The civic media projects need to be able to include everyone who want to engage. However, to translate the theoretical demands for inclusiveness on the real world is really complex. A historical example are the efforts of governments and social organizations to facilitate public access to the Internet. In the United States, there is policies to offer Internet access in public libraries and some cities are planning to offer free high-speed Internet for all citizens. In Brazil there are public spaces [telecentros] specifically designed to provide free internet for the population. The governments are concerned with providing the resources to access the internet, because they believe the digital divide results in damage to the exercise of citizenship.
But this interpretation of the digital divide is simplistic, according to Paul DiMaggio and Eszter Hargittai (2001). The problem would be more challenging than simply provide access to computers and the internet. According to the authors the use of technology can’t be summary in to have or not. The question is the different uses that people actually do. These authors reframe the digital divide: we should talk about digital inequalities. The challenge is not just have access, but have all conditions and skills required for each activity you want to do online.
DiMaggio and Hargittai (2001) talk about technical issues, like hardware, software, connection to internet; autonomy of use, how each user may use or not; skills to do what each one want to do; social support, like motivation and help. Therefore, if someone wants to design a platform is essential to think about the differences between users. The challenge is great, because the platforms need to be understandable and easy to use by everyone.
The good news from Jenkins’ work (2009) is that people can learn how to participate during the Internet use itself. Jenkins specifically studied youth fan communities. He believes that young people can learn how to participate, including in the politics, through the engagement in fan culture. He believes that the participatory pop culture is teaching the next generation how to participate in politics.
However, how to assess the level of inclusiveness in civic media projects? To answer this question, I am going to assess how a case shapes the demands for inclusiveness. I will analyze a Brazilian platform for political discussion called Participa.BR. The federal government created this platform last year to promote discussion between citizens. But the participation rates are low. There are just 6181 members, sorted by 53 communities. It is easy to become member. It is necessary just fill out a form, where is mandatory to inform city, state, profession and possible civil organization of which the person is a member. After a check by mail, the person can start using the platform. For beginners who do not know the platform’s features, there is a small guidebook[1].
After a quick navigation throughout this site, I can say that the platform offers no great difficulties for those who are interested to engage in discussions. But given the low participation rates, I have to ask one question: The Participa.BR is effectively inclusive? If we look at the platform design, we can say yes. However, if we look at the use, the answer is no.
I think to strengthen the Participa.BR environment you need to use the Jenkins advice. The platform needs to be cool. The platform needs to attract people who like the themes in discussion. Jenkins would say fans, we can say activists. You need to develop strategies to encourage the formation of online communities. The user experience must be really inside the community. People have to have respect and admiration for each other. Maybe the Parlio social network could be a good start point to redesign the Participa.BR.
References:
DiMaggio, P., & Hargittai, E. (2001). From the ‘digital divide’to ‘digital inequality’: Studying Internet use as penetration increases. Princeton University Center for Arts and Cultural Policy Studies, Working Paper Series number, 15.
Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Mit Press.