| Summary: | The aim of this article is to examine some of the emerging challenges associated with digital youth inclusion and the asymmetric power dynamics between those who collect data and those who are the targets of the data collection process - commonly referred to as the ‘big data divide’. Digital inclusion is understood here as a strategy to ensure that all people have equal opportunities and appropriate skills to access and benefit from digital technologies. Digital inclusion practice encompasses a range of methods and approaches used to help individuals and communities to access and understand digital technologies.
While the literature analysis is framed within a wider, international context, the discussion is primarily situated within Scotland’s studies. The analysis presented here reveals that many existing youth digital inclusion programmes are corporate-led and primarily focus on functional digital literacy (e.g., how to access information online), and not critical digital literacy (e.g., how to critically analyse the information online). I argue here that digital inclusion should not solely be viewed as a strategy for employment and education, but as a set of larger, systematic, continually evolving, and critical youth engagement practice. In the era of the ‘big data divide’, digital inclusion programmes should aim to enable young people’s critical digital abilities to continually review and respond to their positions within the power structures of the data society. To achieve this, I propose three areas for consideration for youth digital inclusion practice.
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