Digital literacy and knowledge societies: A grounded theory investigation of sustainable development

•This study investigates the significance of digital literacy programmes on sustainable development in a knowledge society.•Specifically, the notion of digital entitlements that promote the inclusion and participation of the community is seen as an effective motivation for exploiting the opportunities that are available over the Internet and new media.•A Constructivist Grounded Theory approach was taken to examine the track-record of five successful knowledge societies - Finland, Hong Kong, Qatar, New Zealand and Singapore – in the areas of providing education, health and government services over digital platforms.•While our analysis and findings reveal some interesting “best practices” as well as caveats, it is clear that digital literacy initiatives are not ends by themselves but means to an end.•If the desired outcome of digital policies in knowledge societies is sustainable growth and development; we theorise that policies must focus on effective digital entitlements such as infrastructure, governance, human development and innovation.

With a structurally entrenched digital divide on the one hand, and increasing ubiquity of the Internet in a techno-centric world on the other, the imperative to exploit information and knowledge for development remains a significant driver for equitable growth. It is posited that the silver-bullet for reducing this gap lies in increasing digital literacies within a society in order integrate segments who may be marginalized into the inclusive mainstream. In enabling greater and wider participation of digital citizens in their countries' socio-economic activities, the opportunities of a sustainable economy arise. This article is a study of ICT policies, applications and the resulting transformations in five mature economies committed to the vision of knowledge-based development with high levels of digital participation among their citizens. Specifically, using a multi-dimensional scorecard derived from prior work, we conduct a grounded theory investigation of how the five societies have applied digital literacies in knowledge-intensive public services such as education, healthcare and e-government, to derive best practices as well as lessons learned.