Digital Inclusion Week Project 2024

Abigail Amstutz

Digital Navigator and Wellness Consultant 

Stationed in Peoria, IL; 2024-2025

Digital Wellbeing Needs to be Integrated into Digital Literacy Work

Digital literacy trainings are a key factor in digital equity (IOB, 2024). Frequently such programs focus on accessing internet services, basic device use, as well as avoiding scams. It is increasingly important to know how to sniff out a phishing email, as well as determine how to interact on social media ( O’Day & Heimberg, 2021). Unfortunately digital equity programs are not currently practiced in offering guidance for digital wellbeing. 

Digital wellbeing is defined by Mariek M P Vanden Abeele, in Communications Theory, as:

“... a subjective individual experience of optimal balance between the benefits and drawbacks obtained from mobile connectivity. This experiential state is comprised of affective and cognitive appraisals of the integration of digital connectivity into ordinary life. People achieve digital wellbeing when experiencing maximal controlled pleasure and functional support, together with minimal loss of control and functional impairment.” (Nov. 2021). 

Essentially digital wellbeing is the balanced state of meaningful connection and activities online and meaningful connection and activities experienced offline. Digital wellbeing is a vital part of resourcefulness for the modern human (Burr, C., et. al. 2020). This paper, and program proposal counterpart, seeks to add language, guidance, and support for incorporating digital wellbeing into digital literacy curricula. 

Wellbeing is a sign of a functional society, and as more of our social connectivity is facilitated in internet based services, businesses, and platforms, digital wellbeing becomes a measurable factor of our overall wellbeing (Vanden Abeele, M., 2021; Burr, C., et. al. 2020). I suggest, in this paper and its counterpart; a program proposal, that digital wellbeing as an embodied skill be integrated into digital literacy training. 

To better understand this, we need to frame up the attention economy. The attention economy is a term used to describe the intentional, capital driven, addictive quality of social media and other online platforms that generate revenue by securing and vying for users attention (Line Carpentier, 2023). As explained in an UN Economist's brief “The attention economy is globally ubiquitous, and many have called data the new currency.” (Line Carpentier, 2023). This is not to suggest that social media has no redeeming qualities, as many people rely on such platforms to stay in touch with physically distant friends and family, as well as position themselves for jobs, community engagement, and other social supports (IOB, 2024; O’Day & Heimberg, 2021). However, increased time on social media, especially if one is already lonely, depressed, or socially anxious, tend to have the undesired effect of increased loneliness, social angst, or depression symptoms, and can increase internet based addictions or addictive behaviors  (Russo, et. al., 2022; Lan, Y. et. al. 2018). 

The research and anecdotal evidence is abundant- I think many of us remember the initial lockdowns of the COVID-19 pandemic, when on a personal level we learned how different meeting online is to meeting in person. Studies by Naslund, et. al. (2020) and others reflect this; our social lives can be bolstered by social media and online platforms, but they are not a substitution for localized social support systems (Social Media and Mental Health: Benefits, Risks, and Opportunities for Research and Practice) (Lan, Y. et. al. 2018; Thomas, J., et. al., 2024). 

Additionally, what once started as seemingly innocent options for internet based networking, has since revealed themselves as data harvesting fiends (Haidt, J., 2024). This is where the attention economy becomes insidious, gathering highly personal data in order to sell targetable information to companies competing for your hard earned money (Line Carpentier, 2023). 

The other “dark side” of internet connection is that it is constant. This aspect alone could be a major contributor to rising levels of anxiety in young people, and the general public (Haidt, J. 2024; Thomas, J., et. al., 2024). The attention economy works hard to keep users on as long as possible, so that they see more ads, generating them more revenue. Meaning that staying connected online has also come along with systems, or algorithms, that deprioritize our mental health and wellbeing. In 2021 Frances Haugen, previously a product manager on the Facebook civic integrity team, famously left the company and became a whistleblower by raising awareness of these mental health issues, especially in regards to teens and young people (Haidt, J. 2024). Heavy social media and internet users are more likely to struggle with anxiety, body image issues, and a sense of urgency (Russo, et. al., 2022; Naslund, et. al. 2020; Haidt, J., 2024).

