Access Is Not Participation

Kahne and Bowyer’s (2019) article left me thinking less about whether today’s youth have access to digital tools and more about whether they know how to use those tools to participate meaningfully.  The article makes a convincing case that it’s wrong to assume that young people are automatically prepared to engage in civic or political life online just because they may be comfortable with social media.  Knowing how to post, scroll, or share content is not the same as knowing how to evaluate information and communicate a position.  

The article argues that we see a participation gap because of that distinction.

The gap isn’t only about who has a device or internet access.  It’s also about who has been taught how to confidently use digital spaces with purpose and judgment.  Some students enter those spaces already knowing how to speak up, verify information, and navigate disagreement.  Others may have the same technology but remain observers because they lack the skills or belief that their voice matters.

Students need structured opportunities to practice participation.  They should be encouraged to create content, discuss real issues, evaluate sources, respond to opposing views, and experience what it feels like to communicate with an actual audience.  They also need feedback and room to make mistakes without being publicly punished for learning.

The challenge is for us to provide enough support to build competence without controlling what students think or say.  If we only give students access, we haven’t done enough.  Addressing the participation gap means helping more of them feel not only prepared but entitled to be heard.


References:

Kahne, J., & Bowyer, B. (2019). Can media literacy education increase digital engagement in politics? Learning, Media and Technology, 44(2), 211–224. https://doi.org/10.1080/17439884.2019.1601108

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