Analysis

The Internet's rapid and profound entry into our lives quite understandably makes people wonder how, both individually and collectively, we have been affected by it. When major shifts in technology use occur, utopian and dystopian views of their impact on society often abound, reflecting their disruptiveness and people's concerns. Given its complex uses, the Internet, both as a technology and as an environment, has had both beneficial and deleterious effects. Above all, though, it has had transformative effects.

Are Canadians becoming more isolated, more reclusive and less integrated in their communities as they use the Internet? Or, are they becoming more participatory and more integrated in their communities? In addition, do these communities still resemble traditional communities, or are they becoming more like social networks than cohesive groups?

To address these questions, this article organizes, analyzes and presents existing Canadian evidence. It uses survey results and research amassed by Statistics Canada and the Connected Lives project in Toronto to explore the role of the Internet in social engagement and the opportunities it represents for Canadians to be active citizens. It finds that Internet users are at least as socially engaged as non-users. They have large networks and frequent interactions with friends and family, although they tend to spend somewhat less in-person time and, of course, more time online. An appreciable number of Internet users are civically and politically engaged, using the Internet to find out about opportunities and make contact with others.

Recent findings from the International Adult Literacy Survey (IALS) and the 2003 Adult Literacy and Life Skills Survey (ALL) suggest that improvements in literacy skill flowing from the initial education system are being eroded by significant levels of literacy skill loss in adulthood. This study uses data from IALS and ALL to explore how Canada's stock of literacy skill evolved over the nine year period from 1994 to 2003. It analyzes net skill change for various demographic groups for Canada and the provinces and explores the individual characteristics that influence whether a particular group has gained or lost skills on average over the nine-year reference period.

"Learning a living: First results of the Adult Literacy and Life Skills Survey" presents new evidence on the nature and magnitude of the literacy gaps faced by OECD countries and how these gaps have evolved over the medium term.

The fundamental goal of the Adult Literacy and Life Skills Survey (ALL) is to shed new light on the twin processes of skill gain and loss. The survey is sponsored by the Organisation for Economic Co-operation and Development (OECD).

The report offers new insights into the factors that influence the formation and loss of adult skills in various settings - at home and at work - for the seven countries participating in the first round of data collection. The study offers the first comparative evidence on the impact of formal adult education and informal learning on the supply of skill. It also provides unique insight into the distribution of information and communication technology skills, and how these have amplified both productivity and wage inequality.

It is meant to assist decision makers in formulating policy in four areas:-Policies aimed at removing skill deficits that act as barriers to innovation, productivity and high rates of economic growth;-Policies designed to limit and reverse social exclusion and income inequality; -Policies that seek to reduce the unit cost of delivering public health care and education services;-Policies conceived to improve quality in all spheres, from public services to quality of life, individual fulfillment and happiness.

These highlights provide a brief summary of the report "Inequalities in literacy skills among youth in Canada and the United States", the latest monograph released using data from the International Adult Literacy Survey. This report suggests that youth in North America do not fare as well in their literacy skills as their European counterparts. Variables such as income and education continue to have direct and indirect effects on people's literacy skills.

This study examines the general finding that Canadian youth from higher socio-economic backgrounds tend to perform better on the International Adult Literacy Survey (IALS) than do youth from disadvantaged backgrounds. It also looks at whether this applies to states within the United States.

This paper examines the distribution of literacy skills for Canadian youth aged 16 to 25, and the underlying factors that influence literacy, such as family background, level of schooling, employment experiences, age and sex.

The Internet's rapid and profound entry into our lives quite understandably makes people wonder how, both individually and collectively, we have been affected by it. When major shifts in technology use occur, utopian and dystopian views of their impact on society often abound, reflecting their disruptiveness and people's concerns. Given its complex uses, the Internet, both as a technology and as an environment, has had both beneficial and deleterious effects. Above all, though, it has had transformative effects.

Are Canadians becoming more isolated, more reclusive and less integrated in their communities as they use the Internet? Or, are they becoming more participatory and more integrated in their communities? In addition, do these communities still resemble traditional communities, or are they becoming more like social networks than cohesive groups?

To address these questions, this article organizes, analyzes and presents existing Canadian evidence. It uses survey results and research amassed by Statistics Canada and the Connected Lives project in Toronto to explore the role of the Internet in social engagement and the opportunities it represents for Canadians to be active citizens. It finds that Internet users are at least as socially engaged as non-users. They have large networks and frequent interactions with friends and family, although they tend to spend somewhat less in-person time and, of course, more time online. An appreciable number of Internet users are civically and politically engaged, using the Internet to find out about opportunities and make contact with others.

Recent findings from the International Adult Literacy Survey (IALS) and the 2003 Adult Literacy and Life Skills Survey (ALL) suggest that improvements in literacy skill flowing from the initial education system are being eroded by significant levels of literacy skill loss in adulthood. This study uses data from IALS and ALL to explore how Canada's stock of literacy skill evolved over the nine year period from 1994 to 2003. It analyzes net skill change for various demographic groups for Canada and the provinces and explores the individual characteristics that influence whether a particular group has gained or lost skills on average over the nine-year reference period.

This study examines the general finding that Canadian youth from higher socio-economic backgrounds tend to perform better on the International Adult Literacy Survey (IALS) than do youth from disadvantaged backgrounds. It also looks at whether this applies to states within the United States.

This paper examines the distribution of literacy skills for Canadian youth aged 16 to 25, and the underlying factors that influence literacy, such as family background, level of schooling, employment experiences, age and sex.

"Learning a living: First results of the Adult Literacy and Life Skills Survey" presents new evidence on the nature and magnitude of the literacy gaps faced by OECD countries and how these gaps have evolved over the medium term.

The fundamental goal of the Adult Literacy and Life Skills Survey (ALL) is to shed new light on the twin processes of skill gain and loss. The survey is sponsored by the Organisation for Economic Co-operation and Development (OECD).

The report offers new insights into the factors that influence the formation and loss of adult skills in various settings - at home and at work - for the seven countries participating in the first round of data collection. The study offers the first comparative evidence on the impact of formal adult education and informal learning on the supply of skill. It also provides unique insight into the distribution of information and communication technology skills, and how these have amplified both productivity and wage inequality.

It is meant to assist decision makers in formulating policy in four areas:-Policies aimed at removing skill deficits that act as barriers to innovation, productivity and high rates of economic growth;-Policies designed to limit and reverse social exclusion and income inequality; -Policies that seek to reduce the unit cost of delivering public health care and education services;-Policies conceived to improve quality in all spheres, from public services to quality of life, individual fulfillment and happiness.

These highlights provide a brief summary of the report "Inequalities in literacy skills among youth in Canada and the United States", the latest monograph released using data from the International Adult Literacy Survey. This report suggests that youth in North America do not fare as well in their literacy skills as their European counterparts. Variables such as income and education continue to have direct and indirect effects on people's literacy skills.