Introduction

The development of digital literacy involves as much knowledge of the logic of how the Web works – such as the use of search engines and links – as it does the use of a cognitive component that disregards the fact that one is using an online channel to satisfy one’s information need, but at the same time cannot disregard the fact that the abundance of information found online makes the cognitive process itself more complex. That is why a person mastering a skill such as digital literacy should:

• be familiar with the places online where information can be found;
• be able to use the right keywords to pursue their research;
• make use of tools that deal with the collection of materials from different sources;
• be able to assess the validity of a source, paying particular attention to the phenomenon known as “fake news.”

Knowing the main dynamics typical of the web is therefore fundamental, and the functioning of search engines is certainly among them. A user, in fact, cannot consider himself “digitally literate” if he does not know, even at a minimal level, the mechanism behind the generation of search results of a tool such as Google, since the information he can access (based on the keywords entered) depends precisely on the logic behind the so-called “online indexing.” Search engines, therefore, can certainly be considered as the primary online environment in which information can be found. But they are certainly not the only one: from the various wikis, to Quora, passing through Google Scholar, ResearchGate, ScienceDirect without forgetting the TED repository, the tools available to users are really many. Just as many are also the solutions that allow users not to go in search of content, but to make sure that content reaches users directly: tools such as Feedly, thanks to the ability of users to identify the most authoritative and interesting information sources, facilitate, and not a little, those who are never satiated with learning about and delving into new topics. Finally, it is interesting to note that today we find ourselves in the same situation as the first generations who had to learn how to apply grammar and syntax appropriately: just as today this is no longer considered a complex task to complete, neither will “using the Internet and information technologies to access, manage, integrate and evaluate information from a wide range of sources accessible through a variety of technological devices” be so in a few years. In other words, digital literacy is a digital soft skill (for a more in-depth discussion of (digital) skills, please refer to the article The (digital) skills in the context of digital transformation) that has now been assimilated into a real basic skill as inescapable as writing, reading and counting: so much so that it is now a curricular skill even in schools. Digital literacy is now also a skill of great importance in the life of organizations. To succeed in bringing innovation, it is increasingly common to make use of projects aimed at generating Open Innovation, a process through which sources, partners and opportunities for external “contamination” are sought that can inspire and innovate the activities that the organization carries out. With this in mind, knowing how to act a critical and structured reading of information and sources is a basic requirement for each of us. What is Web Accessibility Web accessibility means that websites, tools, and technologies are designed and developed so that people with disabilities can use them. More specifically, people can:

• perceive, understand, navigate, and interact with the Web
• contribute to the Web

Web accessibility encompasses all disabilities that affect access to the Web, including:

• auditory
• cognitive
• neurological
• physical
• speech
• visual

Web accessibility also benefits people without disabilities, for example:

• people using mobile phones, smart watches, smart TVs, and other devices with small screens, different input modes, etc.
• older people with changing abilities due to ageing people with “temporary disabilities” such as a broken arm or lost glasses;
• people with “situational limitations” such as in bright sunlight or in an environment where they cannot listen to audio;
• people using a slow Internet connection, or who have limited or expensive bandwidth.

Accessibility is Important for Individuals, Businesses, Society The Web is an increasingly important resource in many aspects of life: education, employment, government, commerce, health care, recreation, and more. It is essential that the Web be accessible in order to provide equal access and equal opportunity to people with diverse abilities. Access to information and communications technologies, including the Web, is defined as a basic human right in the United Nations Convention on the Rights of Persons with Disabilities (UN CRPD). The Web offers the possibility of unprecedented access to information and interaction for many people with disabilities. That is, the accessibility barriers to print, audio, and visual media can be much more easily overcome through web technologies. Accessibility supports social inclusion for people with disabilities as well as others, such as:

• older people
• people in rural areas
• people in developing countries

There is also a strong business case for accessibility. As shown in the previous section, accessible design improves overall user experience and satisfaction, especially in a variety of situations, across different devices, and for older users. Accessibility can enhance your brand, drive innovation, and extend your market reach.