Most resources on "equity of access" (digital divide) and "content" are not articles that stand alone. Instead, content is an issue that is primarily discussed in conjunction with other access issues.

According to NetLingo, an online dictionary of Internet terms (http://www.netlingo.com), content is "the information contained in a Web site, including the structure in which it is presented. Web sites often get judged and rated on the quality, quantity and navigational flow of this information."

What does equity of access have to do with the content on the Internet? Even if underserved populations gain access to technology through various projects, the Internet does not offer content that these populations need. What content is needed? The following information defines the problems with content in the "digital divide" discussion as well as presents the types of content that needs to enter the World Wide Web in order to serve populations that have limited access to the Internet but are growing in numbers.

1. Content is one facet of "Equity of Access" that does not receive as much attention as other facets. Many articles briefly discuss this issue and advocate attending to the divide created by available content on the Web.

• Young, Jeffrey R. (November 9, 2001). Does 'digital divide' rhetoric do more harm than good?
  The Chronicle of Higher Education: Information Technology. http://chronicle.com/free/v48/i11/11a05101.htm
  Jeffrey R. Young presents the discussion of scholars that are asking for a more broad-based discussion of the issues surrounding "digital divide." More often, technology, hardware, and connectivity are the primary issues discussed as these issues related to the socio-economic status of minority Americans and peoples in developing countries. Another issue of importance, according to Young's references, is the need for relevant content on the Web for the users arriving on the Web with more rapidity.
  
  
• The Digital Divide Network. (2002). Content. http://www.digitaldividenetwork.org/content/sections/index.cfm?key=5.
  "If we are to solve the digital divide, we must take steps to ensure that all citizens are able to receive diverse content that is relevant to their lives, as well as produce their own content for their families, their communities and for the Internet at large. Whether it's about producing content that is useful to an audience with limited literacy skills, or making Web sites more accessible to people with disabilities, the issue of content is a major factor in the digital divide equation." The article contains several links to actions being taken to provide relevant content to populations locally and internationally, including community networks and government initiatives.

2. What ineqity exists in the area of content on the World Wide Web? Much of the information on the Web highlights several aspects of Internet content and the needs of underserved populations. Much of the Internet content today is in English and national or global in nature. Furthermore, a large percentage of the content created and disseminated on the Internet is United States-centric. Developing countries and low-income populations, while gaining less access to technology, do not see the benefit of the World Wide Web in their own lives.

• The Children's Partnership. (March 2000). Online content for low-income and underserved Americans: the
  digital divide's new frontier. http://www.childrenspartnership.org/pub/low_income/index.html.
  The Children's Partnership, a nonprofit organization advocating for children in policy issues, conducted an
  analysis aimed at understanding other facets of the "digital divide" beyond the technology issues. "Much of the public concern about the digital divide has been focused on the gap between those who have the "boxes" and "wires" they need for Internet access and those who do not. However, a new dimension of the digital divide is beginning to take shape, one with a profound impact on young people and those who guide and teach them: content. For Americans at risk of being left behind, the characteristics of relevant content include: (1) needed employment, education, and other information; (2) reading levels that can be clearly understood by limited-literacy users; (3) multiple languages; and (4) ways for the underserved to create content and interact with it so that it is culturally appropriate."
  
  
• Tagland, Kevin, Benton Foundation. (2002). Content and the digital divide: what do people want?
  http://www.digitaldividenetwork.org/content/stories/index.cfm?key=14
  This article is a summary of the report published by The Children's Partnership on online content for low-income and underserved Americans. "A narrow definition of the digital divide focuses on access to computers and the Internet. But access alone does not bridge the technology gap. To realize the potential of today's information tools, people need the skills to operate them to better their lives and the health of their communities." The desired content for underserved Americans is discussed, such as local information and translation tools.
  
  
• Carvin, Andy. (May 19, 2000). Beyond access: understanding the digital divide. NYU Third Act Conference.
  http://www.benton.org/Divide/thirdact/content.html.
  Located within the Benton Foundation's web site, this article presents the online text of a speech given by Andy Carvin at a technology conference in New York. The overall article explains and describes many variables of equity of access, with a section devoted to content issues. Again, this information is based on The Children's Partnership's research. Content obstacles to equity of access include literacy barriers, language barriers, local information lack, and culturally diverse sources of information. Statistics are provided, as well as examples of efforts to improve the content available to diverse populations.
  
  
• Policy Link. (Fall 2001). Bridging the organizational divide: toward a comprehensive approach to the digital
  divide. www.policylink.org/pdfs/Bridging_the_Org_Divide.pdf
  In addition to the discussion of other "equity of access" issues, this report identifies the need for content to serve a diverse population. The policy report discusses why such content is lacking and identifies "community-based organizations" that are acting upon the content needs of the ignored Internet audience. "PolicyLink believes the digital divide policy dialogue must go beyond the current access-centered paradigm. The next steps for IT policy and practice must support the creation of local content and build the technology capacity of community-based organizations (CBOs)." This article must be viewed with Adobe Acrobat¢ç Reader.
  
  
• Carvin, Andy. (January/February 2000). Mind the gap: the digital divide as the civil rights issue of the new
  millennium. Multimedia Schools. http://www.infotoday.com/mmschools/jan00/carvin.htm.
  Andy Carvin of the Benton Foundation, discusses the concept of digital divide and the sense that access to Internet technology is a civil right. In one section of the article, he discusses the facet of access in terms of content needs. The World Wide Web is not valuable to disenfranchised peoples unless there exists content on the Web that people can make use of in their daily life. "The digital divide is about content. The value of the Internet can be directly correlated to the value of its content. If all you can find online is shopping, Pokemon trading clubs, and porn, you could make a pretty good argument that it's not very important to give people access to the Internet. As anyone who's used it knows, the Internet can offer a wealth of opportunities for learning and personal enhancement, but we've only scratched the surface in terms of its potential."