Information and Communication Technologies (ICTs) are the most important way of getting informed in our society. Unfortunately not all people have access to the internet and ICTs (first order digital divide), and an amazingly large number of people do not have the abilities to use the ICTs in a proper way and, therefore, cannot draw advantages from its usage (second order digital divide). Clearly, whether people can be informed or not depends on access to the new media and the ability to use them. This paper shows that the variable attitude plays an important role in this context. Attitudes can serve as an important dimension when explaining the adoption and diffusion of new technologies. This paper presents data from a 2007 telephone survey in Austria and describes the attitude structure of users and non-users by means of a representative random sample (N=529). The tripartite definition of attitudes serves as a useful heuristic in structuring the analysis. In providing new operationalizations, we found significant differences between users and non-users concerning their attitudes towards the internet and new technologies. Age and education prove to be major determinants of attitude patterns. The influence of the affective component has to be especially emphasized, not only when overcoming the initial obstacle of getting online, but also when it comes to willingness to learn and become a sophisticated user (second order digital divide). Therefore our analysis gives starting points for intervention programs to encourage more people to use the net.

The internet media require the development of new user skills not required by the traditional media. Current European initiatives focus on providing access to a PC with internet and ensuring basic usage skills to address the digital divide, while media competence is of less importance. Although access rates in European countries are quite high, this study finds persistent rates of non-users, because access and basic skills alone do not guarantee usage. The article presents a representative survey carried out in Austria in 2007 ( N = 529) which illustrates the full spectrum of internet usage and its determinants, employing a typology developed by the authors. In addition to the continuing influence of sociodemographics on usage behaviour, location of access is shown to be an important influence on skills development. Furthermore, deficits in digital literacy can often be compensated by social support, given either in the form of emotional support during learning, or in the form of technical support. The authors conclude that to become a sophisticated user, however, requires guidance beyond merely attending computer classes or the assistance of relatives, colleagues, or friends, but is also a societal issue, if the goal of universal participation and integration is to be achieved.

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