Innovation Roadmap: Digital (Re)Boot Camp

Project Proposal

Whenever a new community project is conceived, Oak City Public Library implements the framework provided by the Working Together Project of the Community-Led Libraries Toolkit. The model has five stages (Barbakoff & Lenstra): 

    1. Systematically build knowledge about community through community assessment;
    2. Identify community goals and needs;
    3. plan services;
    4. Deliver services
    5. Evaluate results. 

As OCPL strives to be a forward-thinking library system that anticipates the needs of its community. This knowledge building comes in the form of strategic evaluation. However, there is another form of evaluation that is often not considered as much as it should be: Word of mouth. Building relationships with members of the community requires constant conversation. As we continued to have conversations with the community, a critical need introduced itself. Staff Members of the Oak City Public Library began to notice a correlation between computer class type and age. Our younger adults, ages 21-35, gravitated towards more complex courses that introduced new concepts, such as Coding with Python, Web Design, etc. Ages 35 to 50 would largely make up the attendees of refresher courses, such as our Intermediate Microsoft Excel Class. Ages 50+ would be our largest attendee groups of introductory classes such as Computer Basics and Introduction to Microsoft Office. Thus, the idea for this project came from asking one simple question: “Why are you taking this class?”. 

The responses varied, but they all shared a common theme: the age group in question needs to improve their technology skills for career advancement. Many individuals feel embarrassed to seek professional development opportunities at their workplaces, while others find these opportunities unavailable. Additionally, some people are trying to acquire these skills in order to transition into a technology-based workforce.

To adapt to the changing workforce, the library could greatly benefit from a multiweek bootcamp program designed to teach adult learners essential technology skills. This initiative will be referred to as the Digital (Re)Boot Camp.

Mission & Institutional Context

Oak City Library Mission

Oak City Library is where access to information and technology is equitable, curiosity is cultivated, and community voices are preserved. Serving patrons of all backgrounds, we offer inclusive programs that inspire lifelong learning, creativity, and civic participation. Through innovation and cultural stewardship, we empower individuals to explore ideas, connect with others, and shape the future. The library is dedicated to promoting the upward mobility of our community through social and economic initiatives. Our library is a dynamic space where knowledge is shared, stories endure, and imagination leads the way.

Institutional Context

By examining our mission statement, several key terms are relevant: lifelong learning, connect, upward mobility, and civic participation. This program aligns with the mission statement of the institution. First, this program would promote lifelong learning by giving adult learners critical and timely skills. By learning new skills, these adult learners will be able to apply their knowledge to areas that give opportunity for upward mobility. Lastly, the idea for this program could not have happened without being connected to the community and their civic participation.  

Action Brief Statement

This proposal outlines a strategy to implement a workforce-aligned digital training for adult learners aged 50+. The initiative will improve technology skills, enhance career readiness, and deepen community engagement. A pilot cohort will test content and provide feedback to guide full implementation.

Inspiration

Graduates of the Nashville Public Library Cyber Seniors Program

Nashville Public Library

This program draws from several successful programs created by other library systems. The first is the Cyber Senior Program at Nashville Public Library. At Nashville Public Library, the Cyber Seniors program was created to teach Seniors (Age 55+) how to navigate the digital landscape. The program is a ten-week program that utilizes volunteers from local high schools. At the end of the program, the Cyber Seniors are awarded with a free tablet at a graduation ceremony. Although the scope of the program is slightly different, the program we hope to implement should also have a graduation ceremony. Therefore, our participants can celebrate their achievements. 

Charlotte Mecklenburg Library

Charlotte Mecklenburg Library has branded their digital library classes as DigiLit. Specifically, a section of their classes offered, for ages 50+, are part of their Tech Titans Program. Their main offering is a Computer Essentials program, which lasts five weeks. The attendees have hands-on class experience, with the option to meet one on one outside of class if necessary. The program also provides a course book for learning outside of class. The Tech Titans Program provided a lot of inspiration for structuring the program. 

