I’m excited to announce the release of a new report co-authored with Angela Siefer, Director of the National Digital Inclusion Alliance, and published by the Benton Foundation, which highlights and seeks to address the core outcomes-based evaluation needs of the digital inclusion field. Here is an excerpt from today’s report release available at Benton.org:
In recent years, government agencies, private foundations, and community-based organizations have increasingly sought to understand how programs that promote digital inclusion lead to social and economic outcomes for individuals, programs, and communities. This push to measure outcomes has been driven, in part, by a larger trend to ensure that dollars are being used efficiently to improve lives rather than simply to deliver services. A new report, published by Benton Foundation, describes the challenges facing community-based organizations and other key stakeholders in using outcomes-based evaluation to measure the success of their digital inclusion programs and offers recommendations toward addressing these shared barriers.
Download the full report here.
This Wednesday, April 12th at 12:00 PM at Simmons College, Madison Bishop and I will be presenting a talk, titled “Checking Out The Internet” as part of the SLIS Public Lecture Series. Here’s the event info:
How do hotspot lending programs help rural libraries address the unique challenges of Internet connectivity in their communities? This talk will present findings from a research project to explore how mobile wireless hotspot devices—which allow users to access the Internet from any place with a cellular signal—shape internet access and use for the patrons of 24 libraries in rural Kansas and Maine. The research examines the practical requirements for implementing hotspot lending programs; the impact on users’ digital literacy and quality of life; the role of libraries in rural information ecosystems; and the relationship between library hotspot lending programs and other institutions, including schools, local governments, and Internet service providers. This project is being led by researchers at the University of Austin at Texas, Oklahoma State University and Simmons College and funded by a grant from the U.S. Institute of Museum and Library Services.
Presenting on this project will be Co-Principal Investigator Colin Rhinesmith, Assistant Professor in the Simmons School of Library and Information Science, and research assistant Madison Bishop, second-year graduate student.
I’m excited to teach Social Informatics this semester at Simmons SLIS. I’ve built upon my colleague Dr. Lisa Hussey‘s excellent syllabus to include perspectives from the critical informatics and critical information studies literature. It was a real challenge to not include more readings. The course Moodle will include several additional suggested readings, as well. Overall, I’m quite pleased with the course, which definitely emphasizes more critical theoretical perspectives than I have previously incorporated. I believe the course will be much stronger, more timely and relevant, as a result.
Here is the link to the syllabus (v.10) for this semester.
“Social Informatics” refers to the body of research and study that examines social aspects of computerization – including the roles of information technology in social and organizational change and the ways that the social organization of information technologies are influenced by social forces and social practices. This graduate seminar is for students interested in the influence of information technology in the human context, including cultural heritage, professional concerns, and social inequities. The course introduces some of the key concepts of social informatics and situates them into the view of varied perspectives including readers, librarians, computer professionals, authors, educators, publishers, editors, and the institutions that support them.
Upon completion of the course, students will be able to:
- Describe a variety of social, political, and economic contexts that shape information and communication technologies (ICTs) and their impact on society.
- Demonstrate knowledge of social systems and how they interact with ICTs.
- Discuss concepts that illuminate the intersections of race, class, gender, identity, ability, and ICTs.
- Identify a range of ethical, legal, and policy issues that impact the design and use of ICTs.
I’m giving a talk tomorrow here at the Association for Library and Information Science Education conference during the session, titled “Community Engagement and Social Responsibility: Frameworks for Pedagogy and Praxis.” The title of my presentation is “YouthStudio: Promoting Just and Equitable Community Engagement in LIS” (link to PDF).
In the presentation, I introduce the YouthStudio model as a critical pedagogical, participatory design, and ethnographic action research framework to promote more just and equitable community engagement projects in library and information science (LIS). The presentation begins by describing the origin story of the YouthStudio model, which dates back to 2013 when Martin Wolske and I first presented our Community Informatics Studio (link to presentation) at the 2013 ALISE conference and later published the framework in a paper for JELIS with Beth Kumar.
I am grateful to Martin for introducing me to studio-based learning in LIS and for allowing me to collaborate with him over these years to develop a critical theoretical and participatory pedagogical model to advance more equitable and just learning spaces in LIS community engagement projects.
On January 11, 2017, the Federal Communications Commission’s Consumer and Governmental Affairs Bureau released a new report titled “Strategies and Recommendations for Promoting Digital Inclusion.” As the introduction explains,
With this plan, several of the following goals laid out in the 2016 Lifeline Modernization Order are or can be realized. First, this plan marks another step in the Commission’s efforts to better understand non-price barriers to digital inclusion and to facilitate existing and forthcoming efforts addressing them…Second, this plan explores how the Bureau can engage consumer groups, community groups, philanthropic organizations, local governments, and corporations to increase broadband adoption and digital literacy among those who remain offline…Finally, we suggest policy innovations that make the broadband marketplace more transparent and affordable for low-income households and more amendable to promoting digital inclusion in addition to broadband access and adoption.
I am honored to have played a small role in helping to inform the FCC’s final report and recommendations with many thanks to the Benton Foundation, the National Digital Inclusion Alliance, as well as the many community-based organizations, individuals, and families across the country who I had the privilege to visit with during my research in 2015.
Martin Wolske (University of Illinois at Urbana-Champaign) and I have a new paper in The Journal of Community Informatics. The paper is called “Critical Questions for Community Informatics in Practice from an Ethical Perspective.”
