Metaliteracy has been a hot topic in the library world. In their paper “Proposing a Metaliteracy Model to Redefine Information Literacy,” Jacobson and Mackey define metaliteracy as a “comprehensive model for information literacy to advance critical thinking and reflection…” In fact, this paper examines how metaliteracy is dependent upon many similar literacies interacting together in order to succeed with 21st century learning. Accepting this thinking leads me to believe that if being literate in multiple, inter-connected ways is necessary to succeed in the 21st century; then multiple-interconnected illiteracies will also stack making success more difficult for individuals.

Being computer illiterate creates challenges that public librarians are very familiar with. Basic illiteracy creates challenges that public librarians are very familiar with. Dealing with patrons who suffer from both is exponentially challenging. Most directions are written out and low literacy and reading comprehension can render a person unable to follow basic steps. Being computer illiterate means the patron is unaware of the different tools available online and the way that they interconnect. Printing out a form becomes more challenging when the person does not know the many, many different ways to copy and paste, download files, or the various formats documents can come in.

Much discussion revolving around the digital divide focuses on matching low-income patrons with technology so that they can meet the demands that our technology centered society has. The digital divide impedes job hunting, medical and financial literacy, and staying in contact with loved ones. Nevertheless, there are a plethora of nonprofits and government programs that provide low to no cost technology to the impoverished. Public libraries are also a measure against an increasing digital divide. According to PEW research, “In this survey, 29% of library-using Americans 16 and older said they had gone to libraries to use computers, the internet, or a public Wi-Fi network. (That amounts to 23% of all Americans ages 16 and above.)” A list of groups who provide technology will be found at the end of this post.

Connecting patrons to devices is not the issue that public libraries must face. It is a patron’s inability to understand the multiple, inter-connected issues that life online creates that puts them at risk. These meta-illiteracies create circumstances where patrons’ multiple illiteracies increase. Not being able to do online banking or schedule medical appointments and see test results online creates situations where patrons who used to gain these literacies in person, are unable to follow their finances or health trends and lose their medical and health literacies. Not having these literacies ultimately make a patron vulnerable to phishing, scamming, and identity theft. As the Nielson Norman Group points out, “Because they lack the initiative and skill to take matters into their own hands, some users remain at the mercy of other people’s decisions.”

The challenge that public libraries face is how to overcome the meta-illiteracies afflicting our patrons, especially if they are technology resistant. Every library I have worked at has offered computer classes and every one stopped hosting them because patrons did not attend them. At my current library, we utilize volunteers as tech guides who sit with patrons one on one and assist them with personal devices and using library resources. This is very convenient for basic tasks, but becomes more challenging with more personalized information. A patron once asked our tech guide to set up their online banking. The tech was not comfortable with that, and I cannot blame them. Knowing so much detail about a stranger’s personal life makes for uncomfortable situations. I also know of libraries that offer patrons the opportunity to book a librarian. This is similar to the tech guides at my current library and would suffer similar problems with personal information.

I believe that the solution lies in providing STEM education for adults. According to Anne Jolly of Educator Week, “STEM develops a set of thinking, reasoning, teamwork, investigative, and creative skills that students can use in all areas of their lives.” In her article Six Characteristics of a Great STEM Lesson, she states that the sixth characteristic is “STEM lessons allow for multiple right answers and reframe failure as a necessary part of learning.” The other characteristics also support meta-literacy; however, this aspect truly addresses meta-illiteracies. Once patrons understand that there are multiple ways to succeed and that initial failure is not a problem, learning technology and focusing on overcoming meta-illitercy becomes easier.

