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G2S Project Code: 2021-UT-90224
State: Utah
Fiscal Year: 2021

Grantee
TOOELE CITY PUBLIC LIBRARY

Project Director
Director Name: Rachel Miner
Director Phone: 435-882-2182
Director Email: rachelm@tooelecity.org

General Information
Title: ARPA - "Digital Me" Digital Skills Classes
State Project Code: 220567
Start Date: 09/10/2021
End Date: 12/30/2022
Abstract: Dedicated staff are needed to focus on building digital skills within our community contributing to vital digital skills, digital readiness for future disruption, to retain current socioeconomic stability, and/or to build stability moving forward. Tooele City Library hired temporary staff members to teach digital skills courses and one on one tech tutors to support their community. Classes were built based on adult learning psychology to help adult learners feel safe and valued in the learning environment.

These classes have been transformative for so many class participants in the area, going from technophobic to testing out new technology. Because of the success of the program, the Utah State Library Division has hoped to spread this program to other libraries in the state.
State Goal: Lifelong Learning

Budget Information

LSTA

MATCH-State

MATCH-Other

Total

$50,100.00

$0.00

$2,389.05

$52,489.05

Intent(s)
Improve users' general knowledge and skills.
Digital Literacy

Activities
Activity Details
Title: Digital Me Classes
Narrative:

Delivered single person, small group, and large group classes to build vital digital skills and digital readiness within our community. Classes provided recognition to celebrate new confidence and digital skills with our learning communities based on adult psychology principles.

Intent: Improve users' general knowledge and skills.

Activity: Instruction
Mode: Program
Format: In-person

Quantity
Session length (minutes): 60
Number of sessions in program: 216
Average number in attendance per session: 2
Number of times program administered: 1

Partner Information

Organization Type of Partner Organization(s):
Libraries: No
Historical Societies or Organizations: No
Museums: No
Archives: No
Cultural Heritage Organization Multi-type: No
Preschools: No
Schools: No
Adult Education: No
Human Service Organizations: No
Other: No

Legal Type of Partner Organization(s):
Federal Government: No
State Government: No
Local Government (excluding school districts): No
School District: No
Non-Profit: No
Private Sector: No
Tribe/Native Hawaiian Organization: No

Beneficiaries
Is the activity directed at the library workforce: No
For a targeted group or for the general population: General

Locale
Is the activity state-wide: No
Specific Locations: Yes
Name: TOOELE CITY PUBLIC LIBRARY
Address: 128 WEST VINE STREET
City: TOOELE
State: UT
Zip: 84074
Question 1: I learned something by participating in this library activity.
Strongly Agree: 0
Agree: 0
Neither Agree nor Disagree: 0
Disagree: 0
Strongly Disagree: 0
Non-Response: 0
Question 2: I feel more confident about what I just learned.
Strongly Agree: 0
Agree: 0
Neither Agree nor Disagree: 0
Disagree: 0
Strongly Disagree: 0
Non-Response: 0
Question 3: I intend to apply what I just learned.
Strongly Agree: 0
Agree: 0
Neither Agree nor Disagree: 0
Disagree: 0
Strongly Disagree: 0
Non-Response: 0
Question 4: I am more aware of resources and services provided by the library.
Strongly Agree: 0
Agree: 0
Neither Agree nor Disagree: 0
Disagree: 0
Strongly Disagree: 0
Non-Response: 0
Question 5: I am more likely to use other library resources and services.
Strongly Agree: 0
Agree: 0
Neither Agree nor Disagree: 0
Disagree: 0
Strongly Disagree: 0
Non-Response: 0

Activity Details
Title: Purchasing technology to support the classes
Narrative: As demand for classes in the Digital Me program grew, requests for more technology came along with it. Some of the technology was about making the classes more accessible like a speaker system, large print keyboards, and screen magnifiers. Other technology was purchased at the request of class participants so they could try out new tech in a safe learning environment.

Additionally, more laptops were needed for class participants and charging carts for the laptops.
Intent: Improve users' general knowledge and skills.