This is all to say that robust digital literacy isn’t only about how to navigate online spaces, but also how to unplug and connect through other means as well. It’s being just as aware of our part in the attention economy, as of the phishing schemes showing up in our inboxes. 

A well rounded digital literacy training would honor that along with the importance, and positive impacts of internet facilitated interconnectivity, there are a lot of warning labels- or rather, there ought to be. The U.S. current surgeon general is suggesting social media apps have warning labels in them, similar to tobacco and alcohol products (PBS NewsHour, 2024). This suggestion is once again particularly inspired by children, teens, and young adults, over half of which, in the U.S., spend upwards of four hours a day plugged into these platforms (Rothwell, J. 2023).  

Parents, rightly, have growing concerns, but are unfortunately given very few tools or suggestions beyond being more strict with screen time (Rothwell, J., 2023;  PBS NewsHour, 2024). A deeper look into the research currently available consistently ties mental health issues to online use, social media, and even online supported addictions like gambling and pornography (Russo, et. al., 2022), but which also shows that some online presence can reinforce healthy connections and meaningful interactions (Lan, Y., et. al.  2018; Thomas, J., et. al., 2024). In several studies about online use, there seems to be a “sweet spot” where online use bolsters a person’s social life and opportunities, without becoming mindless over-consumption (Thomas, J., et. al., 2024; Tobin, S., et. al., 2014). There is also some evidence that adults who are more mindful of their screen time have higher levels of digital literacy to begin with, including a broader foundational understanding of targeted marketing, online manipulation, and data collection and privacy (Nguyen, M. H., 2021). 

This further supports my suggestion for digital literacy trainings to build upon their current repertoire, and integrate knowledge about data collection for targeted marketing, the attention economy, and mental health concerns associated with social media. The later topic is especially pertinent for parents of children- of all ages- who have online accounts, profiles, or who are otherwise active on social media sites (Gandarillas, M. Á., et. al., 2024; Haidt, J. 2024). 

Wellbeing, whether of the digital variety or other varieties, takes both specified learned skills and self awareness (Vanden Abeele, M. 2021). Meaning, wellbeing is not a given, even for those of more privileged circumstances. Just as digital literacy is not a guarantee simply because one has access to a computer. Due to the unregulated nature of internet data collection, aggressive marketing, and the purposefully compulsive designs of many online spaces, digital literacy ought to include a wider foundation of information about online apps, social media platforms, and data privacy. Tangible steps and tools are outlined in this paper’s program proposal counterpart, accessible here. 

Further comments, suggestions, or additions to this paper and program proposal are welcome. Some peripheral topics that I did not specifically address here include cyberbullying, “thinspo” or other specific and harmful content (this example being eating disorder related), catfishing and online dating scams, job application scams, financial scams such as school loans programs that target vulnerable college students, and so on. All of these, and others, are worthy of their own research and programming options. 

Program Proposal: Program proposal- Digital Wellbeing as a Form of Digital Literacy Training and Resources

References. 

Burr, C., Taddeo, M., Floridi, L. (2020). The Ethics of Digital Well-Being: A Thematic Review.

Sci Eng Ethics 26, 2313–2343. https://doi.org/10.1007/s11948-020-00175-8

Gandarillas, M. Á., Elvira-Zorzo, M. N., Pica-Miranda, G. A., & Correa-Concha, B. (2024). The

impact of family factors and digital technologies on mental health in university students. Frontiers in Psychology, 15, 1433725. https://doi.org/10.3389/fpsyg.2024.1433725

Haidt, J. (March 13, 2024). End the Phone-Based Childhood Now. The Atlantic, Technology. 

https://www.theatlantic.com/technology/archive/2024/03/teen-childhood-smartphone-use-mental-health-effects/677722/.

IOB: Illinois Office of Broadband. (March 2024). Illinois State Digital Equity Plan. Illinois

Broadband Lab. https://dceo.illinois.gov/content/dam/soi/en/web/dceo/connectillinois/documents/illinois-state-digital-equity-plan-without-appendix.pdf 

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