Technology Programs:
http://www.startgrants.com/free-government-laptops-for-low-income-families.php
https://freegovernmentcellphoneguide.com/free-cell-phone-companies-offer-smartphones/
https://www.pcsforpeople.org/
https://www.computerswithcauses.org/
https://computersforlearning.gov/htm/hp_eligibility.htm

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Public libraries are approaching the digital divide using different strategies. Aside from providing access to computers and internet, the most common digital divide–bridging mechanism is group classes on technology. The public affirms this focus for libraries: 94 percent of Americans believe public libraries should “offer programs to teach people, including kids and senior citizens, how to use digital tools such as computers, smartphones and apps.”¹

We know we should teach technology and most of us are, but are we doing it well? Skokie (IL) Public Library created three program assistant positions (each working twenty hours per week) during a staff realignment about four years ago (read more about this realignment). This position serves numerous purposes, one being a teacher’s assistant for technology classes. The most important part of being the teacher’s assistant is to observe patrons and step in to help when needed. In some cases, our program assistants have never seen the technology they are helping instruct in and are learning alongside patrons. Our amazing program assistants have observed and assisted in around three hundred technology classes led by roughly thirty instructors—they have seen it all. I can think of no other group of library staff members who can better represent the views of patrons when it comes to digital literacy instruction.

To learn more about their experiences working with patrons learning technology, I interviewed Bill Ohms, program assistant for four years; Sarah Mitchell-Mace, program assistant for two and a half years; and Rachel Meiri, program assistant for two and a half years.

PL: How have you observed teachers articulating the goals of the class most effectively?

SMM: Setting expectations clearly at the beginning of the class (verbally, on a PowerPoint slide, or both) so that attendees know what to expect; saying what the class will cover, and what it is hoped patrons will go away with at the end of the class.

PL: What are some techniques you’ve seen for handling a needy student who asks many questions and even questions that may not apply to the class as a whole?

SMM: [We like to say] “that’s a great question—thank you for asking that. I am going to continue with what we are all looking at right now so we can get through everything we want to cover today. If your question hasn’t been answered during this class, see me at the end and we can look at it together.”

PL: What are good ways of making sure every student is following along and understanding the content?

RM: I love to sit or stand in the back of the room, where I can see each screen. I can tell who is tracking with the teacher, who is totally lost and needs help, and who has simply given up or wants to be left to do their own thing. If we are working on tablets or phones, I slowly pace behind the students and peek at their device screens for the same effect. I don’t like to baby students by helping them each step of the way. They will remember more if they struggle a little and figure it out themselves.

SMM: Asking if people have questions is useful to a degree—but they may or may not feel confident proffering up this information. Walk around the class during activities to see what people are doing, make eye contact with them—you can often tell from a person’s body language or facial expressions whether they are following well or not. Go slowly, pause after each main point and ideally give people as much opportunity to practice what you have been teaching.

Also, accept that sometimes not everyone will be able to follow and understand all content—it doesn’t mean you are a bad teacher. If the person who has never used a mouse signs up for advanced Excel, you are not going to be able to make them follow everything—but you can gently say to this person, “Patrons will often take other classes before this one, so if you would like me to recommend some classes that might be helpful for you, we can look at these together at the end of the class.”

PL: What is the best way to handle a person who is well ahead of the class in terms of knowledge?

BO: I try to walk over to them and point out some extra and fun things that they can do within the program they are learning.

RM: I find that often these students like to be left alone. They will begin to explore further into the program on their own, working ahead of the class but remaining content.

SMM: At the beginning of the class, set the expectation of what will be covered. Tell people, “If you find this class is too basic, or advanced, or not suitable for your needs, please feel free to leave whenever you wish—my feelings will not be hurt!”

You can also tell people that if they have already mastered what is being taught, then they can experiment or play around with the subject matter themselves and that you will answer any questions if you can.

PL: What is the best way to handle a person who is well behind the class? For example, someone who doesn’t know how to use a mouse in an Excel class.

SMM: Similar to responses for needy person and setting expectations. Add something like “If this is all very new for you and you don’t feel confident following everything, don’t worry, this is very typical when you do something for the first time—let’s chat at the end of the class about other classes and resources that may be helpful for you.”

RM: I often will suggest to a person who is consistently a step (or two or three) behind that maybe it would be best to listen to the teacher and follow along by simply observing for the remainder of the class. We offer so many amazing resources to meet them where they’re at that I make sure to show them where they can get help for what they really need to work on—upcoming beginner classes, one-on-one classes, Lynda.com.

PL: What are the best types of slides in your opinion?

BO: Less is more.

PL: What is the best way of showing what is happening on the screen if teaching a hands-on class?

