Libraries & the Digital Divide

“The acceleration of the speed of technology can be seen in recent public library history. Almost all public libraries provided access to the Internet a few years after the launch of the World Wide Web, but it took forty years for a majority of libraries to adopt typewriters” (Jaeger, Bertot, Thompson, Katz, & DeCoster, 2012, pp. 2-3).

The digital environment has changed so much over the last few years that Jaeger, Bertot, Thompson, Katz, & DeCoster (2012) believe that we need to reacquaint ourselves with the terms digital divide and digital literacy, and a relatively new concept, digital inclusion, should now enter the lexicon.

Jaeger et al. (2012) define digital divide as the gap between those with access and those without.  The authors have broadened the definition of “have-nots” beyond access to a personal computer and the Internet.  They argue that even if you have dial-up at home, your school or the local library, you should still consider yourself a “have-not” because so much content requires broadband Internet access.  Surveys indicate that while 35 percent of all adults have a smart phone, not all content is compatible with mobile devices (Smith & Zickuhr, 2012). 

As more and more services and resources are available solely online, access becomes critical. “It is important to note that many of the people most affected by the digital divide are traditionally underserved populations, such as people with low income levels, minorities, older Americans, and those living in rural areas who may have the most need for specialized services” (Jaeger et al., 2012, p. 5).

Once you have secured the technology to meet your needs, you must have the knowledge and skills – digital literacy – to access content successfully, evaluate its usefulness and utilize it appropriately (Jaeger et al., 2012).

Digital inclusion is defined by Jaeger et al. (2012) as the “policies that close the digital divide and promote digital literacy” (p. 3).  There are four components that are the focus of digital inclusion: adequate funding for technology, the physical infrastructure to support the technology, bandwidth, and training in how to use the technology. An example the authors cite to illustrate digital inclusion as policy is the passage of President Obama’s National Wireless Initiative. It is intended to provide high-speed wireless services to most Americans by lowering the requirements for wireless access, which means that you only need a mobile device rather than a computer to get Internet access. 

The authors, (Jaeger et al., 2012), then go on to describe several other government initiatives designed to achieve digital inclusion.  Folded into the Stimulus Bill, for example, was $2.5 billion to build broadband infrastructure in rural areas.

Yet, in some instances, government appears to be stumbling over itself. The Telecommunications Act of 1996 established the E-Rate program, which provides all public schools and half of the public libraries in this country with financial support to secure Internet connectivity. The Federal Communications Commission (FCC) released a National Broadband Plan in 2010, which calls for expanding broadband service and suggests that one of the ways it can be paid for is to defund the E-Rate program (Jaeger et al., 2012).   Other instances are cited in the areas of digital literacy that seem equally problematic.

What seems to be missing from many of these well-intentioned programs and policies is an awareness of the role that libraries are already playing in providing access and education. In 2011, there were 16,672 public libraries in the United States of which

·      99.3 percent offered public Internet access

·      64.5 percent reported that they are the only provider of free public computer and Internet access in their communities

·      85.7 percent offered wireless (Wi-Fi) Internet access

·      38 percent offered formal training classes

·      28.1 percent offered one-on-one training

·      78.8 percent helped patrons as the need arose

·      29.5 percent offered online training materials (Smith & Kickuhr, 2012; Jaeger et al., 2012)

If the federal government continues to view the digital divide, digital literacy, and digital inclusion as important policy issues, it will need to include public libraries in the discussion and plans. “No other cultural institutions are prepared to serve the public in the digital literacy and digital inclusion capacities the way public libraries do because of a lack of sufficient public access technology and a lack of the ability to provide education and training related to the Internet” (Jaeger et al., 2012, p. 15).

Three recommendations are put forward:

1)    do not reduce library funding

2)    public libraries need to be brought into the discussion

3)    libraries need to do a better job of advocacy (Jaeger et al., 2012).

Though these recommendations seem very basic, the fact that the authors feel they need to articulate them speaks volumes about the current situation.  Public libraries are dealing with the issues of the digital divide and digital literacy right now, and will be in the future unless they continue to be underfunded and left out of the conversation. 

The most innovative university graduate schools that are training the next wave of librarians have developed programs like the Digital Information Management Graduate Certificate Program (DigIn) and Knowledge River, both at the University of Arizona. DigIn focuses on technology and graduates can offer public libraries and their patrons support for their hardware and software; provide one-on-one training, classes, and answer individual questions; and sit on purchasing and policy committees. Knowledge River provides students with a deeper understanding of the library environment from the perspective of Latino and Native Americans and encourages advocacy on behalf of these underserved, underrepresented populations.

When you combine DigIn with Knowledge River, you are more likely to get professionals who help create cutting-edge projects like those described in “Crossing the Digital Divide”. For example, faced with a crisis, the Menominee people have embraced the latest technology to preserve and teach their culture and language (Benton, 2012). 

You are also more likely to get individuals who will advocate for public libraries, demanding more resources, requesting inclusion when important decisions are being made, and speaking up on behalf of patrons.

The opportunity to help people not only access technology but learn how to use it effectively, which is happening every single day within the public library setting, makes the institution more relevant than ever.  Advocacy is the key to ensuring that this continues in to the future.

References

Benton, S. (2012). Crossing the digital divide. [Electronic version]. Tribal College Journal, 23(3), 15-17.

Jaeger, P., Bertot, J., Thompson, K., Katz, S., & DeCoster, E. (2012). The intersection of public policy and public access: Digital divides, digital literacy, digital inclusion, and public libraries. [Electronic version]. Public Library Quarterly, 31(1), 1-20.

Smith, A. & Kickuhr, K. (2012). Digital Differences. Pew Internet and American Life Project. Retrieved from http://pewinternet.org/~/media//Files/Reports/2012/PIP_Digital_differences_041312.pdf