Promoting Universal Broadband Access in Indian Country With H. Rose Trostle (Part 2 of 2)

This is the second half of a two-part interview conducted with H. Rose Trostle (they/them/theirs), Research Professional at the American Indian Policy Institute at Arizona State University, and a longtime advocate of broadband access in Indian Country. An article drawn from the interview is available on the ShapingEDU blog.

In your paper “Building Indigenous Future Zones: Four Tribal Broadband Case Studies,” you tell some wonderful stories about successful efforts to create broadband access within those four communities. What common elements string those success stories together?

H. Rose Trostle; photo by Christopher Mitchell

Within each of these communities, there are people who took up the challenge and saw opportunity there. They did not just focus on what they did not have, but on what they could do with better broadband access. This enabled them to write grants to show proof-of-concept projects, and they leveraged these initial successes to get larger funding opportunities. They also worked with the community to determine what the community needed and wanted. It was not about improving Internet access for the sake of improving infrastructure metrics, but about what community members wanted to do with better connectivity. The IT [Information Technology] and Planning professionals whom I interviewed really highlighted the importance of understanding the community strengths and how they could get to better Internet service with these strengths. They also were realistic about their financial plans, which meant they could develop networks that made sense for their communities.

A theme that runs through the stories in “Building Indigenous Future Zones” is “patience.” Success often required a decade or more of work and community-building at a variety of levels—which is something any broadband advocate needs to understand. Any tips to broadband advocates in how to develop and use that sense of patience to their advantage so they don’t become discouraged over the long period of time success requires?

It is important to stay grounded in the community, to be aware of how the community changes over time. There is always work to be done, and so it is good to focus your attention on the immediate needs of the community. This may be anything from distributing devices to coordinating with leadership for more opportunities. When funding opportunities are available, there is a better chance of success if plans are already in place and are “shovel-ready.” It is also helpful to stay connected to the wider digital-inclusion advocacy community to hear stories from across the country and to generate new ideas of what can be possible. There is always progress in little ways that might not first be evident, so it is necessary to take a moment to reassess how far you’ve come in a year, five years, or ten years.

Whose work in fostering broadband access do you admire—and why?

I have been really impressed with the work of Matthew Rantanen from Tribal Digital Village. He is always willing to speak with Federal and Tribal government officials on Tribal broadband. He is quite an advocate for broadband and seems to always be at the forefront of broadband advocacy groups. I’ve had the opportunity to talk to him a few times, and I have always come away with more ideas and more motivation to do the work that needs to be done. He is sometimes called the Cyber Warrior.

Marisa Elena Duarte, in her book Network Sovereignty: Building the Internet Across Indian Country, has a section on “Common Impacts of Tribal Broadband Deployment Efforts” (pp. 101-103) in which she suggests that broadband “champions” including Rantanen, Valerie Fast Horse, Brian Tagaban, Gregg Bourland, and J.D. Williams, have “endured failed attempts and slow starts” in promoting broadband access in Indian Country. She then adds “It is important to frame failures and slow starts in a positive way, as opportunities to learn how and where to improve operations.” Can you tell a story about how you or a colleague have framed failures and slow starts in a way that produced positive results?

The story that comes to mind is from my conversation with Jason Hollinday at the Fond du Lac Band’s Planning Division. They spent years at Fond du Lac trying to develop a broadband plan, and they kept being turned down for grant funding. These slow starts, however, made them recognize the importance of describing what the community actually wanted from a broadband network. The planning division got more feedback from the community members and realized that they needed to dream bigger for their network. The wireless network that they had initially proposed would not work for the whole community because of the terrain and the capacity limits. They needed a fiber network, and by learning from all their failed starts, they were able to write a successful grant to secure funding for a fiber network.

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

Locally—Talk to your government officials. Talk to your neighbors. Talk to visitors to your community. Find out what your community values in an Internet  connection. Get involved with local advocacy groups for digital inclusion to distribute devices or offer digital skills trainings. Learn more about different types of devices and different types of broadband technologies.

Regionally—You should encourage your local officials to work with other communities nearby. It is important to keep an eye on funding opportunities and to make sure that smaller communities are not left out of broadband expansion plans. Keep an eye out for state funding opportunities as well.

Nationally—Keep track of what’s happening at the FCC. Remember that your local officials know your story, but that national organizations often do not. Share your ideas and your thoughts because they are valuable. 

What have I not asked that you hoped to cover?

Something that is very important that we haven’t fully touched on here: broadband access in Indian Country is getting better. We do not have great data available, but it has improved over the years. And one of the reasons for that is Native Nations building their own networks or collaborating with other local governments or local cooperatives to build this infrastructure. This is an exciting time with the recent allocation of the 2.5GHz Spectrum to Native Nations. There is more opportunity than ever for  improved broadband access in Indian Country. We are all learning and building together.

