Digital Nation: Toward an Inclusive Information Society.(Book Review)

Digital Nation: Toward an Inclusive Information Society, Anthony G. Wilhelm, Cambridge, Mass., MIT Press, 2004, 184 pages.

In the dawn of the information age, technological literacy and access are no longer optional, but are essential. As more routine tasks such as applying for jobs, obtaining general information, and banking and shopping move into cyberspace, those without access are finding themselves marginalized, on the outside looking in. The "Digital Divide" refers to the increasingly disparate access to, knowledge of, and use of technology in this country that is a function of race or ethnic group, physical disability, income, education, gender, household composition, age, and location. Simply stated, the Digital Divide is the gap between those who can effectively use communication and information tools such as the Internet and those who cannot. Without question, technological literacy has taken its seat at the table with the three R's (1) as an essential skill for successfully navigating society in the twenty-first century. The remaining question is: Will all citizens benefit from the information society, or only a select few?

Anthony G. Wilhelm's Digital Nation: Toward an Inclusive Information Society goes beyond simply identifying the existence of the Digital Divide. He candidly illustrates the challenges marginalized sectors of society are experiencing in a rapidly changing information age and proposes solutions for society to address technological literacy and access issues as it works to keep pace with emerging technologies. In a society where there is a clear gap separating the information-haves from the information-have-nots, Wilhelm poses the possibility of harnessing the immense potential of information and communication technologies giving rise to a true Digital Nation--one that is both inclusive and productive. In an information-driven society, a nation's success depends on the ability of its citizens to navigate information technology proficiently. Digital Nation provides an ambitious, yet achievable roadmap by which the United States can ensure that every citizen is equipped with the essential skills to navigate society as we move further into the information age.

In Chapter two, entitled "Everybody Should know the Basics, Like How to Use a Computer," the author explains how the basics must be supplemented with a set of cognitive and technical skills that lead to broader participation in a technology-reliant global society. Wilhelm highlights that schools are not adequately training teachers and are not adjusting the curriculum to meet the growing demands of advancing technologies; adult education centers have been "standoffish" with technology; and government officials have taken a "sluggish" approach to equipping citizens with the skills and information needed to access internet-based government services. (2) Wilhelm also identifies the types of skills and competencies required for basic technological fluency and highlights that there is no prevailing standard for what constitutes fluency. According to the author, the National Research Council (NRC) offers the broadest approach used to identify the types of skills required for fluency, encompassing three skill sets: proficiency in using communications tools, understanding the underpinnings of these tools, and the ability to evaluate the opportunities and limitations of these devices. (3) The author deftly uses hypothetical examples juxtaposed between actual examples of best practices in the United States and other countries to illustrate his point that the ability to access and use information technology is no longer merely optional; technical fluency is becoming a required skill as governments and businesses move more of their information services exclusively online.

Another dimension of the Digital Nation agenda involves benchmarking strides in literacy development and technology access. Digital Nation explores the progress other nations are making in advancing technology and digital literacy to the masses. Costa Rica, for example, has deployed fiber optic technologies and networking facilities throughout the nation in a plan that is fully integrated into its human development, economic, and environmental plans. (4) Wilhelm argues that timetables for reaching universal diffusion of communication services are critical to the development of a Digital Nation. Noting the disparities in the United States across racial and socioeconomic lines, the author challenges the suggestion by national policysmakers that the problem of the Digital Divide is more illusory than real, (5) warning that the wait and see approach of the current administration may further exacerbate the divide, creating even greater challenges in the future. (6)

The author notes that U.S. policy has progressed, citing a new national education policy articulated in 2001, which states that every eighth-grader must be technology literate regardless of race or socioeconomic background. Wilhelm, however, suggests that this policy is more fluff than substance, given the dramatic reductions in public and private funding in the last few years. (7) He argues that a Digital Nation mandate must remain a part of the national policymaking agenda despite the vagaries of the economic cycles. What is clear is that a one step forward and two steps back approach will not move this nation affirmatively toward eradicating the Digital Divide. The author poses that a central goal with quantifiable measurable steps toward its achievement is required if the government intends to meet its public policy objectives of technological literacy.

In chapter three, entitled "Faustian Bargain for the Digital Age," the author distinguishes private business' use of technology for greater efficiency and profit maximization from the manner in which government and learning institutions may apply the technology. The author notes that a business is free to implement technology because it can pick and choose its customers and shed employees to accommodate economic cycles. By contrast, the government can ill-afford to apply efficiency maximizing technology that will result in inequitable outcomes. Because government and learning institutions are legally obligated to serve everyone without discrimination, neither may implement totally digital transactions unless everyone is online. In essence, the law demands that equity trump efficiency, leaving the government in a catch-22 situation regarding its desire to minimize costs and maximize convenience and efficiency. The author recognizes that the benefits of a Digital Nation need to account for gains in efficiency and productivity, but that externalities and possible unintended consequences must be included in the analysis as well. (8)

Digital Nation also addresses the immense potential of information and communications technologies to improve health and healthcare. Technology can be used to contain costs, enhance quality, and extend healthcare access to underserved communities. Wilhelm defines "e-health" as a catchall for a variety of healthcare applications ranging from telemedicine and information services to the collection and distribution of data such as medical records. Wilhelm extols the benefits of e-health, noting that real-time diagnoses and treatment can often make the difference between life and death for those who live in communities where medical and technical specialists are in short supply. The author does not fully address the various legal issues wedged between implementing these cost-saving technologies, but suggests that to reap the benefits of these emerging technologies, the healthcare industry will have to become more flexible. (9) The author does note that substantial changes in professional training, licensing, and financial, legal and professional codes that define acceptable practices will have to be amended as well. To fully implement an e-health agenda, it appears that the existing healthcare system would require a complete overhaul. Although full scale implementation seems outside the realm of possibility in the near future, Digital Nation provides promising examples of ways in which healthcare providers are presently using cutting edge technologies to improve healthcare and manage costs. Wilhelm cautions that despite the promising potentialities of e-health to extend healthcare to the uninsured and underserved, it will not supplant the need to build medical facilities in rural and underserved communities, attract specialists and other healthcare professionals, and devise strategies to provide insurance to all citizens.

Chapter four, entitled "The New Frontier to Civil Rights," includes a broad discussion of judicial remedies that may address digital equity and the obligation of public education for all citizens, without discrimination. Wilhelm pulls no punches in this chapter, explaining why he believes national leadership is lagging in setting forth its vision for what it means to be a full participant in a Digital Nation. He suggests that this vision may be articulated through a bill of rights that reflects the power of technology to educate, empower and inspire. Wilhelm forcefully asserts that in this nation's largest urban areas, many of the schools are so substandard that a radical overhaul is needed to provide students with an adequate education. (10) However, the author cautions that the current policy, which focuses on hardware solutions (providing computer systems and related hardware to schools without providing the necessary training for teachers and students), furthers the inefficient use of resources. In short, Wilhelm suggests that more technology is not the answer. Leaders seeking to improve the blighted conditions in schools should evaluate alternatives to traditional modes of education, particularly how to best use technology to enhance the learning experience and improve performance, especially the performance of special-needs students. (11) The author provides several examples of school districts making positive changes by exercising fiscal responsibility, innovation and effective use of technology, but recognizes that the hands of many school administrations and local leaders are tied by limited resources.

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