Digital landscapes

Inclusive potential versus exclusive practice

Abstract

The expression ‘Digital Divide’ refers to more than access to technology, for the possession of hardware cannot guarantee equity of participation. For users of assistive technologies, all the prerequisites for access can be in place but if the digital data has not been designed with the needs of their technology in mind then access will continue to be denied. The advantage of digital data is its flexibility which ensures it can be available in multiple formats and customised to individual preference. To transform the curriculum for the needs for future learners, and work effectively within digital landscapes, requires confidence and competence with the environment plus an understanding of inclusive practice so as to minimise barriers. These requirements should be neither under-estimated nor their presence assumed. As digital data becomes increasingly prevalent so the divide between inclusive and exclusive digital practices is in danger of widening. This paper suggests that ensuring accessible digital landscapes in higher education requires individual responsibility supported by a whole institution approach; both of which recognise the value of digital inclusion.