Editing Digital divide (section)

==Criticism==

===Knowledge divide===
Since gender, age, race, income, and educational digital divides have lessened compared to the past, some researchers suggest that the digital divide is shifting from a gap in access and connectivity to ICTs to a [[knowledge divide]].<ref name="Graham"/> A knowledge divide concerning technology presents the possibility that the gap has moved beyond the access and having the resources to connect to ICTs to interpreting and understanding information presented once connected.<ref>{{cite book |last1=Sciadas |first1=George |url=https://orbicom.ca/wp-content/uploads/2017/06/Monitoring-the-digital-divide.pdf |title=Monitoring the Digital Divide...and Beyond |date=2003 |publisher=Orbicom |isbn=978-2-922651-03-4 |pages=90–91 |access-date=November 7, 2022 |archive-date=November 7, 2022 |archive-url=https://web.archive.org/web/20221107003431/https://orbicom.ca/wp-content/uploads/2017/06/Monitoring-the-digital-divide.pdf |url-status=live }}</ref>

===Second-level digital divide===
The second-level digital divide, also referred to as the production gap, describes the gap that separates the consumers of content on the Internet from the producers of content.<ref name="Reilley">{{cite journal |last1=Reilly |first1=Colleen A. |title=Teaching Wikipedia as a mirrored technology |journal=First Monday |date=18 December 2010 |doi=10.5210/fm.v16i1.2824 |doi-access=free }}</ref> As the technological digital divide is decreasing between those with access to the Internet and those without, the meaning of the term digital divide is evolving.<ref name="Graham">{{Cite journal| last1 = Graham | first1 = M.| title = Time machines and virtual portals: The spatialities of the digital divide| doi = 10.1177/146499341001100303| journal = Progress in Development Studies| volume = 11| issue = 3| pages = 211–227|date=July 2011| citeseerx = 10.1.1.659.9379| s2cid = 17281619}} {{closed access}}</ref> Previously, digital divide research was focused on accessibility to the Internet and Internet consumption. However, with an increasing number of the population gaining access to the Internet, researchers are examining how people use the Internet to create content and what impact socioeconomics are having on user behavior.<ref name="MGraham">{{cite book |doi=10.4324/9780203528983-44 |chapter=The knowledge-based economy and digital divisions of labour |title=The Companion to Development Studies |year=2014 |pages=211–216 |isbn=978-0-203-52898-3 |s2cid=154147923 |ssrn=2363880 |first1=Mark |last1=Graham |editor1-first=Vandana |editor1-last=Desai |editor2-first=Rob |editor2-last=Potter }}</ref>

New applications have made it possible for anyone with a computer and an Internet connection to be a creator of content, yet the majority of [[user-generated content]] available widely on the Internet, like public blogs, is created by a small portion of the Internet-using population. [[Web 2.0]] technologies like Facebook, YouTube, Twitter, and Blogs enable users to participate online and create content without having to understand how the technology actually works, leading to an ever-increasing digital divide between those who have the skills and understanding to interact more fully with the technology and those who are passive consumers of it.<ref name="Reilley" />

Some of the reasons for this production gap include material factors like the type of Internet connection one has and the frequency of access to the Internet. The more frequently a person has access to the Internet and the faster the connection, the more opportunities they have to gain the technology skills and the more time they have to be creative.<ref name="Schradie">{{cite journal |last1=Schradie |first1=Jen |title=The digital production gap: The digital divide and Web 2.0 collide |journal=Poetics |date=1 April 2011 |volume=39 |issue=2 |pages=145–168 |doi=10.1016/j.poetic.2011.02.003 |s2cid=52225804 |url=https://hal-sciencespo.archives-ouvertes.fr/hal-03821539/file/2011_Schradie_The_digital_production_gap_The_digital_divide_and_Web%202.0_collide.pdf |access-date=January 1, 2023 |archive-date=January 17, 2023 |archive-url=https://web.archive.org/web/20230117060957/https://hal-sciencespo.archives-ouvertes.fr/hal-03821539/file/2011_Schradie_The_digital_production_gap_The_digital_divide_and_Web%202.0_collide.pdf |url-status=live }}</ref>

Other reasons include cultural factors often associated with class and socioeconomic status. Users of lower socioeconomic status are less likely to participate in content creation due to disadvantages in education and lack of the necessary free time for the work involved in blog or website creation and maintenance.<ref name="Schradie" /> Additionally, there is evidence to support the existence of the second-level digital divide at the K-12 level based on how educators' use technology for instruction.<ref name="Reinhart">{{cite journal |id={{Gale|A289619980}} {{ProQuest|1015179579}} |last1=Reinhart |first1=Julie M. |last2=Thomas |first2=Earl |last3=Toriskie |first3=Jeanne M. |title=K-12 teachers: technology use and the second level digital divide |journal=Journal of Instructional Psychology |date=1 September 2011 |volume=38 |issue=3–4 |pages=181–194 }}</ref> Schools' economic factors have been found to explain variation in how teachers use technology to promote higher-order thinking skills.<ref name="Reinhart" />