Guidelines & Policies

When implementing a program of this scale, it is important to adhere to clear guidelines and policies. The guidelines will be drafted by the OCPL Learning Lab team. They will be informed by direct feedback from the impacted group. They will be tailored to align with existing OCPL guidelines and policies. The most important guidelines and policies are highlighted below: 

    1. Instructional Design Standards
      1. Use Universal Design for Learning (UDL) principles to support diverse learning styles and abilities.
      2. Ensure content is modular and scaffolded, allowing learners to build skills progressively.
      3. Include clear learning objectives for each module, tied to measurable outcomes (e.g., resume-ready skills, capstone deliverables).
    2. Accessibility & Language Equity
      1. Provide multilingual content with translation and text-to-speech options.
      2. Follow WCAG 2.1 AA standards for all instructional materials (e.g., alt text, keyboard navigation, captioned videos).
      3. Use plain language and culturally neutral examples to support comprehension across literacy levels.
    3. Workforce Alignment
      1. Align curriculum with local labor market needs, using input from the Chamber of Commerce and Department of Labor.
      2. Prioritize transferable digital skills (e.g., Microsoft Office, email etiquette, online job applications).
      3. Include real-world scenarios and project-based assessments that reflect workplace tasks.
    4. Cultural Responsiveness
      1. Incorporate community voices in content development.
      2. Avoid bias in examples, case studies, or imagery; ensure representation across race, gender, age, and ability.
      3. Offer localized content that reflects the lived experiences of Oak City Library patrons.
    5. Evaluation & Continuous Improvement
      1. Establish a curriculum review cycle (e.g., after the completion of each cohort) to update content based on learner feedback and workforce shifts.
      2. Use formative assessments (quizzes, reflections) and summative evaluations (capstone projects) to measure learning.
      3. Document outcomes and revise materials to maintain relevance and rigor.
    6. Content Licensing & Attribution
      1. Ensure all third-party materials are properly licensed (Creative Commons, public domain, or vendor-approved).
      2. Maintain attribution standards for open educational resources (OER) and multimedia assets.

Timeline for Implementation

Phase 1: Program Scoping and Curriculum Development (Months 1–2)


The project will start with a focused scoping phase, during which the team will conduct a thorough needs assessment and audience analysis. Based on feedback from the community and data from the workforce, the library will establish clear learning objectives and create a curriculum framework that aligns with Universal Design for Learning and accessibility standards. This phase will also identify any content gaps and potential sources of materials, including open educational resources, vendor-provided modules, or custom materials. Additionally, the team will initiate an internal review and consult with stakeholders to ensure the curriculum reflects the experiences and aspirations of Oak City’s multilingual adult learners.

Phase 2: Platform Selection and Technical Setup (Months 3–4)

With the curriculum framework established, the next phase will focus on selecting a Learning Management System that supports multilingual delivery, accessibility features, and seamless integration with the proposed content. A formal RFP process will guide vendor evaluation, prioritizing platforms that align with instructional goals. Once selected, the LMS will be configured to support the curriculum’s modular structure, and staff will begin training on platform functionality and content upload workflows

 

Phase 3: Pilot Program Launch (Months 5–7)

A small cohort of adult learners will be enrolled in the pilot program to test the curriculum and LMS in a real-world setting. Participants will engage with initial modules, complete capstone projects, and provide feedback on usability, content relevance, and instructional clarity. The pilot will serve as a critical feedback loop, allowing the team to refine both the curriculum and platform setup before scaling.

Phase 4: Full Program Rollout (Months 8–10)

Following the pilot, the program will expand to reach a broader audience across targeted library branches. A coordinated outreach campaign will promote enrollment, while partnerships with workforce organizations will deepen community relevance. Staff will continue to support learners through onboarding and engagement strategies, ensuring a smooth transition to full-scale delivery.

