Introduction

Instructor Framing

This course—and the book that emerged from it—is grounded in a particular understanding of public librarianship, shaped in part by Jessamyn West’s Without a Net. West argues that libraries increasingly function as a kind of civic help desk: a place where people arrive with immediate, often practical problems related to technology, access, and information systems, and where librarians respond through patient, situated assistance.

From this perspective, public user services are less about mastering discrete tools than about developing the capacity to diagnose needs, adapt explanations, and work collaboratively with patrons in moments of uncertainty. The digital divide appears throughout this book not as an abstract problem to be solved once and for all, but as one of the recurring conditions that shape help desk interactions in real library settings.

The chapters that follow reflect this orientation. Written by students in a course designed around public-facing service work, they emphasize practical scenarios, service frameworks, and the everyday labor of supporting patrons as they navigate technology, resources, and institutional systems.

Introduction

In her book Without a Net, Jessamyn West defines the digital divide as “the gap between people who can easily use and access technology, and those who cannot” (West, 2011, p. xxiv). In the twenty-first century, librarians are in a unique position to promote digital literacy; while libraries have always been centers for learning, the digital age brings with it a responsibility to ensure all patrons’ ability to use technology and access digital resources. Consequently, when exploring how best to develop technology instruction and digital literacy-based library programming, there are a variety of factors to consider, including relationships with patrons, complications with bridging the digital divide, and access to library e-resources.

An important element of librarianship is building relationships with patrons in order to encourage curiosity, promote lifelong learning, and support access to information. In order to help patrons keep an open mind, librarians should work to reframe technology as exploration, rather than judgment. To assist with this, understanding patrons’ prior knowledge and their goals for using technology is key to developing effective programming (West, 2011, p. 84). Likewise, digital literacy instruction in diverse communities can be tailored to address cultural considerations related to technology use and can be offered in multiple languages (Inamdar, n.d., p. 3). Considering the people and populations we’re serving is critical for ensuring all people have access to information and technology instruction.

As librarians aim to promote digital literacy, they must work through this divide and its complexities to bridge users to their technology. There’s no shortage of complications that can occur during this process, such as:

• Negative attitudes surrounding technology
• Perpetual technology catch-up
• Funding
• Difficulty identifying underserved groups
• Inconsistency of technological resources between libraries
• Lack of accessibility
• Difficulty reaching patrons without technology

Furthermore, libraries may be the only place some people can go online. These patrons often use library technology out of necessity, which may increase emotional tensions. In the pursuit of teaching and providing technology, libraries should “be mindful of mission, limitation, and the community context in which we operate” to identify problems and solutions unique to each library (West, 2011, p. 75). Working through the complexities of the digital divide is an essential part of librarians’ work.

Finally, a key mission for libraries is providing legitimate access that keeps people reading, a goal now attained with e-resources. This task is complicated by the fact that “a majority of library digital collections non-users say they don’t know how to access digital collections” (Berens & Noorda, 2023). This lack of digital literacy effectively creates a major barrier to use, leaving the library’s substantial investment in electronic materials underutilized and potentially widening the digital divide within the community. Therefore, librarians are actively working not only to expand access (by offering Wi-Fi and devices) but also to bridge this knowledge gap. They connect with the community through educational programming––offering everything from one-on-one tech help sessions to formal workshops––that teaches patrons how to navigate platforms, download materials, and manage various digital formats. This proactive, hands-on approach ensures that the library fulfills its mission by transforming mere availability into meaningful access and skill-based empowerment.

In addition to building relationships with patrons, navigating complications with the digital divide, and promoting access to digital resources, the following chapters will provide more insight into how best to ensure all people have access to the knowledge and tools needed to participate in twenty-first-century life.