[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-585690-105":3,"doc-detail-585690-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","using-data-to-advance-digital-skills-a-state-playbook-version-10-brief","Using Data to Advance Digital Skills - A State Playbook - Version 1.0 - Brief","","Using Data to Advance Digital Skills - A State Playbook - Version 1.0 - Brief outlines how state leaders can close digital skill gaps through data-driven digital equity planning. It explains why digital skills are critical for workforce participation, cites evidence of widespread low digital skill levels among U.S. workers, and describes how the Digital Equity Act supports state Digital Equity Plans. The brief provides structured guidance on key questions, data collection and use methods, storytelling, and linking digital skills data to workforce and education goals.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/using-data-to-advance-digital-skills-a-state-playbook-version-10-brief/585690/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/using-data-to-advance-digital-skills-a-state-playbook-version-10-brief/585690.png","ImageObject",300,407,{"name":42,"@type":43},"Riley West","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does the playbook emphasize data for digital skills planning?","Question",{"text":63,"@type":64},"It links digital equity and digital literacy to workforce readiness, noting that many workers lack basic or sufficient digital skills. Data helps states identify gaps and target actions to close the digital divide.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What kinds of guiding questions should states develop?",{"text":68,"@type":64},"States should clarify their vision for digital skills, define and measure “covered populations,” locate major program gaps, assess labor-market skill needs, and consider how businesses can help analyze workforce digital-skills demand.",{"name":70,"@type":61,"acceptedAnswer":71},"How can states establish digital skills baseline data?",{"text":72,"@type":64},"The brief recommends starting with available national datasets, downscaling through demographic proportional differences, and supplementing with state administrative data to better represent local residents’ digital skill abilities and needs.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},585690,1792062209,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98,"preview_page_count":4},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",8,"Using Data to Advance Digital Skills:  \nA State Playbook  \nVersion 1.0 April 2022  \nDigital skills – the skills associated with technology that enable users to find, evaluate, organize, create, and communicate information – are ubiquitous throughout the workforce. Yet, according to research by the National Skills Coalition, nearly one in three U.S. workers ages 16-64 have few or no digital skills, and at least 38 percent of those workers are employed in jobs that require moderate or advanced computer usage. Today’s changing labor market indicates that there is a critical need for action to ensure all workers gain the skills needed to meaningfully participate in work and life.  \nThe Digital Equity Act (DEA), a provision within the Infrastructure Investment and Jobs Act (Public Law 117–58), includes a historic federal investment to promote digital equity, literacy, and inclusion. In particular, the State Digital Equity Capacity Grant Program will award nearly $1.5 billion in federal funds to states to support the development and implementation of Digital Equity Plans to promote digital equity and digital skill development. Governors have authority to select the entity that administers these plans and may select one of many eligible entities to implement the host of new grant programs that, together, can help states close the digital divide through promoting access, affordability, and adoption of digital technologies.  \nTo assist states in closing digital skill gaps and preparing for digital equity planning, this brief offers key questions and resources for state leaders to consider. This brief is divided into five parts:  \n1) What Data do States Need to Collect?  \n2) How Can States Collect and Use Data?  \n3) Using Data for Storytelling  \n4) Connecting Digital Skills Data to State Workforce and Education Goals  \n5) Emerging Practices in Digital Skills Data Collection  \nWhat Data do States Need to Collect?  \nDevelop guiding questions: The creation of guiding questions can help state leaders refine a scope for understanding digital skill needs in their states, including their top priorities, populations, or programs and services for review. Such guiding questions can be used to inform data collection as well as help leaders understand the types of stakeholders that need to be engaged throughout the planning process. Sample questions for states include:  \n● What information does our state need to inform our broader vision for developing digital skills among state residents?  \n● Who are the people in “covered populations” as defined under Digital Equity Act Sec. 60302(8) (see Glossary), and how do we best measure digital skill assets and needs within each of those populations?  \n● Where are the greatest gaps in digital skills programs including, but not limited to, foundational digital literacy training?  \n● What are the skills workers need to meet the needs of the local labor market?  \n● How can businesses play a role in helping to analyze data on digital skills needs in the workforce?  \nDetermine what to measure: Once guiding questions are developed, the next step is to define key performance indicators that can help to answer the guiding questions, including:  \n• Digital literacy: Define what it means to be digitally literate by applying existing definitions (see Glossary) for “workforce preparation”including digital skills and reviewing existing digital skill competencies frameworks. Digital skill definitions range from focusing on the discrete skills needed to navigate a computer or online environment to skills that are harder to measure, such as confidence and capacity to become lifelong learners of new technologies.  \n• Digital skills in demand: This data can be gathered by tapping into states’ existing systems and processes for determining local employers’workforce needs, such as state labor market information agency data; local workforce boards’employer relationships; local chamber of commerce member surveys; and/or industry","cbCaiiYxU87kGYCW","https://ap.wps.com/l/cbCaiiYxU87kGYCW","pdf",1601945,16,"English","# What Data do States Need to Collect?\n## Develop guiding questions\n## Determine what to measure\n## Digital skills baseline data\n# How Can States Collect and Use Data?\n## Inventory existing datasets","[{\"question\":\"Why does the playbook emphasize data for digital skills planning?\",\"answer\":\"It links digital equity and digital literacy to workforce readiness, noting that many workers lack basic or sufficient digital skills. Data helps states identify gaps and target actions to close the digital divide.\"},{\"question\":\"What kinds of guiding questions should states develop?\",\"answer\":\"States should clarify their vision for digital skills, define and measure “covered populations,” locate major program gaps, assess labor-market skill needs, and consider how businesses can help analyze workforce digital-skills demand.\"},{\"question\":\"How can states establish digital skills baseline data?\",\"answer\":\"The brief recommends starting with available national datasets, downscaling through demographic proportional differences, and supplementing with state administrative data to better represent local residents’ digital skill abilities and needs.\"}]","Using Data to Advance Digital Skills - A State Playbook - Version 1.0 - Brief | PDF",1792055543,40,{"code":4,"msg":82,"data":100},[101,105,109,113,118,123,126,129,134,137,141],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},5,"Comic",60,"comic",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":98,"slug":125},"Healthcare","healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":127,"slug":128},30,"research-report",{"id":130,"doc_module":4,"doc_module_name":25,"category_name":131,"show_sort_weight":132,"slug":133},9,"Religion & Spirituality",20,"religion-spirituality",{"id":132,"doc_module":4,"doc_module_name":25,"category_name":135,"show_sort_weight":132,"slug":136},"World Cup","world-cup",{"id":138,"doc_module":4,"doc_module_name":25,"category_name":139,"show_sort_weight":138,"slug":140},10,"Lifestyle","lifestyle",{"id":142,"doc_module":4,"doc_module_name":25,"category_name":143,"show_sort_weight":114,"slug":144},19,"General","general"]