http://dx.doi.org/10.31703/gssr.2020(V-I).11
10.31703/gssr.2020(V-I).11
Published : Mar 1
Social and Economic Empowerment of Women in the Age of Digital Literacy: A Case Study of Pakistan, Islamabad- Rawalpindi
The augmented usage of digital technology, predominantly mobile ownership, has significantly altered the ways of doing the thing. The digital era with the internet-connected world is creating new venues for social and economic development, with efficiency in digital literacy for participation. The present article explores the digital literacy skills of women that enables them to be active members of the digital world. It also investigates the challenges, self-learning, and financial constraints among other few, which women face while acquiring these skills. The qualitative research is conducted in Islamabad and Rawalpindi using in-depth interviews and focus group discussions. The study indicated that 83% of women have learnt digital skills informally and yet these help them in strengthening their social networks, managing daily affairs regarding their personal life and most significantly being engaged in entrepreneurship from digital forums. This successful use of digital technology has contributed to their social and economic empowerment.
-
Digital Era, Digital Literacy, Empowerment, Entrepreneurship, Women.
-
(1) Sohima Anzak
PhD Scholar, Department of Anthropology, Quaid-e-Azam university, Islamabad, Pakistan.
(2) Aneela Sultana
Assistant Professor,Department of Anthropology, Quaid-e-Azam university, Islamabad, Pakistan.
- Aqili, S., & Nasiri, B. (2010). Technology and the need for media literacy education inthe twenty-first century. European Journal of Social Science, 15(3), 449-456.
- Bandura, A. (2002). Growing primacy of human agency in Adaptation and change in electric era. European Psychologist, 7(1), 2-16.
- Bernard, H. R. (2011). Research Methods in Anthropology: Qualitative and Quantitative Approaches 5th ed. United Kingdom: Alta Mira Press.
- Berson, I. R., & Berson, M. J. (2005). Challenging Online Behaviors of Youth: Findings from a Comparative Analysis of Young People in the United States and New Zealand. Social Science Computer Review ,Vol 23, Issue 1, 2005.
- Boyd, D. (2014). It's Complicated: The Social Lives of Networked Teens. CT,USA: Yale University Press New Haven.
- Calvani, A., Cartelli, A., Fini, A., & Ranieri, M. (2008, September). Models and Instruments for AssessingDigital Competence at School. Journal of e-Learning and Knowledge Society, 4(3), 183 - 193.
- Chase, Z., & Laufenberg, D. (2011). Digital literacies: Embracing the squishiness ofdigital literacy. Journal of Adolescent & Adult Literacy, 54(7), 535-537.
- Duffy, T. M., & Jonassen, D. H. (1991). Constructivism: New implications for instructional technology? Educational Technology, 31(5), 7-12.
- Duncan, A. ( 2013, April 23rd tuesday). Education: The Most Powerful Weapon for Changing the World. (USAID, Producer) Retrieved from Impact blog USAID: https://blog.usaid.gov/2013/04/education-the-most-powerful-weapon/
- Dzisi, S. (2008). Entrepreneurial Activities of Indigenous African Women: A Case of Ghana. Journal of Enterprising Communities: People and Places in the Global Economy, 2(3), 254-264.
- Erstad, O. (Feb 2012). The learning lives of digital youth-beyound the formal and informal. Oxford Review of Education, 38(1), 25-43.
- Forge.S, & Blackman.C. (2008). The role of ICTs in shaping the family of the future', in OECD (ed) The future of the family to 2030. paris: OECD.
- Gilster, P. (1997). Digital literacy. New York: Wiley.
- Greene, P. B. (2001). Patterns of venture capital funding: is gender a factor? Venture Capital, 3(1), 63- 68.
- GSMA. (2015). Connected Women, Bridging the gender gap: Mobile accessand usage in low- and middle-income countries, 2015. GSMA.
- GSMA. (2019). Connected Women. GSMA.
- Hobbs, R. (2011). Empowering learners with digital and media literacy. . KnowledgeQuest, 39(5), 12- 17.
- ITU. (2019). The World in 2014: Global ICT Statistics. ITU.
- Kantor, P. (2002). Female mobility in India - The influence of seclusion norms on economic outcomes. International Development Planning Review , 24(2), 145-159.
- Karagiorgi, Y., & Symeou, L. (2005). Translating Constructivism into Instructional Design:Potential and Limitations. Educational Technology & Society, 8(1), 17-27.
