)
9780262531931
0262032872 (hc.)
9780262032872 (hc.)
0262287021 (electronic bk.)
0585386633 (electronic bk.)
9780585386638 (electronic bk.)
0262531933 (pbk. ; alk. paper)
9780262531931
0262032872 (hc.)
9780262032872 (hc.)
Publication Details
Cambridge, Mass. : MIT Press, 2001.
Language
English
Description
1 online resource (xvi, 357 pages) : illustrations.
Item Number
9780262531931
Call Number
HN90.I56 D54 2001eb
Dewey Decimal Classification
303.48/33
Summary
Annotation The Digital Divide refers to the perceived gap between those who have access to the latest information technologies and those who do not. If we are indeed in an Information Age, then not having access to this information is an economic and social handicap. Some people consider the Digital Divide to be a national crisis, while others consider it an over-hyped nonissue. This book presents data supporting the existence of such a divide in the 1990s along racial, economic, ethnic, and education lines. But it also presents evidence that by 2000 the gaps are rapidly closing without substantive public policy initiatives and spending. Together, the contributions serve as a sourcebook on this controversial issue.
Note
Annotation The Digital Divide refers to the perceived gap between those who have access to the latest information technologies and those who do not. If we are indeed in an Information Age, then not having access to this information is an economic and social handicap. Some people consider the Digital Divide to be a national crisis, while others consider it an over-hyped nonissue. This book presents data supporting the existence of such a divide in the 1990s along racial, economic, ethnic, and education lines. But it also presents evidence that by 2000 the gaps are rapidly closing without substantive public policy initiatives and spending. Together, the contributions serve as a sourcebook on this controversial issue.
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