## 1 Introduction  
According to [PERSON] [1] (p. 5) \"the digital divide is composed of a skill gap and a gap of physical access to Information Technology (IT) and the two gaps often contribute to each other in circular causation. Without access to technology, it is difficult to develop technical skill and it is redundant to have access to technology without first having the skill to utilise it\". [PERSON]'s quote sums up the reiterative nature of the problem. More than two decades ago, apparent inequalities in Internet access gave rise to \"concern that the new technology might exacerbate inequality rather than ameliorate it\", which resulted in analysts focusing on what has been called the digital divide between the online and the offline [1] (p. 359). The digital divide is often conceptualised as the gap between those who have access to vital Information and Communication Technology (ICT) resources and those who do not [2]. [PERSON] [3] described the digital divide as shorthand for any and every disparity within the online community, including access between developed and developing nations, the rich and poor, and men and women within those nations. She further describes the digital divide as a democratic divide between those who do and do not use the panoply of digital resources to engage, mobilise and participate in public life. [PERSON]'s definition, which differentiates ICT access on the basis of \"haves\" and \"have-nots\", has evolved and the digital divide has become a complex phenomenon that can be understood in a myriad of ways. [PERSON] and [PERSON] [4] discuss the idea that access to digital resources is a multi-faceted phenomenon consisting of four factors that work to regulate access; psychological, material, skills and usage. What began as a simple concept of there being \"haves\" and \"have-nots\" in the digital world, has evolved into a finer-grain conceptual framework. Psychological access is where the user has little interest in gaining access, or has negative attitudes towards computers. Material access relates to not having the physical infrastructure. Skills access is where a person does not have the digital literacy skills to be effective on-line and usage access is where a person does not have the time or opportunity to access digital information, regardless of their skill level. The 4A perspective--awareness, access, attitudes and applications--focuses on digital gaps at the local/community level in addition to the national/global level, while the access-use definitions highlight the socio-economic factors, such as income and gender, that influence a person's ability to access ICT [5]. The knowledge gap hypothesis similarly posits that people of high socio-economic status are at an advantage because they find out about new sources of information first and because they can afford access to them while they are new [2]. Purpose definitions, on the other hand, consider variables such as autonomy of use, social support and reasons for using the Internet [5]. In each of these definitions, the digital divide is enacted in one of two ways: through lack of technical skill and/or through a physical limitation on access [1]. The term \"access\" in regards to the digital divide was initially used to refer to whether or not a person could connect to the Internet. Access later became a synonym for \"use\", at which time opportunity and choice were, unfortunately, conflated, as studies have since shown that more people have access to the Internet than actually use it [2]. The majority of existing research on the digital divide has focused on inequality of access. Although this is important because it is likely to reinforce other inequalities, such as opportunities for economic mobility and social participation, a more thorough understanding of digital inequality is required that looks at the Internet in its broader theoretical context and considers how ICT's impact on existing social inequalities [2].