A friend pointed me to an article about educating novice users about technology: Joining the Surveillance Society? New Internet Users in an Age of Tracking (full article PDF). The article calls them “marginal users” which is a term I hadn’t heard before but it seems apt. While I don’t agree with every aspect of the article, the thesis is strong and worth exploring. Only some of the classes mentioned are library classes.
Recent digital inclusion policies that aim to increase digital literacy of new Internet and computer users, promote civic engagement, and improve economic development do not currently address the privacy needs of new users. This paper presents an in-depth look at surveillance and privacy problems faced by individuals who turn to digital literacy organizations for training and Internet access, including low income individuals, people of color, immigrants, the elderly, and non-English speakers. These individuals are coming online without adequate skills, know-how, and social support to confront digitally enabled government surveillance and corporate intrusions of personal privacy.
Of particular note in the article
- Competency of people doing the instructing: “Some staff members revealed that they did not know what cookies are”
- Bias of the tools being used: “A study conducted at Harvard University showed how search engine queries for “African American sounding” names yield advertisements for criminal background checks. Searches for “Caucasian sounding” names do not.”
- Appropriateness of tasks to the students: “The (computer training) center required its students to send an e-mail to any city agency or official using the agency’s or official’s website. Staff members said that a majority of their students refrained from this exercise, due to anxiety over being contacted or targeted by government.”
- Needs exceed offerings: “none of the organizations reported offering privacy education to beginning learners. (The library did offer one-off sessions for privacy and safety…) … issues related to information sharing arose in an ad hoc manner in every class observed.”