Phase 5: Evaluation and Sustainability (Ongoing)

The concluding phase emphasizes sustainable impact and ongoing enhancement. The library will track essential metrics such as course completion rates, skill retention, and community involvement, and will carry out regular reviews of the curriculum to ensure it stays relevant. Input from learners and stakeholders will drive updates, while efforts will be made to seek external funding for future growth. This phase guarantees that the program stays adaptable, inclusive, and in harmony with Oak City Library’s mission to empower all patrons by providing equitable access and fostering lifelong learning.

Marketing & Promotion

The promotional strategy for the Learning Lab initiative will focus on outreach that is accessible and culturally attuned to the multilingual adult learners at Oak City Library, especially those aged 50 and older. Acknowledging that many individuals in this group favor print materials, the primary outreach will consist of mailers, flyers, and posters distributed at library branches, community centers, and local businesses. These materials will feature clear language, large print, and translations in multiple languages, demonstrating the library’s commitment to equitable access and inclusive design.

In addition, electronic promotion such as emails, social media posts, and website banners will act as a secondary means of communication to reinforce the messaging for digitally engaged patrons. These digital materials will be designed for optimal readability and accessibility, incorporating features like text-to-speech and screen reader compatibility. The messaging will highlight the program’s benefits for career advancement, ease of use, and personalized support.

Internally, staff will receive customized communications through team meetings, internal newsletters, and training sessions to ensure consistent messaging and preparedness. Collaborating vendors will assist the library in modifying promotional materials to align with institutional branding and meet audience needs, including co-branded flyers and multilingual onboarding guides.

This multi-channel approach guarantees that promotional efforts are welcoming, inclusive, and aligned with the library’s mission, effectively reaching patrons in both physical and digital spaces and encouraging them to engage in a learning experience that resonates with their goals and identities.

Staff Training & Readiness

To ensure the successful implementation of the Learning Lab initiative, Oak City Library staff will undergo comprehensive training designed to support adult learners with empathy and technical proficiency. Training will begin with hands-on instruction in the selected Learning Management System, enabling staff to navigate the platform, manage user accounts, upload content, and monitor learner progress.

Recognizing the diverse needs of  adult learners, staff will also receive training in accessibility tools and inclusive service strategies. This will include the use of screen readers, activating text-to-speech features, and supporting patrons with limited English proficiency or disabilities. The training will emphasize the importance of clear communication, cultural sensitivity, and adaptive support.

In addition to technical and accessibility training, staff will be introduced to adult learning principles. These sessions will explore how adults learn best. Staff will learn how to scaffold digital skills, build learner confidence, and create a welcoming environment that respects each patron’s background and aspirations.

Finally, staff will be prepared to promote the program, guide learners through the enrollment process, and facilitate feedback collection. Collaboration across departments will ensure consistent messaging and shared ownership of the initiative. Through this training approach, Oak City Library staff will be empowered to deliver a program that is not only technically proficient but also deeply aligned with the library’s mission of equitable access, lifelong learning, and community engagement.

Evaluation & Future Expansion

This program is proposed with the goal of continued sustainability. The initial cohort will be ambassadors of the program, and will be used to promote and recruit after successful completion. In order to measure the effectiveness of the program and gauge its sustainability, a few key metrics have been identified. 

Key Metrics

    • Program completion rate
    • Quality of capstone deliverables for resumes and/or portfolios
    • Post-program survey to assess the number of hires and promotions. 

Desired Outcomes

    • 75% program completion rate for the pilot cohort
    • 80% post-survey satisfaction
    • Evidence of skill retention through career mobility

Two of the three desired outcomes are tangible, so the initial cohort will be considered successful if these outcomes are achieved. Once we reach these outcomes, the Learning Lab will seek additional funding to extend the program to other neighborhood branches of OCPL, thereby increasing its reach.

It is essential to continue using the assessment method that brought us to this point, which is word of mouth. In the article “Measuring Progress,” published in Tame the Web, the authors suggest that engaging staff and users and asking for anecdotal evidence can be just as effective as any formal evaluation. The question, “Why are you taking this class?” initiated our project, and now we will ask, “How is it going?”

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