SMM: Simple things, like enlarging the area being worked on (i.e., in Excel or Word, zoom in) when demonstrating something on the big screen. Use a laser pointer so people can see where to look.

BO: Explaining the cursor at the start of the class and having students follow along.

PL: What are some characteristics of the best handouts?

SMM: Something meaningful or useful that the student will look at in a few days’ time and it will make sense. Usually this is not a copy of the PowerPoint presentation used in class. Handouts that contain all the pertinent information of the class, so that patrons don’t spend the class trying to scribble down notes of everything useful being said—the information is already there. Handouts that provide people with further resources to continue their learning.

PL: What are the best ways to create community within a technology class?

SMM: If class size permits, ask everyone to introduce themselves briefly at the beginning—just their name and what they hope to get out of the class (this is also useful for the teacher to learn what attendees are hoping to walk away with at the end of the class).

Working together. For example in our “Be Your Own Travel Agent” class, students spend part of the time learning about different online travel resources, then part of the class working together in small groups using these resources to plan a vacation for fictitious characters, such as Zara who wants to travel to the Dominican Republic or Marty who wants to visit Iceland with his son.

BO: There are times where a student will help the person next to them. When I see this and if they are working well, I let them be. I’ve seen bonds created and people sit together purposely at future programs.

RM: I’ve only ever seen it happen organically: a student will be struggling and instead of waving me or the teacher down, asks his neighbor for help. If someone will ask two or three times, eventually the two start chatting and become class buddies. I’ve also seen it organically in a class full of people working on social media, such as Facebook, Pinterest, or Instagram. They just start chatting to each other, discussing their kids or grandkids, work, and hobbies. Perhaps teachers could encourage this community by having each student turn to their neighbor to briefly introduce themselves and thereafter encouraging people to ask their neighbors for help if they get lost.

PL: Anything else that would help somebody become a stronger teacher?

RM: Never assume students know something: define all terms, examples, pathways, etc. More often than not, if a teacher has to ask, “You know?,” a few students are silently saying to themselves, “No, I have no idea what you’re talking about.” Don’t assume, clearly articulate everything because someone needs the extra help.

BO: Know your audience, introduce yourself at the start of the class, engage your audience individually throughout the class, and enjoy the subject you are teaching.

SMM: Simple things like remembering to introduce yourself at the start of the session, smile, make plenty of eye contact with people, don’t be afraid to say “hmm, that is a great question. I don’t know the answer, let’s look it up together.” Put yourself in the student’s shoes—maybe they are embarrassed by their lack of knowledge, or tired, or stressed. Finally, enjoy what you do—it is a great privilege and very satisfying to facilitate someone’s acquisition of digital literacy.

Conclusion

Learning to be a strong technology instructor takes time and effort. I’m hoping that Sarah, Bill, and Rachel’s answers will help reduce the learning curve for any new teacher and perhaps even remind seasoned teachers of some forgotten best practices.

Reference

1. John B. Horrigan, “Libraries at the Crossroads,” Pew Research Center, Sept. 15, 2015, www.pewinternet.org/2015 /09/15/libraries-at-the-crossroads.

The post Teaching Technology first appeared on Public Libraries Online.

“The caller would like you to talk a little about e-books,” said the radio announcer as my colleague and I talked on the air about library services. So, I launched into my elevator speech about how our digital collection is in high demand, but our physical collection is still our core service. I chatted away about all the e-books and e-audiobooks in our collection.

And then a second caller asked a follow up, “What is an e-book?” An eye opener for sure.

It’s easy to assume the digital divide is closing as public librarians who use technology every day in our work. Evidence shows this isn’t the case.

Recently, the Nielsen Norman Group released an article on an international study by Organisation for Economic Co-operation and Development (OECD) [1]. The researchers tested adults aged 16-65 in countries including the United States, Japan, the Netherlands, the UK, Germany, Singapore and Canada. One of theresults found26 percent of the adult population has no technology skills. Of those with skills, most are limited to using basic email or web browser functions [2].

In the table below you can see the level of skills defined and the OECD study averages. You can see the full breakout by country in the article. The ranges do not vary much when broken down by country.