An afterthought: The reference to Rantanen as “cyber warrior” made me smile and provides a nice thematic link back to <a rel="noreferrer noopener" href="http://&lt;!– wp:paragraph –> <p><strong>An afterthought: The reference to Rantanen as “cyber warrior” made me smile and provide a nice thematic link back to my most recent broadband access interview—Gina Millsap, who jokingly referred to herself as a “broadband avenger.” Looks as if we are assembling a wonderful group of broadband superheroes. Thanks for your help on that effort. You may be on your way to becoming the Nick Fury of broadband! </strong></p> my most recent broadband access interview—Gina Millsap, who jokingly referred to herself as a “broadband avenger.” Looks as if we are assembling a wonderful group of broadband superheroes. Thanks for your help on that effort. You may be on your way to becoming the Nick Fury of broadband! 

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

Promoting Universal Broadband Access in Indian Country With H. Rose Trostle (Part 1 of 2)

This is the first part of a two-part interview conducted with H. Rose Trostle (they/them/theirs), Research Professional at the American Indian Policy Institute at Arizona State University, and a longtime advocate of broadband access in Indian Country. An article drawn from the interview is available on the ShapingEDU blog.

H. Rose Trostle; photo by Christopher Mitchell

Let’s start with the basics: What 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?

I have always been interested in Internet access. I grew up in a rural community without great access to the Internet, but it was functional. I learned Latin via list-serv and early videoconferencing programs. I got more involved in advocacy around Internet access when I started my first job out of college as an intern at the Institute for Local Self-Reliance. That organization focuses on municipal and community networks.

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 I was in high school, I took some online courses and would routinely experience Internet connection problems. In at least one case, this was caused by my neighbor down the road cutting through the DSL line. It was a rural area, and the infrastructure was not necessarily well-marked. The Internet connection was also not always functional enough to do video conferencing that was required. It made learning very difficult. Because of this, I have been very focused on expanding broadband access (high-speed Internet access) in rural and Tribal communities.

I’m fascinated by that story of a lost connection because someone cut through the line. Can you recall the conversation you had with the neighbor and how that either brought you together a bit or contributed to some sort of division?

My parents had a conversation with the neighbor, who was apologetic, but it did not bring us closer. He had been performing work in the right of way, which was not permitted at the time. He also did not necessarily understand the importance of having an Internet connection.

Point of clarification: was this in Indian Country, and, if so, would you mind describing the setting and the community a bit?

My hometown is south of Leech Lake Reservation, in northern Minnesota. It is a rural community that primarily relies on tourism of the local lakes. Some of the nearby communities are more agricultural or connected to the Iron Range with a history of mining. My hometown has a current population of about 500 people. It has some paved roads, but mainly dirt roads. The telephone and Internet service is provided by a cooperative, and they have, in the past five years or so, upgraded to a fiber optic network.

The example of the cut line is clearly a compelling and engaging example of what you and others in rural areas face, and your description of your hometown helps create a strong image of that community. What are some of the other short- and long-term problems and challenges people in Indian Country face in terms of accessing the Internet and the tools needed to use it effectively?

Broadband access in Indian Country is not just a product of it often being rural and remote. Broadband infrastructure often relies on access to other forms of infrastructure, such as electric lines or cell towers. The short-term problem is determining what kind of technology makes sense for each community because Indian Country is not a monolithic whole. The challenges that are faced in Alaska are very different than the challenges faced in southern California. We need policies and programs that can respond to this diversity. The long-term challenge is infrastructure development generally in Indian Country, from the mapping and development of improved road infrastructure to the further expansion of water lines. We need to consider broadband infrastructure as just one piece of the puzzle and ensure that communities have the planning capacity to determine what works best. 

Another piece of this question is about what tools people need in Indian Country in order to use Internet access effectively. Some of this is basic digital literacy of how to open a web browser, how to recognize an email scam, etc. But there is also a need to recognize all the ways that people can use this to enhance what they do in their daily lives. I have heard great stories about local Facebook groups enhancing the sense of community and allowing for easier exchange of local goods and services in Indian Country. There is a need for devices beyond just cellphones—and these device needs may be different from household to household. My father much prefers a tablet or a kindle; it serves a different need than a laptop, because he’s not using the tablet for typing emails, just for reading. People need to know what options are available to figure out what best meets their community needs.

You’re making several very important points here, including one that centers on levels of engagement and empathy in any discussion about broadband access. To talk about “broadband” is to carry on a conversation that lacks emotional impact. To talk about “the ways that people can use this to enhance what they do in their daily lives” moves it into the realm of storytelling for engagement and inspiration. How do you routinely incorporate storytelling into your work as a broadband advocate?

In my work, I center the voices of the people that I interview and their perspectives on what matters to their communities. These stories form the foundation of the work that I do when I dive into data analysis or mapping. I focus on stories of solutions rather than of deficit. There are many stories about how Native Nations have built their own broadband infrastructure or improved cell service in their communities. But we often do not hear about them because they are local projects that the national media does not pick up on. When I do my work, I try to ask not just about the problems, but on what people have already tried or accomplished to change the situation, to change the narrative. Indian Country has a lot of stories of resilience and creativity, and broadband access is one of them.

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

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

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 Beth Holland (Part 2 of 3)

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).