Park (2016) points out that the digital world changes quickly, and that this can make it difficult to protect children from the risks of being online. The gap between the way adults and children use technology can result in even more difficulty (Park, 2016). Park (2016) recommends that we ensure children learn the “social, emotional and cognitive abilities that enable individuals to face the challenges and adapt to the demands of digital life” (para. 6). I would add that these abilities need to be learned by adults as well. Some adults may have trouble advising children on how to navigate being online not just because children use technology differently, but because the adult lacks digital skills themselves. Others may have no interest in advising children at all, but still need to learn digital literacies in order to live and work in the modern world. Stephens (2016) points out that digital literacies are so necessary for facing the challenges of everyday life that they might as well be called life literacies (p. 120).
Park’s discussion of “digital intelligence” (2016) applies to information professionals as well. It is part of the library’s responsibility to teach life literacies to the community (Stephens, 2016, p. 119), and the life literacies that are necessary are always changing. If libraries do not have a culture of learning (Stephens, 2016, p.141) their staff will have trouble developing and keeping the skills they need to serve the public. Stephens (2017) recommends not just learning these hard skills, but soft skills such as empathy, as well as adopting the mind-set of a continuous learner.
The Chicago Public Library not only recognized the importance of teaching adults digital skills (also known as life literacies), but they did everything right with their approach to teaching them (Digital Promise, 2016). They started by surveying patrons to identify what their community needed, decided on an approach that combined access to technology with human support, trained members of the community to be mentors, partnered with Digital Learn to create a digital literacy product that met the needs of their community, and partnered with community organizations to develop even more programs (Digital Promise, 2016).
Programs like these demonstrate how the learning of the staff and the learning of the community are inseparable. There really is learning everywhere: the staff learns for the benefit of the community, the staff learns from the community, the community learns from the staff, the library facilitates community members learning from each other, and then organizations from outside the library are involved, and the learning spreads.
Digital Promise. (2016). Chicago Public Library: The library as a gateway to 21st century skills. https://digitalpromise.org/2016/01/28/chicago-public-library-the-library-as-a-gateway-to-21st-century-skills/
Lund, K. (2013, June 27). Harold Washington Library, Chicago, Illinois [Jpg]. https://en.wikipedia.org/wiki/Harold_Washington_Library#/media/File:Harold_Washington_Library,Chicago,_Illinois(9181548762).jpg
Park, Y. (2016). 8 digital skills we must teach our children. https://medium.com/world-economic-forum/8-digital-skills-we-must-teach-our-children-f37853d7221e#.789qtaw64
Stephens, M. (2016). The heart of librarianship: Attentive, positive, and purposeful change. Chicago: ALA Editions
Stephens, M. (2017). Formula for success. Library Journal. https://www.libraryjournal.com/?detailStory=formula-for-success-office-hours