So while 77 percent of Americans have a smartphone and nearly 50 percent have a tablet, that doesn’t necessarily mean they know how to use them well [3]. We hear stories like this all over our library system. For example, an elderly couple came in to meet with one of our librarians after purchasing a smartphone and a tablet from a local retailer. They wanted to know how to make phone calls and connect to the Internet. Our librarian was more than happy to help.

You might not have woken up this morning feeling like a technology guru but reality is your skills are likely in the top quarter of the world’s population. As a public librarian, your mission, should to choose to accept it, is to bridge the digital divide. We have our work cut out for us. Don’t assume your definition of “basic skills” is the same as the next patron who comes to your desk for tech help. If someone asks you about e-books, “Do you know what they are?” might need to be your first reference interview question.

References

[1] Nielsen, Jakob. “The Distribution of Users’ Computer Skills: Worse Than You Think.” Nielsen Norman Group. November 13, 2016. Accessed Jan. 21, 2017.  https://www.nngroup.com/articles/computer-skill-levels/

[2] OECD (2016), Skills Matter: Further Results from the Survey of Adult Skills, OECD Skills Studies, OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264258051-en

[3] Smith, Aaron.  “Record shares of Americans now own smartphones, have home broadband.” Jan, 12 2017. Pew Research Center. Accessed Jan. 21, 2017. http://www.pewresearch.org/fact-tank/2017/01/12/evolution-of-technology/

The post Your Mission: Technology Guru first appeared on Public Libraries Online.

Resources for this Podcast:

Pew Research Center – Digital Readiness Gaps

What is Digital Readiness?

John B. Horrigan, Senior Researcher, Pew Research Center

The post FYI Podcast – Pew Research Center Report: Digital Readiness Gaps first appeared on Public Libraries Online.

This digital divide impacts residents not only with seeking jobs but also with completing homework assignments, applying for post-secondary educational opportunities, signing up for health insurance, and registering for many government programs. In short, residents without Internet access are at a huge disadvantage.

Moreover, the legal battle over net neutrality and the status of broadband access as a utility progressed to another significant milestone on June 14, 2016. The United States Court of Appeals for the District of Columbia Circuit ruled that broadband access is a utility. Kang also reported on this development: “The decision affirmed the government’s view that broadband is as essential as the phone and power and should be available to all Americans, rather than a luxury that does not need close government supervision.”^[2] This decision speaks to the role that Internet access, specifically broadband access, plays in modern life. Kang’s article on Detroit highlights that all Internet access is not equal. Specifically, cell phones offering Internet access may technically allow the user to search for jobs and apply; however, editing a resume and completing complex job applications on a small mobile device is a sizable challenge.^[3]

Naturally, Detroit residents seeking Internet access have sought the local public libraries, which Kang notes have a limited number of terminals. Wi-Fi is helpful for residents with their own device, but those without personal devices face the largest challenges. There are also community organizations working to provide Internet access to underserved residents.

While Detroit, Michigan, is profiled as an extreme example of Internet access challenges, the problem is visible throughout the United States. Public libraries are taking different approaches to addressing this problem.

The Kansas City Kansas Public Library introduced a mobile library in October of 2014. The mobile library’s goal is to expand service across the community and “lessen the digital divide.”^[4] The mobile library includes Wi-Fi access, a mobile computer lab with five computers, and a circulating collection. It brings an essential set of library services to the community.

Just across the state line, the Kansas City Public Library in Kansas City, Missouri, has taken a slightly different approach to addressing the digital divide; their efforts include a pilot project of mobile Internet hotspots and tablet computers, a digital media lab designed for teens, community learning centers, and public computing facilities, and the library also leads the Kansas City Alliance for Digital Inclusion,^[5] a holistic approach that brings together community organizations to address the digital divide.

As seen in Detroit, Michigan, the digital divide creates sizable challenges for underserved residents. Lack of or limited Internet access creates significant roadblocks. Public access computers and Wi-Fi offered in library locations is a first line of assistance; however, many libraries are looking further at what can be done to better help address the digital divide. Overall, the complementary efforts of KCKPL and KCPL demonstrate the how public libraries are strategically positioned to bridge the digital divide in multiple ways.

References

[1] Cecilia Kang, “Unemployed Detroit Residents Are Trapped by a Digital Divide,” New York Times, May 22, 2016.

