The Digital Fringe and Social Participation through Interaction Design
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Digital inclusion and its implications for social participation is emerging as a key issue for researchers, designers, educators, industry and communities, as contemporary society shifts from top-down decision-making to a more inclusive process that collaborates with a variety of demographics. Yet, this shift tends to predominantly focus on mainstream communities of highly urbanised settlements, often neglecting segments of society that lack access to resources, digital technology or telecommunications infrastructure. Likewise, people from culturally diverse and marginalised backgrounds, or who are socially excluded, such as people living with disabilities, the elderly, disadvantaged youth and women, people identifying as LGBTQIA, refugees and migrants, Indigenous people and others, are particularly vulnerable to digital under-participation, thereby compounding disadvantage. This special issue presents practical, innovative, and sensitive design solutions to support digital participation for older adults, children with barriers to digital access and urban and regional fringe communities. The intention is to foster digital skills within and across communities, investigate the role of proxies in digital inclusion as an enabler of social interactions, and discuss design strategies and methods for sustaining digital inclusion to eliminate the dilemma of under-participation in the future.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it