Here’s a brief description from the paper:
Collaboratively developed through three years of conference workshops, this set of guiding critical questions seeks to further promote ethical practice in CI…These guiding critical questions affirm the need to state social justice principles more explicitly in community informatics. Unequal power relations will always be a factor and CI practice can benefit from guidelines to ensure these relationships are more equitable.
Many people from around the world contributed to the development of this framework over three years of Community Informatics Research Network conferences in Prato, Italy. I believe the framework is quite relevant and applicable beyond the scope of this topic. It was a real honor to work with Martin Wolske and many other colleagues on this project. I hope it will be useful and also elaborated upon.
It’s a bit late for this announcement, but I thought I’d share that I will be speaking on a panel tonight at Harvard with several absolutely incredible people. I am honored to participate in this book talk event and look forward to joining this important discussion. If you are in the Boston area this evening, please consider attending. Thank you.
Here’s the blurb from the Harvard Berkman Klein Center for Internet & Society’s website:
What does civic engagement look like in a digital age? What does it mean to participate in civic life when the lines between online and offline, political and social, organization and network are increasingly blurred? We define civic media as the “technologies, designs, and practices that produce and reproduce the sense of being in the world with others toward common good.” We offer this intentionally broad definition to accommodate what we see as a growing range of civic practices. And we hope that the term is generative, not restrictive – that it sparks the imagination about what it might include. But this isn’t simply a casual investigation. There is urgency in defining the term, as there is danger of these emerging practices of civic engagement simply getting lumped into larger media trends, or on the flip side, getting written off as anomalies narrowly defined. The term civic media suggests an “acting with” as a means of achieving a common good. It is inclusive of the range of intentional actions that people take with and through technologies, designs, or practices (aka media). Throughout the book, civic media is exemplified not through products or outcomes, but through the processes and potential of using the tools available to strive for the common good.
Join the editors and contributors of the new book Civic Media: Technology, Design, Practice (MIT Press 2016) for a discussion on the role of civic media in the changing face of democracy around the world.
Brandon Brooks (Queens University of Charlotte), Angela Siefer (National Digital Inclusion Alliance), and I have a new blog post up on the Benton Foundation’s Digital Beat Blog. In the post, titled “Digital Equity Planning in U.S. Cities,” we share preliminary findings from our study of digital equity plans in Austin, Portland (OR), and Seattle. Here’s an excerpt from the post:
Based on our preliminary examination of the digital equity plans created by the cities of Austin, Portland, and Seattle, and through our own interviews with local policymakers, we offer these recommendations to federal policymakers, local governments, and other key stakeholders interested in creating effective digital equity plans:
- Local governments should employ a central planning and coordination office with legitimate authority to facilitate digital equity planning.
- Local planners should ensure that traditionally-excluded groups are included in digital equity planning.
- Local decision-makers should use research from a variety of sources to inform digital equity planning.
We offer these preliminary findings and recommendations as key insights to assist local, state, and federal policymakers in creating effective digital equity plans.
Read the full post here.
Dr. Miriam Sweeney (School of Library and Information Studies, University of Alabama) and I have a new paper published in Information, Communication & Society. In the article, titled “Creating Caring Institutions for Community Informatics,” we develop a feminist ethics of care framework for researchers and practitioners in the field of community informatics.
Here is the abstract:
This paper explores the potential affordances of applying a feminist ethics of care approach to community informatics practices in public internet access facilities. As feminist technology scholars have long observed, technology and technoculture are strongly encoded as masculine, privileging traits such as scientific knowledge, rationality, objectivity, and distance. These characteristics are expressed in traditional infomediary practices in a variety of ways, including notions of expertise, ways of conceptualizing technology, emphasis on skills attainment, and deficit-based models of user behavior. In contrast, ethics of care emphasizes the importance of relational and situated knowledge, pluralistic voices and experiences, and relationships bound by mutual interdependence. Traditionally, caring has been feminized and thus necessarily excluded from technoculture and relegated to invisible and unpaid labor. Caring and associated affective labor practices remain an under-examined subject in infomediary practices. Public libraries and community technology centers are logical places to explore for care work, given that they share many characteristics of the spaces where care work has historically been performed. We argue that an ethics of care framework has several possible affordances for infomediary practices in these institutions, including highlighting the gendered power dynamics that define and shape existing practices; distributing care work and making existing care work visible; and envisioning a more holistic and ethical approach to engaging diverse publics. We translate Tronto’s seven warning signs for ‘bad care’ in institutions into seven positive guidelines for providing ‘good care’ in public internet access facilities, then contextualize these for community informatics institutions and practices.
I am absolutely thrilled to announce that I will be joining the Berkman Klein Center for Internet & Society at Harvard University as a faculty associate for the 2016-2017 academic year. During this time, I hope to extend my research and connect with new colleagues focused at the intersection of public libraries, digital inclusion, and broadband adoption.
Here’s a snippet from the Berkman Klein Center’s press release:
The class of fellows will primarily work in Cambridge, Massachusetts, alongside Berkman Klein faculty, students, and staff, as a vibrant community of research and practice. Honoring the networked ethos at the heart of the Center, faculty associates and affiliates from institutions the world over will actively participate as well. These relationships, as well as the countless fruitful engagements with alumni, partners, interns, and other colleagues, are fundamental to the Berkman Klein Center’s work and identity, and serve to increase the capacity of the field and generate opportunities for lasting impact.