[2] Cecilia Kang, “Court Backs Rules Treating Internet as Utility, Not Luxury,” New York Times, June 14, 2016.

[3] Cecilia Kang, “Unemployed Detroit Residents Are Trapped by a Digital Divide.”

[4] “KCKPL Mobile Library,” Kansas City, Kansas Public Library, 2014, accessed June 15, 2016.

[5] “Digital Inclusion,” Kansas City Public Library, accessed June 15, 2016.

The post Reaching Across the Digital Divide first appeared on Public Libraries Online.

I am specifically interested in how Minecraft can now be used as an educational and historical tool. I will be the first to admit that I am not a Minecraft expert, nor have I even played the game. My nine-year-old brother has tried explaining it to me a few times, but as he explains, all I can think about is how it looks like the old 8-bit games I used to play as a child (e.g., Donkey Kong and Duck Hunt).The more I have paid attention to the game and how it works, however, the more I realize it can be used to construct cities and towns to be used as virtual historical tours. Can you imagine taking a virtual walkthrough of your hometown back in the 1940s or 1950s? I can only assume it would be a very surreal experience.

I recently attended the Texas Library Association Conference in Houston, Texas, and a very innovative session was given on using Minecraft as a historical tool. The city of Sugarland, Texas, partnered up with Techno Chaos, a local information technology group, to see how they could incorporate Minecraft as an educational tool in their school system. The result was genius! The information technology group, who are all very savvy and familiar with the game, pitched the idea of using the game to construct what Sugarland looked like in the 1950s.

The school district loved the idea and ran with it. Historical photos of the city were collected and passed around to many of the elementary and middle school classrooms within the school district. Each photo allowed a different class the opportunity to come up with their Minecraft version of that image. The concept was easy: Use the historical photos as a blueprint to construct a virtual simulation of the buildings and streets of Sugarland in the 1950s. What better way to incorporate history and gaming by way of Minecraft? Minecraft has proven to not only be a fun game but a tool that has “transcended into real-life like no other game before, having a positive impact on key areas as diverse as urban development, mapping, history and the arts.”[2]

Minecraft is successful because the game is flexible. Any group, school, or library can manipulate the game to suit their educational or entertainment needs. According to Daniel Short, a professor of environmental science at Robert Morris University, “It is a game changer. Minecraft is now a major educational concern.”[3] It has been proven to be a successful educational tool for children of all ages.

So instead of thinking of Minecraft as merely a game that is a waste of time, think of it as a tool that can successfully educate children across the country that can prepare them for specific areas in engineering, history, and the arts.

References

[1] David Crookes, “Minecraft is much more than ‘Lego online’ – it’s a creative classroom tool,” February 18, 2015.

[2] Ibid.

[3] Ibid.

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With a Twist

The NYPL archive is no ordinary collection. At 673,744 items strong, the NYPL now offers an amazing added value feature. Last month it released a Public Domain Collections initiative, giving users instant access to the collection’s 180,000 public domain items . All the works are available in high-resolution format, encouraging re-use. Repurposing the works is, in fact, the whole point. According to Greg Cram, NYPL’s associate director of copyright and information policy, “We are trying to make it so users can not only see things, but can make determinations about whether to use them in new ways”.[1]

Something for Everyone

The effort is spearheaded by in-house NYPL Labs and enables users of all skill levels to easily manipulate the collections. The more advanced users can take advantage of programming interfaces (APIs) to create their own tools for manipulating the collections. Recent projects include Urban Scratch-Off, in which users scratch an aerial photograph of New York, lottery-ticket style, to reveal aerial shots of the city in 1924, and Mapping Cholera which tracks the 1832 epidemic using geodata harvested from maps belonging to the library. ^[2]

For the rest of us, NYPL Labs offers some fun, ready-made apps for interactive use of the collections, including:

Mansion Maniac This app allows users to “explore the floor plans of some of the city’s most extravagant early-20th-century residences,”[3] sourced from the Apartment Houses of the Metropolis collection.

