Directing Digital Citizenship: How Librarians Mediate the Dutch Digital Welfare State

Abstract

Digital citizenship has emerged as a prominent concept in policy and academic discourse, broadly referring to individuals' ability to access and use digital tools for public engagement. However, because its meaning varies between actors and across societal contexts, it is still an ambiguous term. This article considers how digital citizenship takes shape in practice by examining the everyday practices of librarians, the key mediators between citizens and the digital welfare state, and analysing how these contrast with conceptualizations of digital citizenship promoted by the Dutch national Digital Inclusion programme. Governments worldwide are adopting "digital‐by‐default" models, emphasizing ICT‐driven public service solutions. While promising greater efficiency and accessibility, this transition exacerbates challenges for individuals lacking access to ICT resources or digital literacy, reinforcing social inequalities. Using the Netherlands as a case study, this research highlights the challenges of digital inclusion in highly digitalized societies. Despite high digitalization rankings, many Dutch citizens face difficulties using digital tools and accessing digital public services. To address this issue, the Dutch government launched the Digital Inclusion programme in 2019, establishing information points and digital skills courses in libraries. Based on ethnographic research in three public libraries, this study reveals a disconnect between policymakers' conceptualisations of digital citizenship, defining what competencies citizens should possess and what participatory practices are supported, and the lived reality of digital citizenship in public libraries. By highlighting the tensions and misalignments between policy and practice, this article aims to contribute to more inclusive conceptualizations of digital citizenship, to inform digital inclusion initiatives that foster equitable participation in digital societies.