Digital Inclusion and Public Libraries: Strategies to Combat Digital Illiteracy in Vulnerable Communities in Brazil

Abstract

The advancement of information and communication technologies has expanded access to digital resources while simultaneously deepening social inequalities, evidenced by the persistence of digital illiteracy among vulnerable communities. This article critically examines the strategies implemented by Brazilian public libraries to foster digital inclusion, emphasizing their role as knowledge mediators and agents of citizenship. The study employed a qualitative approach grounded in content analysis (BARDIN, 2011), literature review, and empirical examination of initiatives in public libraries in São Paulo, Belém, and Espírito Santo. Findings reveal that the effectiveness of such initiatives depends on three interdependent dimensions: institutional articulation, critical information mediation, and continuous technical training. As a theoretical and practical contribution, the article proposes an analytical framework that organizes impact indicators into the categories of infrastructure, training, and community engagement. Results indicate that, although significant progress has been achieved, challenges remain regarding sustainability, funding, and integration with broader public policies. The study concludes that public libraries, when aligned with the 2030 Agenda and Brazil’s National Digital Education Policy (Law 14.533/2023), constitute strategic spaces for addressing digital illiteracy and promoting digital citizenship.