Navigating the Green Books This app enables users to map out trips they would take to places listed in the Green Books (hotels, restaurants, bars and gas stations where black travelers were welcome).[4]

Street View, Then & Now: New York City’s Fifth Avenue Here, users take a tour of Fifth Avenue past and present, and compare photos from the 1011 Fifth Avenue from start to finish with 2015’s Google Street view. [5]

Remix Residencies

And that’s not all! NYPL labs offers a “Remix Residency” to drive innovative use of the collection and to encourage the production of new tools for re-purposing the collection. Each residency includes a $2000 stipend, access to NYPL curators and staff, and a workspace. NYPL Labs seeks submissions for projects that provide “new ways of looking at or presenting public domain materials—or allow access to the information . . . currently locked within the static images”.[6] Submissions may include mappings, visualizations, generative art, games, bots, or other interactives.

Rijksstudio

The NYPL public domain collection and NYPL Labs initiative is a more information-oriented version of the Rijksmuseum’s artsy Rijksstudio initiative, where users can download high resolution copies of over 200,000 copyright-free masterpieces and using free online tools can tweak, crop, and otherwise manipulate them to create printed pieces like bracelets, bags, cards, lampshades, wallpaper, or even iPad covers. ^[7]

Information Consumption vs. Production

With the advent of the Internet and the proliferation of personal digital technology, we now consume information on an unrivaled scale. By empowering information consumers to also act as information producers, NYPL Labs and Rijksmuseum are doing their part to ensure the democratic balance of the information universe.

References:

[1] Greg Cram. “New York Public Library Invites a Deep Digital Dive” by Jennifer Schuessler, New York Times, January 6, 2016.

[2] Jennifer Schuessler. “New York Public Library Invites a Deep Digital Dive,” New York Times, January 6, 2016.

[3] Ibid.

[4] Ibid.

[5] Ibid.

[6] “NYPL Labs Remix Residency,” New York Public Library, accessed February 16, 2016.

[7] Peter Gorgels, “Rijksstudio: Make Your Own Masterpiece!” Museums and the Web 2013, N. Proctor & R. Cherry (eds). Silver Spring, MD: Museums and the Web. January 28, 2013. Accessed February 16, 2016.

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Whether you may be aware or not, there is a digital literacy divide that exists. It is often assumed that everybody has access to the Internet or to a computer; however, that could not be further from the truth. Brooklyn Public Library has found that “according to a 2013 report from the New York City’s Comptroller’s Office entitled ‘Bridging the Digital Literacy Divide,’ 26.7 percent of households do not subscribe to high-speed Internet service.”[2] Those numbers are much higher in areas across the United States that are considered low-income and impoverished. This puts families who do not have access to the Internet in their home at a disadvantage. Given that digital literacy is seemingly universally accepted in this digital age, lacking technology skills can seriously hinder one’s ability to simply keep up. Many schools have gone as far as allowing their students the opportunity to take home tablets to be used for homework and research to curb any digital literacy divide. Digital literacy advocates say the goal of such initiatives is to bridge the digital divide that can slow students down: “We want—or, rather, we need—today’s students to critically consume information, to create and share across time and space, to cocreate and collaborate to solve problems, to persevere in light of setbacks, and to maintain flexibility. Digital literacies provide opportunities for the inquiries that will develop these skills.”[3] It is important that we continue bridging the digital literacy divide to provide our youth with the best opportunities to succeed in the future.

The educational need for information and communication technology is dire. In a time when technology seems to be at the fingertips of all individuals, public libraries still provide an unmatched service to all those who simply cannot afford the luxury of having Internet in their homes. It is only a matter of time before public libraries all across the country, not only those with big budgets, will have hotspots available for checkout. Through a multitude of grant opportunities, municipality funds, or county funds, this type of access will be something big to look forward to in the near future.

References:

[1] Chicago Public Library. “Borrow a WiFi Hotspot from Chicago Public Library.” Accessed February 3, 2016.

[2] Brooklyn Public Library. “Library HotSpot Loan Program.” Accessed February 3, 2016.

[3] Troy and Turner Hicks, Kristen Hawley. “No Longer a Luxury: Digital Literacy Can’t Wait.” English Journal 102.6 (2013): 58–65.

