Framing Access: Digital Navigators and Libraries
More information on the Digital Navigators project here.
Summary
Three researchers from the Technology and Policy Institute (TIPI) at the University of Texas recently published a paper in the Journal of Information Policy that presented findings on how Texas libraries responded to the digital needs of their communities during the pandemic. The study revealed that libraries faced myriad challenges but also provided critical support in bridging the digital divide during COVID-19. Researchers traveled through Texas, visiting ten libraries including those in Martindale, Mercedes, Brownsville, Lubbock, Austin, Dublin, Houston and elsewhere. Using qualitative interviews with library staff and central support staff arranged by the Texas State Library and Archives Commission, the study illuminates key challenges in bridging the digital divide. It contributes to a growing body of literature that examines policies intended to close the digital divide in the U.S.
Problem
The study sought to explore how libraries adopted or adapted the key components of the model for Digital Navigators as it was developed at the Salt Lake City Library. The Texas state agency specifically awarded grants that would enable libraries to develop their own Digital Navigator program. Our two key questions were: What components of the Salt Lake City Digital Navigator model were or were not adopted in this sample and why? What factors affected how libraries implemented a Digital Navigator program?
The Digital Navigator model as it was developed in Salt Lake takes a holistic approach to addressing the digital divide by focusing on all aspects of the digital inclusion process, including community partnerships, local data explaining and documenting digital gaps, local capacity, and educational programs and training. In the Texas sites, Digital Navigators provide personalized support to community members in at least three ways: cultivating digital literacy, supplying devices, and providing home connectivity.
This research highlights the unique challenges libraries and librarians faced in providing digital connectivity to members of their communities during a public health crisis. This study becomes especially important given national efforts to bridge the digital divide in small and rural communities.
Key takeaways
Libraries face significant internal and external barriers to launching digital navigator programs, spanning procurement issues, hiring talented people to function as Navigators, and using or developing appropriate curriculum. One common method that libraries adopted was to create and lead classes, a few others offered individual appointments or arranged for Navigators to be available to patrons on an “as needed” basis. Another common approach was to provide devices, i.e., loaning computers and hot spots. Libraries also developed partnerships with other city or civil society and faith-based organizations, but those efforts and results were uneven across the libraries.
The study also found that several internal factors hampered efforts of digital connectivity, including library staff time, the strength of community partnerships, and the challenges of balancing the role of the Digital Navigator alongside other necessary duties inside a library setting. Libraries had limited funds to hire staff, and existing staff were hesitant to take on “extra” responsibilities. While libraries expressed a desire to form partnerships, many were unable to achieve that goal.
The pace of procurement, locating qualified people when the positions were for only one year, and readjusting initial visions of community needs came up within libraries both large and small. For example, TSLAC’s own contracting process caused delays to the libraries’ purchasing. The reimbursement process also affected the turnaround time for providing devices. Libraries at times struggled to retain employees for lack of benefits. Digital Navigators departed before the grant ended for employment that offered retirement and health insurance.
Libraries catered to their specific and known patrons to close the digital divide and promote digital equity. For some, this meant that new training materials had to be tailored to their unique environments. Some libraries noted the specific challenges in serving senior citizens. Gender did not emerge as a major subtheme for the Digital Navigation, but one library specifically worked with domestic violence victims on their Digital Navigation needs.
Ultimately, each library had distinctive definitions of digital inclusion needs and success based on these factors. Each one found elements of its program that succeeded even if it did not recreate the Digital Navigator ideal. Even with limited resources and restrictions to the grant, almost all the Texas libraries implemented a portion of the Digital Navigator model and offered something positive in their communities.
The policy community might consider ways they can help libraries to cultivate strong community partners. The most effective Digital Navigator programs were able to draw on support from established community partners that were cultivated over time through ongoing engagement; in many cases, they were crucial to supplement library bandwidth and skills gaps.
Libraries continue to provide a valuable and essential service as a public space for information access, especially in an increasingly digital world. High-speed internet for essential services such as health care, job applications, education, and other services is more critical than ever. Libraries are a crucial piece to bridging the digital divide, but their capabilities must be supported within the context of their resources and mission.
Methodology
Researchers visited all ten sites in person and interviewed the library personnel who designed or ran these programs. Additional Zoom interviews were conducted with a subset of project staff and community partner staff members, sometimes preliminary to our in-person visits. The onsite visits and interviews enabled researchers to get a better picture of the local communities and the library facilities and to meet staff. The team also interviewed an external digital literacy consultant and the TSLAC grant management personnel, and examined grant documents and curriculum materials. The team coded the interviews using the qualitative analysis software atlas.ti, identifying the comments that reflected on program elements and implementation.
This project was funded by the Texas State Library and Archives Commission (TSLAC).
Click below to read the full article: