Promoting Universal Broadband Access With Gina Millsap (Part 2 of 2)

March 23, 2021

This is the second part of a two-part interview conducted with Gina Millsap, retired Topeka and Shawnee County Public Library (TSCPL) CEO and a longtime advocate of broadband access for work and learning. An article drawn from the interview is available on the ShapingEDU blog.

In your article “We All Need Broadband” [April 7, 2020], you mentioned that “some parts of our community don’t have quality, affordable broadband, especially in the rural areas of Shawnee County.” I’ve always been impressed by how you and your colleagues responded to community needs by setting up an entire online branch of the library to serve those who, living in rural parts of your service area, couldn’t easily visit a physical library building. Can you tell a story that shows how you and your colleagues overcame some of the challenges of Internet access to provide those online services?

There are a few things. TSCPL equipped bookmobiles as hot spots and has been providing technology training for the community for well over 20 years. What is somewhat discouraging is that the “Taming the Mouse” class is still offered. I say that because it’s still needed. And TSCPL installed about 170 public access computers in the early 2000s to ensure that people had the access they needed to communicate, apply for jobs, learn more about technology tools, and provide themselves with entertainment. I have become less enamored of these stopgap measures in the past few years. That’s because I think they’ve allowed other community leaders to think, “The library has this covered, so we don’t have to worry about it.”

So, a question—are you asking about challenges the library faced? Honestly, the big challenge for many libraries were two-fold: did they have the money to upgrade their technology and broadband services as needed and to invest in technology? Did they have the staff expertise to manage that technology and help educate their communities? TSCPL had both, and chose to make those investments. Many libraries didn’t have the resources to do that. 

Makes sense to me; thanks. Whose work in fostering broadband access do you admire—and why?

I’m appreciative of the work that SHLB [Schools, Health & Libraries Broadband Coalition] is doing and the fact that they are developing a strong coalition of key partners. They are giving a voice to public-sector needs that hasn’t existed before. I’m also appreciative of the work ULC [Urban Libraries Council] is doing with its Digital Equity Action Team that is working to educate and encourage library leaders to do more in this space than be service providers for the have-nots in our communities. There are a number of individual libraries in the U.S. and Canada that are engaged in excellent work—many of them as part of community coalitions. I’m more interested in those activities and think they will have a greater long-term impact than continuing to provide short-term services like circulating hot spots. Note I’m not dissing those efforts. Those are important because they are addressing immediate needs, but they’re not solutions. 

Drawing upon your extensive experience, what would you suggest individuals can do to support broadband access locally, regionally, and nationally?

They should become advocates for universal broadband. They should hold their local- and state-elected officials accountable for improving access to broadband for all residents. They should participate in the reframing of this discussion as one of social equity, not technology. Thank the community leaders that are showing an interest, support them. Learn more about the issues—the technology, the legislation, the players in the public and private sectors. 

What have I not asked that you hoped to cover?

I think the main thing is that this is a community, state, and national issue. It’s not about consumerism, or not exclusively about that. It’s about ensuring all citizens have the tools they need to thrive in their communities. I also don’t want to appear as if I’m viewing the service providers as the antagonists, although that can happen—especially if municipalities are considering becoming providers. It’s going to take strong public/private partnerships to make this happen, but elected officials must be knowledgeable enough to write better laws, and visionary enough to understand that, like roads, electricity, and water, broadband should be viewed as essential infrastructure.

N.B. — Paul is one of three Storytellers in Residence for ShapingEDU (July 2020-June 2021).


Promoting Universal Broadband Access With Gina Millsap (Part 1 of 2)

March 23, 2021

This is the first part of a two-part interview conducted with Gina Millsap, retired Topeka and Shawnee County Public Library (TSCPL) CEO and a longtime advocate of broadband access for work and learning. An article drawn from the interview is available on the ShapingEDU blog.

Our friend Maurice Coleman [a keynote speaker, trainer, and facilitator who also serves as host for the T is for Training podcast] has said that advocates and activists don’t necessarily “start out wanting to change the world. They usually start out wanting to change this…that one situation.” What was that “one situation” that first drew you to efforts to support universal broadband access and access to the tools needed to effectively use the Internet for work and learning?”

It actually started for me in the early 1990s, when I had the opportunity to work on the COIN (Columbia (MO) Online Information Network) project. It was the first ISP in the state of Missouri and was a collaboration of the University of Missouri, the City of Columbia, Boone County, the local school district, and the library I worked for—the Daniel Boone Regional Library. I was head of computer services for the library and also became the head of technical and end-user support for COIN because my library had the management contract for it. I saw, very early on, the power of shared online communication and information with community networking and what it could mean for public libraries, local government, and the community. Later, we included small private telephone companies who were often willing to let us locate modem pools in their facilities and whose owners could see the potential of the Internet before the big service providers figured out how to make money on it. 

Can you tell a story that shows how lack of broadband access or lack of access to the tools needed to effectively use the Internet for work and learning made this personal for you or someone close to you?

When libraries first introduced access to computers and then to the Internet, it became clear that there was and would be a huge divide in our communities and in this country—those who had access to technology and those who didn’t. The phrase “digital divide” is pretty hackneyed now, but when I saw how many people engaged with the library for the first time, it was an epiphany for me. I still remember a gentleman in his eighties—Mr. Belcher. His son lived and worked in Japan, but he was seldom able to connect with him because long distance calls were so expensive. When COIN went live, he was one of the first people to sign up. He had a Radio Shack computer with a 300 baud modem. He would call me with updates on how he could communicate via email on a daily basis with his son. It literally changed his life. 

Also, when I realized that no matter how many computers we installed in libraries, in the ‘90s and early 2000s, it wasn’t going to be enough, especially when PCs were so expensive and complicated. So it wasn’t just one story, it was how people saw this, wanted it, and ultimately needed it. It also continued and strengthened the equity work of public libraries. One of the reasons I’ve worked on broadband planning and advocacy so much in the past few years is a concern that libraries have inadvertently contributed to the digital inequity with the investments we make in digital content that isn’t available to those who aren’t digitally literate or who can’t afford the equipment or broadband services. The pandemic put a harsh spotlight on how flawed our systems are and how inequitable they are. 

That raises an immediate question: what are some of those flaws and inequalities? 

From my perspective, the flaws are attributable to the fact that local governments (and many states) haven’t owned this issue. Most of them have left it to the providers, whose business plans don’t align with all community needs. So, the gaps caused by where you live, how much money you have, how technologically adept you are keep getting bigger. I think internet should probably be regulated like a utility and the goal should be universal access.

Public libraries tend to be gap fillers. By that, I mean that needs like access to devices and broadband, have been left to that one institution while it should be a goal for all residents. There’s also a huge need for technology literacy. Even students who have grown up with computers aren’t necessarily information literate. We’ve focused so much on the technology that we’ve neglected what should accompany the use of these tools—critical-thinking skills, civic engagement, and understanding of what it means to participate in a democracy. The tools have become the endgame instead of a means to an end.

There also needs to be more action at the federal level—and I don’t mean just throwing more money at the big legacy providers who own all the fiber networks.

How can we work together to overcome the flaws and inequalities you’re noting here?

Planning and evaluation of the quality of services should be community-based. People need to be viewed as more than consumers. Part of our job as citizens is to participate in our communities, our country. To do that effectively, you need equitable access to the tools. So part of it is reframing this discussion to talk about investing in ourselves and our democracy instead of just upgrading to the latest Apple watch or Samsung phone. 

N.B. — Paul is one of three Storytellers in Residence for ShapingEDU (July 2020-June 2021).


Library Advocacy Stories: Michael Lambert (Part 2 of 2)

March 1, 2021

This is the second part of a two-part interview conducted with Michael Lambert, City Librarian, San Francisco Public Library. It was originally published on the California Library Association website as part of the work I’m doing as Library Advocacy Training Project Manager for the Association.

Q:  What key issues do you believe need to be addressed in training sessions for California library staff—at all levels—interested in becoming strong advocates for libraries and the communities they serve?

Michael Lambert

A:  The basics

  • What is library advocacy? Why is it important?
  • What is the difference between advocacy and lobbying?
  • Political activities—Do’s and Don’ts
  • The Power of Storytelling and gathering stories to tell your library’s story about impact, outcomes

Importance of building a strong partnership with your local library support group; San Francisco has a model public/private partnership within our municipal government that has been highlighted by our Office of the Controller.

  • Requires investment of staffing capacity and time, but it’s worth it
  • Regular meetings, attend Board meetings, invite participation in Library Commission meetings, special events
  • Formal MOU

Q:  What formats do you believe work best for advocacy training for California library staff at all levels?

A:  The California Library Association has some excellent sessions at our annual conference and offers opportunities for staff to be inspired and engaged. Beyond CLA Annual, I think the current environment has demonstrated the utility and accessibility of the virtual environment, making it easier for a broader cross section of our library workers to participate and learn and grow. EveryLibrary’s ongoing newsletters and training offerings are excellent.

California Public Library Advocates have done a great job hosting regional advocacy training opportunities for members of library boards and commissions, Friends, Foundations as well as other library supporters and advocates.

Q:  What are we not currently doing that we should be doing to support library staff interested in becoming strong advocates for libraries and the communities they serve?

A:  As a library administrator, fulfilling our mission with excellent service delivery is the top priority. There are many strategic priorities that go into library operations, and San Francisco Public Library has an ongoing commitment to organizational excellence. Employee engagement and organizational development are key focus areas within our Racial Equity Action Plan, but I think there is an opportunity to tap into the latent community organizing ability of our staff to learn how to become even stronger advocates for libraries and the communities we serve. Ultimately, if we are able to provide more opportunities for growth and professional development on this front, we’ll be more successful in advancing racial equity and social justice.

Q:  You’re very active in a variety of social media platforms. What—if any—role do you see social media playing in your advocacy efforts?

A:  At the most basic level, telling the library’s story and sharing factual information about library programs and services.

On a personal level, I leverage social media to foster stronger connections with elected officials and community leaders. I recommend library directors engage with their local political leaders in every way possible, including social media; follow them and like their posts and/or comment to have a conversation. This is a great way to stay in tune with local priorities and the pulse of the community. You can invite them to your library events and subsequently post photos to give them a shout-out for their support.

Q: Your Facebook account offers a wonderful balance of posts that relate to work and posts and relate to your personal life. Any tips to advocates on how to maintain that sort of balance without veering into posts/topics that can come back to haunt them?

A:  Good question! One guiding principle I try to remember is: “would I want to see this post on the front page of the SF Chronicle?” My social media presence includes personal accounts on Facebook, Instagram, Twitter and LinkedIn. I enjoy promoting and sharing the incredible work my SFPL staff are doing, and it’s easy to share such posts. My social media presence also comes in handy for recruitment and making folks aware of job opportunities within the City and County of San Francisco. It’s not uncommon for me to post my fellow department heads’ recruitments on LinkedIn to demonstrate my support for them and our City and County family. Overall I’d say my feed is similar to many other people with posts about my kid, what I’m eating, what I’m doing, etc.

Q:  Drawing upon your extensive experience as an advocate for libraries, what would you suggest individuals can do to effectively serve as advocates for libraries throughout California?

A:  Pay your dues—support your professional association—California Library Association; American Library Association

Attend CLA, get involved.

Support EveryLibrary—the only political action committee devoted to libraries

Volunteer your time to local library initiatives

Support your local Friends of organization

It’s pretty basic—we need to support library advocacy with our treasure or time or both.

N.B. — Paul’s work as a consultant/project manager with the California Library Association is part of a grant-funded project to develop and coordinate a statewide political advocacy training program for library workers and supporters throughout California.


Library Advocacy Stories: Michael Lambert (Part 1 of 2)

March 1, 2021

This is the first part of a two-part interview conducted with Michael Lambert, City Librarian, San Francisco Public Library. It was originally published on the California Library Association website as part of the work I’m doing as Library Advocacy Training Project Manager for the Association.

Q:  Let’s start with your own experience as a library advocate. What first drew you into efforts to advocate on behalf of libraries?

Michael Lambert

A:  My experience as a library advocate has been influenced by my tenure with my hometown Richland Library in Columbia, South Carolina. They have a top-notch public library system and I have observed their library leadership working effectively with their Friends group over the years. From the very beginning of my career, I was able to see firsthand how their former library director was able to secure strong support for their library with robust grassroots advocacy from the community, including having a strong community showing at budget hearings, telling powerful stories, offering heart-warming testimonials, effective PR campaigns, etc. I’ve carried forward these observations and learnings throughout my career.

More recently during my tenure with SFPL, I was invited by then CLA President Misty Jones to serve on the Advocacy & Legislative Committee. This was a great experience and helped me understand how our state association organizes and advances a set of legislative priorities each year.

Q:  Can you tell a story showing how Richland Library leadership worked effectively with their Friends group?

A:  It’s been over 15 years since I briefly returned to Richland Library for a stint as Development Officer. In that role, I served as their liaison to the Friends. I can vividly recall the Friends packing their County Council’s budget hearing for the Library in 2006, netting a substantial increase in their budget for the following year. The Friends of the Richland Library delivered a master class that year in having library advocates prepared to offer powerful stories to demonstrate the impact of public library services on their community. Furthermore, their Friends group is essentially the “farm team” for their Library Board, which does a great job cultivating strong relationships with their County Council as well.

Q:  What was one essential lesson learned, from your time on the Advocacy & Legislative Committee, that you would share with others interested in advocacy?

A:  The essential lesson I learned from my time on the Advocacy & Legislative Committee is that it’s critical for library workers and library leaders to be engaged and active in getting involved to advance the legislative agenda. I observed strong leadership from Misty Jones and her successor as the Chair of the Advocacy & Legislative Committee, Sara Jones, to help develop legislative priorities that the California Library Association could support with the Dillons [Michael Dillon and Christina Dillon-DiCaro] and the State Librarian’s support in Sacramento. This work is critical for providing library advocates up and down the state with a set of tangible priorities that can be leveraged for discussions with lawmakers.

Q:  What have your own advocacy mentors done to encourage and inspire you?

A:  My inspiration and encouragement come from community. As a library director, I feel an enormous sense of responsibility to be a good steward of the community’s resources. I am continually heartened by the stories and testimonials I hear from members of the public about the transformational impact of our services. Just this morning I received the following email from a parent:

Diane Ferlatte

I wanted to express my appreciation for the wonderful Diane Ferlatte recently. My daughter is 16 and I am homeschooling her. We’ve studied slave narratives and their role in abolition, the flourishing of writers that came after emancipation with an emphasis on the Harlem Renaissance, and African American folktales. Every Friday is poetry Friday, during which we have studied written poems as well as spoken word. I write all this to say that the opportunity to hear Diane Ferlatte as part of More Than a Month by SFPL fit right in.

Ms. Ferlatte was wonderful. We analyzed the stories she chose to share and discussed the history of African American storytelling in the US. As African Americans, it was a pleasure to be able to listen to the virtual event and to see so many people enjoying with us. As a parent, it’s always helpful when I can incorporate different pieces into our homeschooling.

So, thank you for this. And please let Ms. Ferlatte (and her musical partner) know how much we enjoyed her performance!

This is just one example of how library services delight and enrich the lives of our patrons. Similarly, I hear from staff about how they are innovating and delivering much needed services to the most vulnerable members of our community. We are extremely fortunate in San Francisco to have robust support from the Mayor, the Board of Supervisors, our Library Commission, the Friends and Foundation of the San Francisco Public Library, our labor partners, our beloved library patrons, and our amazing library staff.

Some people who I admire—my predecessor, Luis Herrera, and his predecessor, Susan Hildreth—what they were able to accomplish in San Francisco with the Friends & Foundation of SFPL has been transformational for the residents of San Francisco.

Q:  What tips would you offer to other advocates interested in building positive relationships similar to what you have described the Mayor, Board of Supervisors members, Library Commissioners, and others?

A:  Building positive relationships with stakeholders at every level of the library ecosystem is critical to successful advocacy for libraries. Individuals who volunteer in your literacy programs often become library supporters and donors. Teen volunteers often develop an interest in library work and seek entry level positions to start a career in libraries. Members of Friends groups often have connections to municipal government that can spark important conversations regarding library funding and support for capital projects. Library leaders can help their cause by building strong relationships with the legislative aides and staff in the offices of elected officials. Extending one’s support to individuals up and down the library ecosystem chain can generate enormous goodwill that one day could net tremendous returns on that initial investment of a positive engagement.

Q:  Can you tell a story about a memorable/transformative experience you’ve had as an advocate for libraries and members of the communities they serve?

A:  I worked for the Charlotte Mecklenburg Library in North Carolina from 2006-2011, and was employed there during the great economic recession. The Charlotte Mecklenburg Library suffered a 35% budget cut that led to the layoffs of half the workforce and permanent closure of four branches. I led an effort to recruit and mobilize volunteers and harness the incredible outpouring of community support to restore operating hours and services. Over the course of 2-3 years, I witnessed how strong grassroots support from residents, volunteers, donors and advocates could create the political will to restore funding and library services after the devastating cuts. It was gratifying to lead recruitment efforts to bring back staff and fill roughly 70 positions before I moved back to California.

N.B. — Paul’s work as a consultant/project manager with the California Library Association is part of a grant-funded project to develop and coordinate a statewide political advocacy training program for library workers and supporters throughout California.


Adapting to Change, Loss, and Possibilities: Learning With Champions of Learning

February 24, 2021

Less than 15 minutes into the daylong “Champions of Learning” virtual conference hosted last week by colleagues in the ATD (Association for Talent Development) South Florida Chapter, I was already completely engaged and fully attentive.

This was a group that understood the importance of creating a welcoming tone and ambience at the beginning of any event, regardless of whether it is onsite or online. This was a group that didn’t overlook the small stuff behind any large, successful gathering. And this was a group that was using its commitment to engagement and interaction to be sure that participants would have few, if any, temptations to step away from “the room” before the event had reached its conclusion.

We often hear (and repeat) the idea that “the devil is in the details.” I would suggest that our ATD South Florida Chapter colleagues subscribe to the idea that “the angels are in the details,” and do everything they can to flood our virtual rooms with angels that beckon us to their gatherings. Those angels (volunteers, every one of them), during the weeks and days leading up to the conference, provided an appropriately steady stream of encouraging email messages designed to prepare participants—our co-conspirators in the learning process—for an event that focused on the content rather than the (virtual) setting and the technology needed to make that gathering successful. We were told that there would be a beginning-of-the-day session that included a “platform overview” for anyone wanting to explore the technology we would be using to interact with presenters/session facilitators as well as with each other. We knew the opening session would also give us plenty of time to interact with each other to, as much as possible, create the same levels of positive engagement we experienced at onsite gatherings before the shelter-in-place guidelines we have been following for nearly a year in response to the coronavirus pandemic pushed us completely into online interactions.

The series of pre-event email messages also included separate notes about each of the sessions, including the specific links we would follow to attend any of four breakout workshops and other events scheduled throughout the day; this gave us a chance to add those events and links to our own personal online calendars so, on the day of the event, we wouldn’t have to hunt through our archived email messages to find those direct links. And then, in an act that was possible because of the limited number of sessions, our “angels” resent those links, via email, shortly before each session began so that we could move directly from our email inboxes into the events. Recognizing that this would be an impossible and burdensome approach for organizers of much larger gatherings, I also recognize that this was yet another example of conference organizers thinking proactively of what they could do to make the virtual-conference experience—or any other online learning opportunity operating at a similar scale—as enjoyable and stress-free as possible.

Opting for a morning workshop on “Awesome PowerPoint Tricks for Effective Presentations” (led by BrightCarbon Director Richard Goring) after the conclusion of the opening session/platform review, I was expecting to pick up a few tips on how to up my game in PowerPoint. To say that the nearly two-hour session exceeded expectations would be to unforgivably downplay the breadth and depth of what Goring offered all of us: an overwhelmingly positive and impressive overview of numerous tips and tricks that included demonstrations of what he was describing, and the all-important assurance that we would have plenty of opportunities to return to an archived recording of the session so we could more fully incorporate what he was describing into our own work, e.g., how to mask and highlight elements of an image to more effectively use that image on a slide; how to quickly align disparate elements and images on a slide with one command rather than a series of actions involving every separate element; and locating and using sites (including pexels.com, pixabay.com, and lifeofpix.com) that provide numerous free images we can incorporate into our work.

Elane Biech

For many of us, the anticipated high point of the day was the combination of a celebration of local (South Florida) colleagues’ work as champions of learning—those who, by example, remind the rest of us of what our most innovative colleagues are doing to make learning more engaging and transformative—and a keynote address by Elaine Biech, who has inspired many of us through her numerous books and other work in talent development (aka teaching-training-learning). Again, the chapter angels turned a challenge—having to move what is normally an onsite celebration into the online conference environment—into a “champions of learning” success story by having each nominee for the 2021 Champion of Learning awards provide a short, from-the-heart video describing the project. The result was a celebration within the main celebration—our celebration of how engagingly our colleagues embraced the video-presentation format to describe the successful projects so that we were as inspired by the playfulness of the videos as we were by the actual content.

And then there was Elaine: Warm. Engaging. Inspirational, as always. And right on target with a presentation and interactions with conference participants that reminded us of how to “Develop Your Best Self and Tale Charge of Your Career.” When it comes to your career, she reminded us at one point, don’t be beige; be brilliant. And develop your best self. Which is pretty much where she left us by the end of that session, as we headed into an afternoon of additional learning and interaction centered on the champions of learning among us.

Following Anne Beninghof into her “Caffeinated Virtual Training: How to Keep Your Audience Awake and Learning” session, I again learned as much observing a presenter’s approach to presenting virtually as I did from the rich content offered. It was as if she were somehow reaching cross-country from Florida to where I was sitting (in San Francisco) and knew just when to switch things up—as she did, approximately an hour into the session, by telling all of us to get out of our chairs, move away from our computers for a moment, and simply move around to keep from falling into a complete state of torpor from having been sitting in that country-wide learning space for several hours. That, and her focus on making everyone in the room a co-conspirator in learning, produced another memorably playful session and led us to the final two sessions—one for closing remarks and door prizes, the other a virtual happy hour that left us right where we started several hours earlier that day. Reminded that virtual conferences, when well designed and well executed, are no hindrance to fostering a sense of community and engagement. Reminded that spending time with our colleagues in online environments is, in and of itself, a learning opportunity we cannot afford to miss—particularly in pandemic, social-distancing times. And reminded that, when we observe and promise to build upon the positive experiences we have with our colleagues in online learning environments, we and the learners we serve are the real winners.

–N.B.: This is the twenty-ninth in a series of reflections inspired by colleagues’ reactions to the coronavirus and shelter-in-place experiences. 


Promoting Universal Broadband Access With Beth Holland (Part 3 of 3)

February 11, 2021

This is the third part of a three-part interview conducted with Dr. Beth Holland, Partner at The Learning Accelerator, Digital Equity Advisor to CoSN (the Consortium for School Networking), and a longtime advocate of broadband access for work and learning. Two articles drawn from the interview are available on the ShapingEDU blog.

What are some of the more difficult, long-term largest barriers you continue to see to creating universal broadband access and access to the tools needed to effectively use the Internet for work and learning throughout the United States?

Beth Holland

I was at the last SHLB [Schools, Health & Libraries Broadband Coalition] conference in October of 2019. A researcher from Michigan made a great point: He explained that the state is literally solid granite and that you can’t easily put cable in granite. There are definite geographic barriers to overcome. The second one is really at a policy level. I am hoping that with Jessica Rosenworcel as acting FCC chair, maybe some of these can be addressed.

Currently, internet is considered a service and not a utility. Therefore, that’s how it’s regulated. There really isn’t the financial incentive or pressure to run broadband to every community—especially the hard-to-reach ones. There are some advocates calling for internet to become a utility so that the country can be wired in a fashion similar to the electrification project in the 1930s. Finally, and this is tied to regulation, we really have to remember cost. Even low-cost options could be too much for a family to afford. The argument can be made for internet to be considered as part of the life-line program that ensures phone access as a matter of public safety.

The learning part is a totally different question versus the access part. 

So, I think it’s important to remember that digital technology in education has really been around for centuries. Audrey Watters has a book—Teaching Machines: The History of Personalized Learning—coming out soon from MIT Press. She traces this idea of technology back to Sidney Pressey in the early 1900s. I’m thinking about digital tools that really started to take shape and influence what could be possible with learning to the 1980s. Not only did people like Seymour Papert introduce tools like MindStorms [which inspired Lego MindStorms], but there were others, like Alan Kay, who advocated that students should be learning to control computers and not the other way around. However, technology has been slow to adopt at scale. In their book Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America, [Allan] Collins and [Richard] Halverson explain that there has always been technology in education, but digital technology fundamentally threatens the systems and structures on which schools and teachers base their identities. Basically, digital tools mean that students can learn anywhere, any time, and from anyone. This creates a real system of threat. For decades, technology has been that add-on that some kids might use. However, COVID has changed that and made technology almost synonymous to learning because of the need for remote/hybrid contexts. The real barrier is now what kind of learning will happen as we move forward. Since teachers have become more comfortable with tools, does that mean that they can now start to rethink instruction? There’s a ton of potential now that a lot of the actual physical barriers to access have been decreased (though still 12 million + kids unconnected), and some of the lack of familiarity reduced. I hope that education policy and district initiatives will continue to focus on helping teachers, leaders, and also broader school communities reimagine what learning could look like if these tools are harnessed to create more personalized experiences where students have agency and choice in how they demonstrate their learning and how their learning needs are met. 

Drawing upon your extensive experience, what would you suggest individuals can do to support broadband access locally, regionally, and nationally?

Nationally, there needs to be policy changes to make broadband access seen as a public good—like electricity or water. There also needs to be funding to support both school and home access for students. For an immediate thing to consider, CoSN, ISTE [the International Society for Technology in Education], and SETDA do an annual ed-tech advocacy event where educators receive training in the latest policy recommendations and then spend a day meeting with their representatives’ offices to ensure that the message can get through. It’s virtual again this year and also includes conversations at the [US] Department of Education and FCC.

Regionally, I guess this is tricky because regions are so diverse in this country. A lot of states have regional education groups. A big thing to consider is how regional groups can band together to have more collective bargaining power. Each regional group may have a different acronym (BOCES, LEA, etc.), but all can work together. I know that in Colorado, the regional groups file for E-Rate together so that they can get better rates to offset their costs.

Locally, I think it’s important to be aware of who does/doesn’t have access. Teachers may either over/under estimate the amount of connectivity that their students have. Matthew Hiefield, from Beaverton, Oregon, helped me write a post a while ago about questions to ask students. Teshon Christie in Kent, Washington made a great point about not only assuming students have access, but [about] the danger of assuming that they don’t. He’s found that some families prioritize access while others may not. His district has been very deliberate about finding out who needs support from the district instead of using a general metric like free or reduced-price lunch to drive assumptions.

What have I not asked that you hoped to cover?

I think that there are two critical considerations. First, digital equity is incredibly nuanced and complex. Simply getting access does not solve the problem. It is also going to continue to morph as technologies change. For example, as AI becomes increasingly ubiquitous, there are a host of new considerations for school and community leaders. Second, this comes back to the empathy comment that you made earlier: any solution really needs to consider the context and community. What needs to happen beyond access and digital literacy to also address broader issues of media literacy and even algorithmic literacy? I’ve been thinking about the issues of Pandora’s box. We can open it and let things out, but if we haven’t considered the potential unintended consequences of throwing out access without helping students and adults fully develop an understanding of the implications and connotations, then the potential exists to further inequity and not address it. The NDIA has been having this conversation a lot lately, and I think that it’s an important one. 

N.B. — Paul is one of three Storytellers in Residence for ShapingEDU (July 2020-June 2021).


Promoting Universal Broadband Access With Beth Holland (Part 2 of 3)

February 11, 2021

This is the second part of a three-part interview conducted with Dr. Beth Holland, Partner at The Learning Accelerator, Digital Equity Advisor to CoSN (the Consortium for School Networking), and a longtime advocate of broadband access for work and learning. Two articles drawn from the interview are available on the ShapingEDU blog.

Any tips you can offer [from Dr. Charlton McIlwain’s book on Black Software: The Internet & Racial Justice, from the AfroNet to Black Lives Matter and Dr. S. Craig Watkins’ work in The Digital Edge: How Black and Latino Youth Navigate Digital Inequality] to people who want to address those challenges concretely and positively?

Dr. McIlwain presents a historical narrative of the evolution of technology and of the digital divide. If you go back to the 1960s, a lot of technology was used for aggressive policing (aka, discrimination and criminalization of the Black community). He even connects the spread of technology in Silicon Valley to the spread of cocaine to crack in the 1980s in California. Additionally, he highlights the innovations of the (Black) Vanguard, the leaders who created a more culturally-aware version of the Internet that was eventually quashed by white influence and money. Being aware of that should drive decision-making and get people to deeply consider the unintended consequences of adoption and access.

This connects to Dr. Watkins’ work. Particularly in schools, implicit/ unconscious bias impacts how educators perceive student technology use. The white student is seen as innovative for the exact same behavior that could have a Latino student labeled “a hacker.” Additionally, teachers need to really think not just about whether or not students have access to devices and tools, but whether they feel ownership of those tools to customize them to meet their needs as learners. For example, can a student change the voice in the text-to-speech function or adjust the fonts? This makes a difference. Similarly, are the tools valued and respected at home and school? This is a two-pronged issue. If a student is comfortable using a particular tool or app at home, is it valued in school? The example from the book was that students liked using the Notes app on iPod touches because they could take their learning with them wherever they go. At the same time, teachers need to understand students’ home cultures. These same technologies could be viewed as “toys” or “not academic” in some communities. The teacher then has a responsibility to help communicate with families about the educational value of technology and connection—particularly for younger students who may not be able to do so for themselves. 

Thanks. Tremendous food for thought. I do want to dive more deeply into barriers to access and tips on how to overcome those barriers, but let’s backtrack for two questions to set some context. Here’s the first: Please tell us [readers of this interview] a bit about the CoSN (the Consortium for School Networking) Digital Equity Initiative and the work you are doing, as director of the project, to promote universal broadband access throughout the United States.

CoSN started over 30 years ago, partly in response to the need to improve access. They initially formed to advocate for E-Rate, the funding mechanism from the Universal Services Fund [administered by the Universal Service Administrative Company (USAC) under the direction of the Federal Communications Commission (FCC), per Wikipedia]. E-Rate funding helps schools and libraries offset their costs for Internet connectivity. Initially, it was just to get Internet to schools, then to wire them, then for Wi-Fi; now, there’s a coalition advocating that E-Rate should be allowed to help fund home access.  CoSN is a leader in this policy work alongside other organizations such as SHLB (School, Health, Library Broadband Coalition), SETDA (State Educational Technology Directors Association), and NDIA (National Digital Inclusion Alliance). Our Digital Equity project within CoSN helps to spread the word about these policy initiatives and also creates guidance/resources to directly help district leaders find solutions to digital equity challenges. This could be in the form of webinars, blog articles, briefs, and the Digital Equity Toolkit—which is currently being completely redone in partnership with The Learning Accelerator, where I work full-time.

Thanks. The second question: The newly-released CoSN 2021 “Driving K-12 Innovation” report exploring the use of emerging technology in K-12 education to transform learning highlights “Digital Equity” as one of the hurdles to learning innovations in that sector. Would you mind summarizing that section of the report and offer insights into what can be done to overcome that hurdle?

Confession: I haven’t read the final version. What I can say is that there’s language around the expanded definition of digital equity that the advisory has helped to craft. (I have an advisory of about 20 district leaders, researchers, and ed-tech folks.). A big piece is that we are thinking of digital equity as an iterative framework. First, there are digital foundations—literally, the devices and connections. Without addressing that, the conversation can’t really go anywhere. Once there’s access, then we can start thinking more about equity. What are the conditions for learning? Meaning, do students have access to accessible content that is multimodal? Do the students see themselves represented with and by the content (think cultural responsiveness)? Are students empowered to use the technology in creative ways so that they are constructing their own knowledge and demonstrating their learning in powerful ways? Finally, what are the opportunities afforded by the access. I’m sure that we can all think of high-tech instances where students are basically demonstrating low-level knowledge and skills. Instead, how are students experiencing more personalized, mastery-based learning that connects them to authentic contexts and helps them to really develop the skills, attitudes, knowledge, and aptitudes that they need for their future success? Make sense?

Yes. Thanks. Let’s dive back into the challenges facing us as we continue promoting universal broadband access. What are some simple-to-overcome barriers you continue to see to creating universal broadband access and access to the tools needed to effectively use the Internet for work and learning throughout the United States?

I think the first part is to be really aware of geography and whether or not infrastructure is possible. In urban/suburban areas where the barrier is more often cost, then it’s a matter of creating affordable high-speed options. (There are lots of complaints that low-cost broadband isn’t enough bandwidth to do anything meaningful.) Solutions here could be allowing E-Rate to offset the cost for qualifying families, or working with housing authorities, communities, and anchor institutions to create more affordable solutions. A great example is Boulder Valley, in Colorado. The district created a public-private partnership with a local ISP. The company put towers on top of the schools to broadcast Internet, and families in need could then get access for free. There’s a profit-sharing agreement as well.

It gets trickier when the geography comes into play. In a blog post [describing the Boulder Valley project], a district in upstate New York [is mentioned because it] created a “neighbor-to-neighbor” network to connect kids. The ISP said that they could not afford to run cable to many houses because they are so far apart from each other. Instead, the district got a grant to find houses with connections and then put antennas on top of barns/grain silos/roofs. They could then broadcast Wi-Fi for up to five miles from one house to another. 

Hotspots can be any option when there is cell service, and some districts such as Ector County in Texas have started experimenting with satellite connections for really rural locations. 

Finally, some districts have come up with ways to create their own LTE/5G networks. They install towers around the community and can then provide Internet to their families. Michigan has a big project in partnership with Northern Michigan University and the surrounding K-12 districts. Green Bay, Wisconsin did this, and there are others.

N.B. — Paul is one of three Storytellers in Residence for ShapingEDU (July 2020-June 2021).


Promoting Universal Broadband Access With Beth Holland (Part 1 of 3)

February 11, 2021

This is the first part of a three-part interview conducted with Dr. Beth Holland, Partner at The Learning Accelerator, Digital Equity Advisor to CoSN (the Consortium for School Networking), and a longtime advocate of broadband access for work and learning. Two articles drawn from the interview are available on the ShapingEDU blog.

Let’s dive right into the substance of what you’re doing. What first drew you to the challenge of providing broadband Internet access for work and learning?

When I was working on my dissertation, I was taking a class in Disciplinary Approaches to Education. It had us examine our problem of practice through multiple lenses. At the time, I thought that the “problem” was lack of access to high quality professional development to help teachers transform education. (I dropped that, but it’s a different story). In looking at the problem through a sociological lens, I started thinking about the role of the digital divide. If teachers—and thus schools/students—do not have access to the Internet and technology, then why would they even think about using it in education? This was sort of a wake-up call for me. 

The literature that I explored touched on both the actual digital-access and also the emerging evidence of the digital-use divide—the finding that students in schools in underserved communities may have similar access to computers/Internet as their more affluent peers, but typically use that technology for more rote/remedial learning, test prep, and content consumption rather than in more creative and cognitively demanding ways. At the time, my dissertation advisor recommended that I not go in that particular direction with my research. However, the second that I finished my dissertation, I circled back around to it. So, since 2018, digital equity has become a primary research focus. 

Let’s take this down to the human/personal story level: how has lack of adequate Internet access and access to the tools needed to use the Internet for work and learning affected you and those you know? 

So, I am going to admit my privilege here. Where I am geographically located, I have full cell service and access to high-speed Internet. I’ve had a laptop, plus numerous other devices, since the late 1990s. However, I think the real wakeup call has happened in a few different instances. First, my husband and I like to do a lot of hiking. When we drive places, I’ve become incredibly attuned to whether or not we have cell service—not because I want to be online, but because I’m trying to get a sense of the magnitude of the disparity of access in a tangible way. We drove from Salt Lake City to Escalante National Park a few years ago, and I counted miles between cell signals and any place of business that might possibly offer Wi-Fi to kids. It made me realize how some possible solutions to the digital divide really aren’t feasible. Last fall, we were driving in rural New Hampshire with no signal. At one point, a Dollar Store was the only major business, and it was about 30 minutes to find a gas station. I saw satellite dishes in yards, so I am guessing there was no cable. I was thinking about conditions of schools and the feasibility of getting access. It made me very aware of the need for policymakers to take a ride and recognize the challenge that so many are facing right now to get access.

One last story: A few years ago, I was doing research in pre-schools as part of my post-doc. I got a text message on my phone that there was a new message in the medical portal from my doctor. The portal didn’t work on a mobile device, so I logged in when I got home (privileges #1-3: cell signal, home Internet, and a computer). Apparently, I was at high-risk for measles, and there were ongoing outbreaks at the time. I could schedule an appointment for a blood test to see if my vaccine was still good. Turns out that it wasn’t, and I needed a new vaccine from CVS. Everything was coordinated through the portal and took no time, but what about the person who didn’t know to sign up for the portal, who couldn’t access it, and who might not have the digital-literacy skills to navigate it? Understanding all of this has made me hyperaware of the digital-equity challenges—not just in terms of physical access, but also the necessary skills behind having that access.

What you have just said makes me aware of another overlooked aspect to the issue of promoting universal broadband access throughout the United States: the importance of empathy. That’s such an important starting point for any successful movement to increase Internet access.

Yes! I actually had a similar conversation with someone a few months ago. Too many assumptions get made about whether access in itself will solve the issues. However, we have to remember the diversity of this country. It’s going to be very different depending on the culture and context of each community. I was just reading a new report [Looking Back, Looking Forward: What It Will Take to Permanently Close the K-12 Digital Divide, January 27, 2021] this morning from Common Sense and BCG [Boston Consulting Group]. They touch on this idea that a barrier to adoption could be more cognitive than financial or geographic/physical (e.g., no service). 

Another point: Have you seen Dr. Charlton McIlwain’s book on Black Software: The Internet & Racial Justice, from the AfroNet to Black Lives Matter, or Dr. S. Craig Watkins’ work in The Digital Edge: How Black and Latino Youth Navigate Digital Inequality? Both of them, in different ways, touch on the white narrative surrounding technology adoption. Particularly for non-white communities, adoption could look different. Universal access needs to be considered from a more universal perspective, and all voices need to be honored and valued in designing solutions (e.g., stop saying that underserved communities could get served with refurbished devices that the white/affluent community doesn’t want.).

N.B. — Paul is one of three Storytellers in Residence for ShapingEDU (July 2020-June 2021).


Library Advocacy Stories: Deborah Doyle (Part 2 of 2)

February 5, 2021

This is the second part of a two-part interview conducted with Deborah Doyle, a long-time library advocate. It was originally published on the California Library Association website as part of the work I’m doing as Library Advocacy Training Project Manager for the Association.

Any tips on how to initially contact legislators or their administrative aides? 

Deborah Doyle

Email is a fine introduction. It’s best to go in a group the first time. Go with an experienced advocate. But have a story ready. Talk about something that they might be interested in. Make it short. Don’t beg. But, from the larger group, there should always be an “ask”—whether it’s about a piece of legislation, or agreeing to sign something, or coming to the library. Remember to get their business cards and thank them afterward. Write immediately. They see a lot of people. But not a lot of people follow up. If something good happens because of your ask, write again and tell them so. Collect the phone numbers and email addresses on the cards. 

Write a small check to legislators, if you can. 

Don’t get in touch just once a year at “Legislative Day,” but keep in touch regularly. Today’s appointed supervisor could one day be the Governor. (Mine was!). Or the Speaker of the House! (Ours was!)

Any thoughts on the importance of establishing long-term relationships with legislative aides?

Your team should have a strategy. Get to know legislative aides at all levels. Often, they are the ones that do the most work with legislative matters and or other issues. The elected officials are busy in meetings, etc. Find out who is responsible for libraries. If there isn’t one, ask about education. Often you will meet with an aide, rather than the legislator. That’s fine! They really do a lot of the work and can bring your issue to the elected official. They also may run for office one day. Regarding federal elected officials. Get to know their local regional manager. That person is quite a font of knowledge. Get them on your mailing list. Invite to interesting library events. 

At a bigger level: Check in with California Public Library Advocates (CPLA), a non-profit whose members are Friends, Foundations, commissioners, trustees, and other library advocates. CPLA gives training on a variety of subjects—much of which relate to advocacy: how to write a letter to an elected official, etc. 

Civilian supporters are very important, and can carry messages that paid library staff may not be able to. 

ALA presidents have been a great source of inspiration to me. Have you had much in the way of interactions with them, and, if so, what lessons might other advocates learn from them?

I see them at conferences and certainly have met them. Their ideas are often. inspirational. We are very excited that Patty Wong is the next President, so California will be very present in conversations. In fact, I’m honored that she’s asked me to serve on ALA’s Legislative Committee. I also find ALA staff to be very helpful. The ALA-Washington staff is very experienced, delighted to share, and, frankly, would be delighted if California were even more active in advocacy. Check out the website for some terrific examples and useful information. Staff members of United for Libraries are also a wonderful resource. 

Drawing upon your extensive experience as an advocate for libraries, what would you suggest individuals can do to effectively serve as advocates for libraries throughout California?

At the local level: know your library budget. Where does the money come from? What’s the strategic plan of the library? Of the library support groups? Identify neighborhood leaders. Build a library advocacy leadership team that includes administration, trustees, and supporters. Tell community groups what the library is doing; keep the community informed. Look for businesses that might partner with or donate to the library or a support group. 

At the state level, advocates should follow what the CLA Advocacy & Legislation Committee is doing, especially at the beginning of the year, as bills are being introduced and the California budget is being considered. CLA’s long-time lobbyists, Mike Dillon and Christina Dillon-DiCaro, will ask library supporters to call or email legislative offices about important matters. 

An “elevator speech” is always handy to have. You run into a legislator. Because you’ve been keeping in touch, she remembers you and asks you what’s new with the library. You have 45 seconds to tell her something memorable with a call to action. 

Anything I didn’t ask already that we should be discussing?


There should be a question that explores why library staff doesn’t know how important advocacy is. What is the lost connection? Advocacy and fundraising. On the other hand, that’s not what they learn in school—or what they are hired to do. 

Also, and this is important: There is a difference between ongoing advocacy and project-driven advocacy. But, if you’re doing the first properly, the second is not an impossible stretch. 

The other thing I’ve alluded to before: Advocacy and fundraising go hand in hand. Before Prop 13, library funding wasn’t nearly as big a deal as it is now. Librarians aren’t even taught how to read their library budget! We have to tell funders (legislators, philanthropists, donors, voters, and more) what libraries do, how they do it, why it’s important, how much it costs, and what libraries could do with a 10 percent increase.

N.B. — Paul’s work as a consultant/project manager with the California Library Association is part of a grant-funded project to develop and coordinate a statewide political advocacy training program for library workers and supporters throughout California.


Library Advocacy Stories: Deborah Doyle (Part 1 of 2)

February 5, 2021

This is the first part of a two-part interview conducted with Deborah Doyle, a long-time library advocate. It was originally published on the California Library Association website as part of the work I’m doing as Library Advocacy Training Project Manager for the Association.

Deborah Doyle

Your own continuing growth/journey as an advocate has covered an amazing range of experiences: volunteer/docent for the main library in Francisco; involvement with the Friends of the San Francisco Public Library at multiple levels; involvement at the state and national level with Friends Groups; consulting; and, currently, serving as chair of the Sonoma County Library Commission; a member of the California Library Association (CLA) Legislative Committee; a board member for United for Libraries—The Association of Library Trustees, Advocates, Friends and Foundations (a division of the American Library Association). Is there any consistent element you can spot that has been present each time you made one of those transitions—as an example to current and prospective advocates regarding what they should cultivate/watch for?

Join community groups—not just in the library world. Best library practices are not always best practices. See how other groups do things. In the library world, say “yes” to committees and conferences, if you can. Look for mentors. Susan Hildreth [a library leader who has worked at the local, state, and national level] asked me to join several committees and encouraged me to get a library degree. Many other library leaders in California were very generous with their time and expertise all along the way. If you are passionate about a specific issue, find out who the experts are and get in touch. Who are the decision-makers? If you have a story to tell, there are lots of places to tell it. 

What first drew you into efforts to advocate on behalf of libraries?

A guy named Paul Signorelli [while serving as Director, Volunteer Services for the San Francisco Public Library system] ran an ad in a San Francisco newspaper. He introduced me to the Friends of the San Francisco Public Library as they were helping to raise money for a new Main Library and create funding for a shabby and woefully underfunded library system. 

How much advocacy experience did you have up to that point?

None! But I had marketing experience. Several other board members did, too. We changed the name of the Friends’ “Advocacy Committee” to the “Advocacy and Fundraising Committee.” They dragged me to CLA conferences and to the Legislative Day in Sacramento, and suddenly I realized the connection between local and state advocacy and legislation. A few years later, ALA [the annual American Library Association conference] was held in San Francisco, and the additional connection between local, state, and national became clear. Add “fundraising” at all levels, and there I was: an advocate. 

I also had library experience. My first job after graduation was as a writer in a government library, and, along the way, I had become a corporate research/resources manager. 

One other important thing. My dad worked for the feds. We moved. A lot. So before I got to San Francisco, I thought the important money was at the federal level—because my dad was a senior budget guy at the Pentagon. 

Let’s move in that direction starting with a story that captures that moment when you viscerally made the connection between local and state advocacy and legislation.

When we started working on the [San Francisco Public Library] branch campaign and looked at some of our representatives in Washington, I learned that Nancy Pelosi had been a library commissioner. I also learned that it wasn’t difficult to make a telephone call to her local office or even her Washington office. The first time I went to Washington on National Library Legislative Day (or when the ALA conference was held in DC), her staff didn’t necessarily know what libraries were doing in detail, but were very interested to hear what a difference they were making for Mrs. Pelosi’s constituents. Senator Feinstein’s staff was, too. So will the staff of incoming Senator Alex Padilla. 


My experience just kind of came together. The understanding was there at the various levels, but the connection—the “aha!”—took a bit longer. The Dillons, CLA’s lobbyists [Michael Dillon and Christina Dillon-DiCaro] were very helpful at the state level. I learned a great deal when SFPL and its Friends worked very hard—and successfully—to win funding from the California Library Construction and Renovation Bond of 2000. Library patrons sent postcards. Friends sent a bus of library lovers of all ages to Sacramento to lobby. Community leaders made phone calls. But I learned even more working on the unsuccessful Proposition 81: California Reading and Literacy Improvement and Public Library Construction and Renovation Bond Act of 2006 as the SF campaign coordinator. Though voters in SF supported the measure, it failed throughout the state; sadly, there hasn’t been a library measure on the California state ballot since then. From that experience, I learned the importance of funding and having a clear message.  

You’re striking an incredibly rich vein here, i.e., the idea that advocates/activists come from a wide range of backgrounds and experiences, and that there is not a one-size-fits-all model for advocates/activists. What guidance would you offer to someone who wants to become involved in advocating for libraries, but doesn’t know where or how to start?

Talk to a librarian who is an active advocate. They are usually very supportive—and delighted to put new advocates to work, whether it’s on an in-house committee or project or an external group that actually meets with elected officials or their staff. But in the meantime, individuals can find out who their representatives are at all levels: local, regional, state, federal. Research their background. Find out what moves them. Advocates discovered that a very conservative Republican in the California Assembly was passionate about braille and talking books. Why? His best friend growing up had been legally blind.  

What committees do they serve on? What kind of information can the library provide that might be helpful in their work on the committees? Are they veterans? Does the library have a program for veterans?

Write/call and let them know about library resources and library work within the community. Check to see if the library sends them a regular update on library activities. Organize a photo-shoot in a library. Always a good thing! Don’t forget to publish the pictures in a newsletter and send multiple copies, or reprints of the article, to the legislator’s office. 

Call the Friends [Friends of the Library group in your area]. Find out who goes to meet legislators from the library, from the Friends—and volunteer to tell your story. While constituent letters and calls are always appreciated, legislators can’t see everyone. Usually, someone will take the lead in organizing a meeting with several people in attendance. Make the elected official an honorary Friend.   

One other critical piece: Finding a mentor is great. Being a mentor is better. Please pass along your experience, strength and hope to those who are just discovering advocacy.

“In order to be a mentor, and an effective one, one must care. You must care. You don’t have to know how many square miles are in Idaho, you don’t need to know what is the chemical makeup of chemistry, or of blood or water. Know what you know and care about the person, care about what you know and care about the person you’re sharing with.” — Maya Angelou

N.B. — Paul’s work as a consultant/project manager with the California Library Association is part of a grant-funded project to develop and coordinate a statewide political advocacy training program for library workers and supporters throughout California.


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