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Currently in my home state, there is great discussion about a requested utility rate hike of 20%. Thinking about this possibility in light of the Internet regulation debate gave me pause. Utilities are regulated in my state and the rate hike is currently being “discussed and evaluated,” though I have heard no discussion that a rate increase will not occur. It is simply a question of how much.

In the case of heat and electricity, the consumer is truly over a barrel. But what about Internet? Despite how many of us feel, Internet access is not a fundamental need. If a regulated utility can request a 20% increase after a few years of bad snow storms, what might be considered a legitimate regulated increase for Internet? Of course, there are dangers on the other side of the coin as well. If there is no regulation, then does the situation become massively out of control leaving Internet service to only the wealthy and elite?

The issue has large implications for us in Libraryland. With our current political climate suggesting that libraries could/should go the way of the dodo, there is little incentive for providers to ensure libraries are in the “fast lane.” Further, we already see in libraries the same socioeconomic divide between the haves and the have-nots. Wealthy communities have large libraries with makerspaces, robotics, etc. while smaller libraries in less affluent communities exist more as reading rooms. If this divide is accepted among Internet service as well, the implications and effects of such divide will surely trickle down to the individual level.

In 2010, the FCC ruled that ISPs could not block or delay content and none would be allowed to pay for priority delivery. In effect, it ruled for status quo. But others question the whole concept. They suggest that the notion of network neutrality is nothing more than an illusion; Internet operators have always and still discriminate in what goes to where and how fast it gets there. In this context too, I think about my own Internet provider options, where I can pay more for higher speeds. I don’t understand how this is not in contradiction to the FCC ruling.

I am left to wonder if the issue of network neutrality for libraries will become akin to issues of censorship in libraries. No library engages in “censorship.” Yet every day we make collection decisions based on various criteria. Some of that criterion is cost in relation to our budgets. For most of us, our patrons have limited access, and our access is often a function of the socioeconomic status of our community. Regulation or no regulation—what does it mean for us?

Works Cited

[1] http://www.technologyreview.com/view/531671/are-we-really-saving-the-open-internet/

Cover Art Credit: EFF-Graphics (C.C. BY 3.0)

The post Net Neutral? first appeared on Public Libraries Online.

Jazzy Wright’s article on District Dispatch provided highlights of the 34-page document released by the ALA. She also included information from the Pew Internet Project that found that libraries having computers and Internet access for patrons are incredibly important in the eyes of users.[1] The ALA report itself quotes an Institute of Museum and Library Services study that found that about one-third of the American population have used a computer in the library during the course of a year.[2] Reading the report and seeing all the wonderful things done in the 29 different states and the District of Columbia brings a feeling of pride knowing what colleagues around the country are doing to try to help provide much needed access and knowledge.

From a personal standpoint, Pikes Peak Library District (PPLD), Colorado Springs, Colo., was one of the libraries that received BTOP funds through the Colorado State Library. Three of the libraries in our district that serve lower income populations had additional computers, laptops, furniture, electricity, and data added to our resources. On a daily basis, I observe patrons using the computers non-stop to fill out job applications, learn a new skill, create church bulletins, keep in touch with friends and family, and play games.

Because of the additional computers, patrons are often able to have more time than just their standard 55 minute session. They are also less likely to have to wait to use a computer, which is especially beneficial when people are in a time crunch. The extra in-house laptops are also a great help for patrons who need to work on longer projects, like resumes and applications. Our computer trainer is also able to use them for classes, which not only allows for patrons to learn, but also leaves the more in-demand full-service desktops available for people who walk in. Computer classes are a regular offering at almost all the libraries in PPLD, but as part of the BTOP project, classes covering library job, health, and business resources, as well as local government information were offered.

One wonderful story we had happen was a patron who came to many of the computer classes offered at our location. He started off with almost no computer skills, but after coming to class and study hall, he had enough knowledge that he was able to not only use his laptop, but apply for and obtain a job. When the patron found out he had gotten the job, he came into the library to tell our computer trainer about his success and to thank him for the help.

I encourage everyone to take at least a quick glance at the ALA report on the BTOP project. As we all know, the digital divide is a very real thing, but hearing the ways libraries are working to help overcome it is inspiring and exciting!

________________

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