{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2023,9,13]],"date-time":"2023-09-13T21:13:13Z","timestamp":1694639593478},"reference-count":24,"publisher":"IGI Global","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2010,1,1]]},"abstract":"<p>The information society must be considered, above all, a society composed by people. For that reason, a social priority for the information society development should be centered in the acquisition of knowledge. To be included in the digital literacy means to have the technological capabilities that allow a person surviving in the information society. We try to offer real examples for the development of digital literacy in a variety of areas of application: education, social inclusion and firms. For that reason we describe and analyze the contribution of digital literacy to the following Spanish projects: Educared, which promotes the spread of Internet for innovation and pedagogical training amongst teachers, parents and students in primary and secondary schools; the Dana Project, which identifies good practices to reduce the digital gap based in gender; and Competic, a program offers good practices for the promotion of information and communication technologies in small and medium size firms.<\/p>","DOI":"10.4018\/jdldc.2010101904","type":"journal-article","created":{"date-parts":[[2010,4,16]],"date-time":"2010-04-16T18:16:35Z","timestamp":1271441795000},"page":"61-76","source":"Crossref","is-referenced-by-count":0,"title":["Framework for the Experiences in Digital Literacy in the Spanish Market"],"prefix":"10.4018","volume":"1","author":[{"given":"C. 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