{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,27]],"date-time":"2026-06-27T02:03:55Z","timestamp":1782525835485,"version":"3.54.5"},"reference-count":48,"publisher":"Emerald","issue":"1","license":[{"start":{"date-parts":[[2020,12,28]],"date-time":"2020-12-28T00:00:00Z","timestamp":1609113600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["JICES"],"published-print":{"date-parts":[[2021,3,3]]},"abstract":"<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title>\n<jats:p>This study aims to examine the long-term effects of an Israeli digital literacy government program for disadvantaged populations, as they are perceived by participants of the program one year after completing the course.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title>\n<jats:p>Participants in the program were interviewed about the effects of participating in the program, their experiences and satisfaction, in retrospect, a year after they completed the program.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Findings<\/jats:title>\n<jats:p>The main reasons for joining the program included cognitive motivations, mainly interest to become familiar with internet applications, followed by employment aspiration. Positive benefits from participation included accumulated knowledge, confidence in using technology, empowerment and enhanced sense of self-efficacy. Interviewees also reported that as they could not practice or communicate with instructors once they completed the program, a significant portion of the accumulated gains faded.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Social implications<\/jats:title>\n<jats:p>Social and practical implications: Digital technologies constitute key infrastructure to facilitate public participation, as well as for gaining social, political and economic capital. Therefore, there is a significant social value in reducing digital inequality by increasing digital literacy of disadvantaged populations, i.e. citizens with low socioeconomic status and low digital literacy. This study sheds light on the benefits gained from such programs, as perceived by past participants.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title>\n<jats:p>While previous studies evaluating digital literacy programs focus on specific technical improvements and short-term gains, this study investigates the long-term effects and shortcomings of the program as perceived by participants.<\/jats:p>\n<\/jats:sec>","DOI":"10.1108\/jices-02-2020-0019","type":"journal-article","created":{"date-parts":[[2020,12,28]],"date-time":"2020-12-28T04:35:28Z","timestamp":1609130128000},"page":"146-162","source":"Crossref","is-referenced-by-count":34,"title":["The long-term effects of digital literacy programs for disadvantaged populations: analyzing participants\u2019 perceptions"],"prefix":"10.1108","volume":"19","author":[{"given":"Azi","family":"Lev-On","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Nili","family":"Steinfeld","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Hama","family":"Abu-Kishk","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sigal","family":"Pearl Naim","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"140","published-online":{"date-parts":[[2020,12,28]]},"reference":[{"issue":"5","key":"key2021043009035030500_ref001","doi-asserted-by":"crossref","first-page":"708","DOI":"10.1177\/0022022119839148","article-title":"Social change and intergenerational value differences in a Bedouin community in Israel","volume":"50","year":"2019","journal-title":"Journal of Cross-Cultural Psychology"},{"issue":"6","key":"key2021043009035030500_ref002","doi-asserted-by":"crossref","first-page":"1093","DOI":"10.1007\/s11423-012-9260-7","article-title":"A review of research on Facebook as an educational environment","volume":"60","year":"2012","journal-title":"Educational Technology Research and Development"},{"key":"key2021043009035030500_ref003","volume-title":"The Wealth of Networks: How Social Production Transforms Markets and Freedom","year":"2006"},{"key":"key2021043009035030500_ref004","volume-title":"The Internet Galaxy: Reflections on the Internet, Business, and Society","year":"2002"},{"key":"key2021043009035030500_ref005","first-page":"3","article-title":"Idan hameida vehazehut haharedit hadatit","volume":"4","year":"2013","journal-title":"Kesher"},{"key":"key2021043009035030500_ref006","volume-title":"The Internet and Democratic Citizenship: Theory, Practice and Policy","year":"2009"},{"key":"key2021043009035030500_ref007","volume-title":"Qualitative Inquiry and Research Design: Choosing among Five Approaches","year":"2007"},{"key":"key2021043009035030500_ref008","unstructured":"Di Gianatonio, D. 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