Digital Divide/ Call To Action

 

 

Bridging the Gap

Introduction

Hello, my name is Lauren, and I am a graduate student pursuing a Master’s in Education with a focus on Curriculum, Instruction, and Technology. I am a full-time student at the moment. My long-term goal is to become an instructional designer. In this course, I am exploring how libraries support parents in providing guidance on technology use and access for young children. My goal is to create a Call to Action that provides parents with education on effective technology use, helping children become active learners rather than passive users.

I am focusing on families with young children who use local libraries as a community resource. My Call to Action will serve parents and caregivers, helping them understand how to use technology intentionally to support learning and skill development for early learners.

Demographics & Community Context

I visited three local libraries, including Warr Acres Library – Metropolitan Library System, Patience S. Latting Northwest Library – Metropolitan Library System, and Belle Isle Library – Metropolitan Library System, to observe programs for young children and parent engagement around technology. 
The libraries I visited serve families from diverse economic and social backgrounds. Many families rely on libraries for educational resources, books, toys, and access to technology. Some families have limited access to devices or the internet at home, making the library a vital community resource. Socially, parents are often busy and may allow children screen time as a break, which can limit opportunities for active learning. The libraries currently offer programs such as story time, toy play, “123 Play with Me,” and STEM classes, but do not provide guidance to parents on technology use or access for young children.

Observations – Identifying the Gap
At the three libraries I visited, I observed children reading books, playing with toys, and using computers to play games. Libraries do not provide internet access for young children, and parents were often on their phones rather than engaging with their children during activities.

Conversations with librarians revealed that while the libraries offer similar programs for children, none currently address parent education on technology use and access. Parents have not raised technology or screen time as a concern with the librarians. One librarian mentioned she would be open to hosting a workshop to educate parents, highlighting an opportunity to fill this gap.

These findings demonstrate that the digital divide encompasses both access to technology and how technology is used (Van Dijk, 2017; Turner Lee, 2018). Even when devices are available, children may engage with technology passively rather than using it as a tool for learning and skill development in the absence of parental or educational guidance (KewalRamani et al., 2018; NCES, 2021). Libraries provide access and enrichment programs but do not currently support parents in facilitating educational technology use, highlighting a clear gap in the community.

Recent disruptions to programs funded by the Digital Equity Act highlight the need for community-based support and ongoing guidance, as access alone is insufficient to close the digital divide (National Public Radio, 2025; U.S. Census Bureau, 2024; Public Policy Institute of California, 2025). 

Why This Gap Matters

Supporting parents in guiding children’s technology use is critical for promoting active learning and skill development during early childhood. My Call to Action will focus on designing parent education programs or workshops to help families use technology intentionally. Libraries are well-positioned to support this need and could play a central role in bridging this gap.

References

• Bronzino, F., Feamster, N., Liu, S., Saxon, J., & Schmitt, P. (2021, February). Mapping the digital divide: before, during, and after covid-19. In TPRC48: The 48th Research Conference on Communication, Information and Internet Policy. mapping the digital divide.pdf Download mapping the digital divide.pdf
• KewalRamani, A., Zhang, J., Wang, X., Rathbun, A., Corcoran, L., Diliberti, M., & Zhang, J. (2018). Student Access to Digital Learning Resources outside of the Classroom. NCES 2017-098. National Center for Education Statistics.. Student Access to Digital Learning Resources outside of the Classroom.pdf Download Student Access to Digital Learning Resources outside of the Classroom.pdf
• NCES. (2021). Students' Access to Internet and Digital Devices at Home. National Center for Education Statistics. Retrieved from: https://nces.ed.gov/blogs/nces/post/students-access-to-the-internet-and-digital-devices-at-homeLinks to an external site.
• National Public Radio. (2025). How ending the Digital Equity Act has disrupted programs to help people get onlineLinks to an external site.. podcast.
• Office of Educational Technology. (2024). National Education Technology Plan: A Call to Action for Closing the Digital Access, Design, and Use Divides. US Department of Education. 
• Public Policy Institute of California. (2025). Did pandemic aid narrow the digital divide?Links to an external site. 
• US Census Bureau. (2024). Digital Equity Act of 2021Links to an external site..
• Van Dijk, J. A. (2017). Digital divide: Impact of access. The international encyclopedia of media effects, 1-11. digital_divide_impact_access.pdf Download digital_divide_impact_access.pdf
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