Bridging+the+Digital+Divide+in+Public+Libraries

Please begin this section of our professional development workshop by watching the following short video which illuminates the power of public libraries in bridging the digital divide. We believe it is important for students to become life long users of their local public library as a means of fostering life-long learning. It is, we believe, important for it to be communicated in the classroom the value of public libraries. As our digital culture is rapidly shifting and transforming, students who leave our classrooms well-equipped to conquer the digital world, might one day find themselves in need of the (technical) services public libraries provide.

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Libraries are in a state of continuous flux due to the fast-paced shifts occurring in our digital world. The effective use of various technologies (most importantly the Internet) have become imperative skills for individuals to build and acquire in order to ensure success both personally and professionally. However, as our workshop has shown thus far, there are too many people who lack these skills for various reasons. This, of course, greatly affects their digital literacy levels and digital inclusion. Enter: public libraries. Jaeger, Bertot, Thompson, Katz and DeCoster (2012) note that “No other cultural institutions are prepared to serve the public in the digital-literacy and digital-inclusion capacities the way public libraries do” (p. 15). The American Library Association (ALA) enumerates eleven core values of librarianship. Weiss (2012) states that “Promoting more equitable access to digital information reflects many of the library profession’s core values, particularly access, democracy, and social responsibility” (p. 41). Therefore, libraries are marked as institutions inherently invested in contributing to ameliorating the digital divide. For definitions and more information about the core values of librarianship as outlined by the ALA, please click here.

Carr (2010) argues that “The public library is, in fact, one of the most important and influential informational media ever created” (p. 97). He also notes that “forward-looking libraries are retaining their “relevance” by launching new digital initiatives to meet users’ needs” (p. 98). Libraries (especially public) currently occupy a curious space in which the roles and responsibilities of professionals working within these institutions are changing quickly. They have no choice but to acquire new skills and implement new programs in order to meet patron demands.

While there are a myriad of ways in which public library staff work to bridge the digital divide through both quick and lengthy interactions, we have decided to highlight two of the most encompassing ways libraries meet these goals. This includes public libraries as a point of access to technology, and the notion of librarians as technological educators.


 * 1) Access to Technology **

Although the way the digital divide is conceptualized is shifting in that it is not primarily defined in terms of access to technology (in a Western context), public libraries in North America still play an important role in facilitating this access. A crucial characteristic of access to computers (and the Net) in public libraries is that it is free. Bertot, McClure, and Jaeger (2008) note that “Public libraries, by ensuring free public Internet access, have created new social roles, service responses…that are inextricably linked to the library in the minds of patrons, communities, governments, and librarians themselves (p. 300).” Therefore, the meaning that communities assign to their local libraries is shifting. Moreover, the ways in which staff and professionals working within these institutions think about their roles and plans of service have shifted too.

While defining the digital divide has become increasingly complex, having access to computers (and the Internet) is still vital to many individuals living in North America. Kinney (2010) states that “In addition to being more frequent library computer users, members of disadvantaged groups are more likely to rely on library computers as their only point of Internet access” (p. 116). Similarly, Celano and Neuman (2010) write that “We argue now that public libraries may be the only place outside of school where low-income children can use a computer and learn to navigate the Internet” (p.33.). In these instances, where school assignments now require the use of more online content, librarians are increasingly performing impromptu technology sessions for children in the form of ‘homework help.’


 * 2) Technology Training/Librarians as Educators **

Many public libraries now offer technology training on various topics (computer basics, e-mail, Microsoft Word, Facebook, Twitter etc.). The format of these sessions can vary from group instruction to one-on-one instruction. These efforts exist to increase the digital literacy of individuals who seek these services. Julien and Hoffman (2008) conducted a national survey of public libraries in Canada in order to better understand how users of public libraries, and staff within these facilities understand the role libraries play in increasing information literacy (IL) and bridging the digital divide. Many of the staff interviewed in this survey “identified IL training as a significant role of the public library” (p. 32). Furthermore the push towards dedicated technology training sessions can be understood by the fact that many of the staff interviewed “talked about how customers have expressed a need for IL training that moves beyond traditional reference desk encounters in which library staff give answers without a defined training moment” (p. 32). However, Julien and Hoffman’s (2008) study also showed that not all staff were quick to embrace the ‘educator’ role (p. 40).

Weiss (2012) posits that “librarians must act as both information specialists and educators” (p. 37). Moreover, he conceptualizes the fact that 90% of American public libraries now provide some kind of technology training as staff members “willingness to accept the educator role” (p. 37). While we are hopeful that most of the staff in public libraries who have had to take on these added responsibilities acknowledge the invaluable nature of this work, Jaeger et al. (2012) remind us that public libraries are currently in a situation in which they are “meeting greater service demands and greater service expectations with fewer resources by which to meet these demands and expectations” (p. 14). Interestingly, Jaeger et al. (2012) also note that “one curious constant across policy approaches to digital divides in many, though not all nations, has been the failure to involve librarians in the formulation of definitions, policies, or other aspects of policy-making process” (p.4) in relation to the digital divide. However, the onus of responsibility in increasing digital literacy is often put on these institutions.


 * Questions to consider **

1. To what extent do you think the onus on bridging the digital divide should be put on librarians? Do you see this being done effectively at your local public library? Were you aware that these programs existed? If not, in what ways do you think your local library could increase the visibility of these initiatives?

2. Do you think there should be a ‘stop-line’ in terms of the topics public libraries offer in relation to technology instruction? For example, more recently libraries are teaching sessions on social networking (Facebook, Twitter etc.). As there is an increased demand for the use of varying digital technologies, should public libraries continue to exhaust their resources by adding new sessions?

3. What value do you see in partnerships building between educators and public librarians in terms of providing librarians with insight into how technology is being used in your classrooms?

4. In what ways do you think public librarians who have not received any formal training in education can better prepare themselves to meet the demands of their 'students'?

If you have time, we encourage you to watch this 30 minute interview with libraryland 'celeb 'Jessamyn West discuss her book //Without a Net: Librarians Bridging the Digital Divide// (2011), and other relevant library and information related things.This interview provides important insight into the current state of (public) librarianship. A librarian at heart, West has been teaching technology-related skills to people since the mid 90's. She maintains one of the most visible 'library and information' [|blogs]on the net. It might be worth bookmarking! You can also follow her on twitter: [|@jessamyn]
 * <span style="font-family: Georgia,serif;">Additional Resources **

<span style="font-family: Georgia,serif;">Also, [|here] is a wonderful powerpoint by Ms. West about the library's role in the digital divide.

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<span style="font-family: Georgia,serif; font-size: 130%;">Bridging the Digital Divide: School Libraries