Jeff's Community Informatics Projects

Research Questions

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There are many indications that use of the internet has been slipstreamed into the daily grind of American life.  In 2006 and 2007 around 70% of the population used the internet at least occasionally (PEW Tracking Survey 2006, Horrigan and Smith 2007) and if growth has remained roughly constant the figure is somewhere around 75% today.  This means those that do not have access (of some sort) are part of a numeric minority.  If they do not have skills pertaining to internet use they are likely to be at a disadvantage in the over 54% of workplaces where people use the web regularly (PEW Tracking Survey 2006).  Well over 90% of web users depend on email online and over two thirds look to the web for news (PEW Tracking Survey 2006).  Others (over 91%) look to search engines for all kinds of information and accomplish other common tasks such as acquiring driving directions (over 86%) and participate in product, service, or person feedback systems (over 32%) (PEW Tracking Survey 2006).  Those without access, skills, or motivation to use web resources will find themselves left behind as more and more social, economic, government, information and communication services shift over to the digital world.

In 2005 about 35% of all internet users had posted content to the internet in the form of blogs, websites, literature or multimedia (Horrigan 2006).  Of these users 71% of them were using broadband from home (Horrigan 2006), which indicates the significant bearing connection speed has on the capability for authorship of content online.  If someone could not afford or receive broadband in their home they might (and should) look to a library to provide it for them instead.  Since only 47% of the total population has home broadband (Horrigan and Smith 2007) over half of all potential library patrons could stand to benefit.  The prospective benefits for broadband use increase when one includes emphasis on specific populations.  Those older than 65 years of age, those with a high school (or worse) education, those who make under $30,000 a year, and those living in rural areas are all significantly less likely to have a home broadband connection (Horrigan and Smith 2007).  African Americans are only slightly less likely to have broadband at home (40%), but when combined with any of the four aforementioned categories, would likely have even lower rates than the average in those categories.

To better illustrate the concept of persons with varying levels of Digital Consciousness one can consult the internet user typology assembled by PEW in 2007 (Horrigan 2007).  For users to truly overcome the barriers of the digital divide and develop Digital Consciousness they must have the opportunities to fulfill several criteria.  In the PEW report these are specified as:

1. Assets, or the devices and services used by an individual to connect to and use the internet.  This might be technologies like cell phones, computers, and video cameras or services that “facilitate digital consumption, participation, and electronic communication” (Horrigan 2007, pp 2).
2. Actions, the activities in which participants engage, such as downloading and upload multimedia content.  This also included a measure of variety and frequency of activities.
3. Attitudes, the perspectives users have that reflect the helpfulness of ICT’s in regards to work, play, and mediating social capital.

The results push forward a colorful display of varying tech users, around half of which have only command a few technical assets.  The top 31%, however, are designated as elite tech users and likely command some measure of Digital Consciousness.  They include four groups:

1. Omnivores – 8% of tech users are people who do just about everything they possibly can on the web.  They are responsible for much, if not most, of the original and impressive user created content on the web.  They are young, have been on the web for a decade, and have a good chance of owning every type of ICT out there.
2. Connectors – 7% of tech users who boast full-featured cell phones and use the internet frequently.  They have high levels of satisfaction with ICT’s and use them to connect to others and manage digital content. 
3. Lackluster Veterans – an older 8% of tech users who very often kick around online but are less thrilled about cell phones and ICT’s in general. 
4. Productivity Enhancers – about 8% of the group who have strongly positive views about how technology lets them stay connected, work, and learn.  They connect to the internet frequently.

In general, the number, type and frequency of ICT’s used as well as content creation and everyday cyberspace activities goes from high to low as you go from omnivore to productivity enhancer.  These individuals represent a level of technological advantage and Digital Consciousness that libraries today are at odds to provide.  If this is the final stage to the Digital Divide, however, then it is crucial the libraries, especially those that serve disadvantaged communities who might not otherwise be able to surmount technological barriers, learn from the elite user end of the spectrum.

One cannot immediately start demanding change, however, without having a realistic sense of where they are.  Though some general statistics and indications were overviewed above, many particular aspects of digital inequality remain unknown.  To address this issue this report constructed an interrogation of five major digital inequality related topics.

For patrons to begin to experience and shape the web in an immersive fashion they must first be able to have a place to do so.  Basic information about the hours and adequacy of a library (serving capacity in terms of population served: total town size and average users per day) thus became elementary but foundational questions. In addition, questions relating to future upgrades for a few items were asked in order to get a sense of where the library was headed in the future.  If libraries are to remain an effective service they must have plans to adapt to the needs of the information age.  Much of this sort of information (especially hours and policy) can and should be communicated online, and as such information from library websites (if they had one) was also noted.

The next item to come to mind is of course a measure of the most essential and pervasive device in enabling users to connect to the web: the computer.  All libraries in Illinois were required to field at least a few computers at the time of this report’s writing, but they varied considerably in capabilities and number.  Simple factors, such as the total number of computers available for patrons, the age of said computers (a reasonable predictor of speed), and their accessibility were first observed to get a sense of what kind of propensity for access was at hand.  More detailed specifics were then collected about two primary concepts: connection and creation.  Essentially these questions were collectively intended to answer the key question: what can people create with and connect to the computers?

In the information age one cannot speak of creation and connection without mentioning the internet in the same breath.  The type and speed of network access available is arguably equally (if not more) important than the abilities of the computers connecting to it.  Libraries might offer walk-up (Ethernet jack-based) or wireless internet for patrons.  The coverage and speed of such networks becomes an important evaluation of their capabilities and offerings for patrons.  Ease of use and perceived usefulness are significantly affected by connection speed.  Viewing and creating multimedia, or even advanced content operations, such as creating a website, require a moderately powerful connection.  With a continuous fast connections users and can drop on and off to snag information, photos, check email, and more.  Those suffering under a dial-up setup have to endure long log-in times and limit their browsing in a more linear and single-minded fashion and they also have a more limited array of activities they can perform online (reduced usefulness).  Libraries without broadband might suffer from other ill effects as well, such as losing the ability to use the phone line while surfing the web.

Experiential access in many ways begins with the viable use and knowledge of various programs.  Libraries can provide opportunities for patrons to practice and learn more complicated internet tasks by offering programs (outside of those that are web-based) to facilitate them.  Many advanced operations require a modernized basic computing environment, like a recent operating system (OS), web browser, and machine kept safe and usable by updated anti-virus.  If users plan to connect and create print, multimedia, and literature-based content then they would also need programs to assist these processes, such as media players, office sweets, and knowledge databases.  Computers also open up a whole new world of applications in regards to archival, communication and education.  Libraries might field programs to trace lineage, chat online, or educational games or databases for children.
The advent of Web2.0 and scripting technologies like Flash and Java have severely reduced the need for pre-installed programs, however.  Indeed, with suites like the Google office package users can accomplish the tasks many forms of software previously addressed, and with the added benefit of integrated collaboration.  For this reason the survey of specific programs was de-emphasized and more attention was paid to bigger factors, such as web browser and connection speed.

And finally, and perhaps most importantly, to enable Digital Consciousness users must have policies and staff members that support their process of learning and use.  If younger visitors can use computers and spend significant amounts of time on them then they will be more likely to experience the effect of growing up with the internet.  Libraries that have staff who can provide support might also help to encourage and foster computer literacy for aspiring patrons.  And, on the negative side, the amount of freedom afforded for patron computer use, such as the ability to install programs or save files, critically impacts the way they can accomplish digital authorship tasks.