- Kirkwood, J. (2009). Motivational factors in a push-pull theory of entrepreneurship. Gender in Management: An International Journal, 24(5), 346-364.
- L.Manovich. (2001). The language of new media. Cambridge. Cambridge: MA:MIT.
- Lister, M. (2009). New media: A critical introduction (2nd ed.). London: Routledge .
- M.Heffernan. (2007). How she does it: how women entrepreneurs are changing the rules of business success. New York: Viking.
- M.J.Steward. (2005). Expanding theoretical conceptualizations of self-help groups. Social Science Medicine, 31(9), Social Science Medicine.
- Mayer, R. E. (1992). Cognition and instruction: Their historic meeting within educational psychology. Journal of Educational Psychology, 405-412.
- Moore, D. P., & Buttne, E. H. (1997). Women Entrepreneurs: Moving Beyond the Glass Ceiling. Detroit IM,USA: Sage Publications, Inc.
- Perkins, D. N. (1999). The many faces of constructivism. Educational Leadership, 57(3), 6-11.
- Picard, N., & Bollinger, K. (2015). In Asia: Notes from the Field: Leveraging Technology to Connect Asia's Women Entrepreneurs. The Asia Foundation.
- Ribble, M. S. (2004). Digital citizenship: Addressing appropriate technology behavior. Learning & Leading with Technology, 32(1), 6-12.
- Ribble, M. S. (2004). Digital citizenship: Addressing appropriate technology behavior. Learning & Leading with Technology, 32(1), 6-12.
- SheSpeaks, I. (2020, 01 30). . Retrieved from SheSpeaks: http;//www.shespeaks.com https://shespeaksinc.com/
- Singh, A. P. (2009). Women's Participation at Grassroot Level. Patiala: Punjabi University,.
- Solomon, J. (1994). The rise and fall of constructivism. Studies in Science Education, 23, 1-19.
- UN. (2015). Sustainable development Goals. UN. Retrieved from https://sustainabledevelopment.un.org/
- Von Glasersfeld, E. (1989). Constructivism in education. In T. Husen, & N. (. Postlewaite, International Encyclopedia of Education (pp. 162-163). Oxford: Pergamon Press.
- World Bank. (2016). World Development Report 2016:Digital Dividends. World Bank.
Cite this article
-
APA : Anzak, S., & Sultana, A. (2020). Social and Economic Empowerment of Women in the Age of Digital Literacy: A Case Study of Pakistan, Islamabad- Rawalpindi. Global Social Sciences Review, V(I), 102-111. https://doi.org/10.31703/gssr.2020(V-I).11
-
CHICAGO : Anzak, Sohima, and Aneela Sultana. 2020. "Social and Economic Empowerment of Women in the Age of Digital Literacy: A Case Study of Pakistan, Islamabad- Rawalpindi." Global Social Sciences Review, V (I): 102-111 doi: 10.31703/gssr.2020(V-I).11
-
HARVARD : ANZAK, S. & SULTANA, A. 2020. Social and Economic Empowerment of Women in the Age of Digital Literacy: A Case Study of Pakistan, Islamabad- Rawalpindi. Global Social Sciences Review, V, 102-111.
-
MHRA : Anzak, Sohima, and Aneela Sultana. 2020. "Social and Economic Empowerment of Women in the Age of Digital Literacy: A Case Study of Pakistan, Islamabad- Rawalpindi." Global Social Sciences Review, V: 102-111
-
MLA : Anzak, Sohima, and Aneela Sultana. "Social and Economic Empowerment of Women in the Age of Digital Literacy: A Case Study of Pakistan, Islamabad- Rawalpindi." Global Social Sciences Review, V.I (2020): 102-111 Print.
-
OXFORD : Anzak, Sohima and Sultana, Aneela (2020), "Social and Economic Empowerment of Women in the Age of Digital Literacy: A Case Study of Pakistan, Islamabad- Rawalpindi", Global Social Sciences Review, V (I), 102-111
-
TURABIAN : Anzak, Sohima, and Aneela Sultana. "Social and Economic Empowerment of Women in the Age of Digital Literacy: A Case Study of Pakistan, Islamabad- Rawalpindi." Global Social Sciences Review V, no. I (2020): 102-111. https://doi.org/10.31703/gssr.2020(V-I).11