Activity: Content
Mode: Acquisition
Format: Physical

Quantity
Number of hardware acquired: 54
Number of software acquired: 0
Number of licensed databases acquired: 0
Number of print materials (books & government documents) acquired: 0
Number of electronic materials acquired: 0
Number of audio/visual units (audio discs, talking books, other recordings) acquired: 0

Partner Information

Project Outcomes
Project Outcomes
List any important outcomes or findings not previously reported:
Participants attending these classes are primarily (but not limited to) seniors, the majority of which had previous occupations that kept them in the technology loop in some way. Once out of the work force as new technology would roll out, it was easy for them to simply find other ways to manage. This was a great stop gap until most of their day to day activities had switched to technology-based platforms, especially during the pandemic. This made their work arounds cumbersome and ineffective. Because learning needs to start where the participants are, not where the class material starts, instructors were flexible with pausing and going “back to basics” at any point in time when someone is struggling. This helps people to not get left behind during class. Confidence is the most important factor when it comes to learning. Patrons attending this program practice real time to gain the confidence needed to do the same thing at home independently which leads to higher success with closing digital gaps. Class attendance was great regardless of the time during daylight hours. Ending classes before dusk was important so our seniors could make it home while it was still good driving conditions. Evenings had a higher tech tutor rate for the working class for one on one help. Weekdays had great turnouts while weekends did not (patrons were busy with other activities).
Please briefly describe the importance of these outcomes and findings for future program planning:
Created Learning Mindsets: Smaller groups allowed hands on practice and individualized teaching. By doing this, learners realized how many things could be done with technology, how it can improve their personal lives, and that they can learn to do this no matter where they are currently at. The goal was to ensure the patrons left with an urge to apply technology in their own worlds and be eager to learn the next new thing. The learners did not disappoint, constantly bringing suggestions of new classes they wanted to explore together. Built Confidence and Connections: This program has ended up building connections within the community that were not there previously. New participants meet friends that are then visited outside of the classroom. Returning participants often bring their peers with them to another class, allowing their connection to strengthen. This allows the participants to join together and share knowledge with each other in new settings without the safety net of our class, proving to themselves that they can be technology wielding individuals. Increased Senior Independence: The demographic consisting of seniors felt burdensome to their kids and grandkids as they were trying to step back into technology. Digital Me allowed them to gain the knowledge they needed to step back into the digital era without the fear of unintended rejection or belittlement. After one class the participants gained budding confidence and curiosity to keep learning more. Now, one of the participants is turning the norm upside down by teaching her kids and grandkids more about how to stay safe online and with passwords! Improved the Community: Currently a participant is using his new-found knowledge of Canva, One Drive, Google Photos, and File transferring to create buttons for the community. These buttons include sayings such as “Be Kind” and “We will always remember…”, as well as pictures of important people and events in the community. This has increased community engagement and spirit, and has caused quite a few people to ask about them and join the Digital Me program as a result. All of these results help invite community members into digital spaces and make them more digitally confident. This closes digital gaps as well.
Explain one or two of the most significant lessons learned for others wanting to adopt any facets of this project:
The goal is not to teach (or learn) all the material in its entirety. The true goal is to introduce the technology and software and let the group decide what to focus on from there. This allows the individuals to retain what is relevant to them, causing a higher retention rate. Learning needs to start where the participants are, not where the class material starts. Material needs to be presented in a simple format and then practiced and utilized in a way that would apply to your members. Sometimes this means going over basics like what click and drag means with a mouse and what right clicking does. Other times that means jumping ahead of the course material and using Google to answer a question you may not know. This helps the patrons to know that not only are their questions valid, but that even if you don't know something you can find it somewhere. Classes need to be more like group discussions and less like a typical classroom setting. Group participants should also be in relatively the same starting points (generally close in age, or found though a quick skill questionnaire). This allows individuals to not be afraid of asking questions and they start to build off of each other.
Do you anticipate continuing this project after the current reporting period ends:
Yes
Do you anticipate any change in level of effort in managing this project:
No
Explain:

Do you anticipate changing the types of activities and objectives addressed by the project:
No
Explain:

Was an evaluation conducted for this project:
No
Was a final written evaluation report produced:
No
Can the final written evaluation report be shared publicly on the IMLS website:
No
Was the evaluation conducted by project staff (either SLAA or local library) or by a third-party evaluator:
Third-Party
What data collection tools were used for any report outcomes and outputs:
Did you collect any media for the data:
What types of methods were used to analyze collected data:
Other:
How were participants (or items) selected:
What type of research design did you use to compare the value for any reported output or outcome:

Exemplary: Yes
Exemplary NarrativeThis program carried such high impact in the realm of digital inclusion that USL wanted it to be highlighted. Nearly everyone who participates in this program has had life-changing experiences.

Project Tags: digital skills classes, digital inclusion