{"id":2047,"date":"2016-09-26T16:00:39","date_gmt":"2016-09-26T16:00:39","guid":{"rendered":"http:\/\/listheory.prattsils.org\/?p=2047"},"modified":"2016-09-26T16:00:39","modified_gmt":"2016-09-26T16:00:39","slug":"information-deserts","status":"publish","type":"post","link":"https:\/\/studentwork.prattsi.org\/foundations\/2016\/09\/26\/information-deserts\/","title":{"rendered":"Information Deserts"},"content":{"rendered":"

Access to information is widely viewed as a core principle of democratic society. But what if there are populations who don\u2019t know how to find what they need, or even know that it is available to them? This thought occurred to me as I read Chapter 1 of \u201cThe Wealth of Networks\u201d by Yochai Benkler. Benkler, an optimist who believes deeply in the potential power of the internet as a force for good, argues that \u201cFrom a more substantive and global perspective focused on human development, the freedom to use basic resources and capabilities allows improved participation in the production of information and information-dependent components of human development.\u201d [1] While this is almost certainly true, Benkler\u2019s reasoning relies on the assumption that potential users (and producers) of information know how to access and use it. <\/span><\/p>\n

As we discussed this topic in class, I thought of the library in my neighborhood, the people who use it, and what they might use it for. The library, obviously, houses a wealth of information, and also provides practical services like help with becoming a citizen and registering to vote. But how do people learn how to access that information? How do people even know where their library is? What if they don\u2019t have one in their neighborhood, or town? I believe that, in fact, there may be vast \u201cinformation deserts\u201d here in our own city, as well as around this country and the world, where most people are not able to access the resources that are, in theory, available to them.<\/span><\/p>\n

The idea of an \u201cinformation desert\u201d is based on the \u201cfood desert\u201d concept, defined by the USDA as \u201c…<\/span>parts of the country vapid of fresh fruit, vegetables, and other healthful whole foods, usually found in impoverished areas…largely due to a lack of grocery stores, farmers\u2019 markets, and healthy food providers.\u201d [2] An information desert, therefore, might refer to both geographic areas without libraries or perhaps internet access, as well as groups of people – the elderly, possibly, or non-English speakers, or people without cell phones or home computers – lacking the <\/span>ability<\/span><\/i> to access available resources. \u00a0<\/span><\/p>\n

A specific example of the latter concept is discussed by Jeff Cohen in his 2013 article, \u201cLiving in a College Information Desert.\u201d Cohen responds to a piece in the <\/span>New York Times<\/span><\/i>, \u201cBetter Colleges Failing to Lure Talented Poor,\u201d which highlights a disturbing statistic: \u201cOnly 34 percent of high-achieving high school seniors in the bottom fourth of income distribution attended any one of the country\u2019s 238 most selective colleges.\u201d [3] Cohen argues that \u201cThis phenomenon is largely due to a lack of information and access to cultural capital (i.e., knowledge about college and the associated application and financial aid processes)\u201d and that \u201cthere are entire neighborhoods and even regions where nobody knows about or has attended selective colleges or, more importantly, that there are meaningful differences between the colleges that one might attend with respect to support, learning environments and graduation rates.\u201d [4]<\/span><\/p>\n

The effects of this situation are far-reaching. As the <\/span>Times<\/span><\/i> article points out, the graduation rate for low-income students attending local colleges is only 50 percent, versus 89 percent at selective colleges. [5] This fact alone limits the future prospects of these students, without factoring in that graduates of selective colleges will likely have <\/span>better<\/span><\/i> job opportunities than those who graduate from local colleges. When high-achieving students don\u2019t attend universities with high academic standards, they are denied opportunities for success – and the world is denied their potential contribution. <\/span><\/p>\n

The <\/span>Times<\/span><\/i> article suggests that the onus is on universities to address this issue. [6] Cohen has a number of suggestions, including funding more college counselors and programs that bring graduates from selective colleges to high schools in low-income communities. [7] I think a combination of efforts could, in this case, have a significant effect. I also think there is a role for the government, especially in ensuring that all public high school students know how to apply for financial aid (which may open up more possibilities for them). <\/span><\/p>\n

More broadly, information deserts affect a variety of populations (but especially those in low-income communities). How, for example, do the unemployed search for jobs? If one has a home computer with internet access, we might say that it\u2019s easy enough to use employment websites. But what if one doesn\u2019t have a computer or internet at home? They can certainly use the library. But what if their community doesn\u2019t have a library, or it\u2019s too far or difficult to reach? This limits their options to a very narrow scope. (And even if they do have internet access, we are assuming that they know what sites to use and how to use them; we assume that they know how to write a resume and cover letter, etc; this is a different kind of information desert, perhaps – an information literacy desert.)<\/span><\/p>\n

Benkler\u2019s fantasy of the internet as a great equalizer has merit. But we still live in a time when not everyone can access the internet, and not all of those who can know how to use it to their advantage. This will surely change organically over time as our culture becomes more and more \u201cplugged in.\u201d But in the meantime, we must work to ensure that all populations have ways of accessing information that is critical to their lives. This may mean bringing computers into senior centers; providing free wifi in public spaces; advertising campaigns advising people as to where they can find information they need; and any number of other case-specific solutions. Awareness of the issue is the first step towards finding a remedy.<\/span><\/p>\n

[1] Benkler, Y. (2006). \u201cIntroduction: a moment of opportunity and challenge\u201d in <\/span>The Wealth of Networks: How Social Production Transforms Markets and Freedom<\/span><\/i>. Yale University Press, 1\u201318.<\/span><\/p>\n

[2] <\/span>http:\/\/americannutritionassociation.org\/newsletter\/usda-defines-food-deserts<\/span><\/a><\/p>\n

[3] Leonhardt, Dave. \u201cBetter Colleges Failing to Lure Talented Poor.\u201d <\/span>The New York Times<\/span><\/i>, March 16, 2013.<\/span><\/p>\n

[4] <\/span>https:\/\/www.fsg.org\/blog\/living-college-information-desert<\/span><\/a><\/p>\n

[5] Leonhardt, Dave. \u201cBetter Colleges Failing to Lure Talented Poor.\u201d <\/span>The New York Times<\/span><\/i>, March 16, 2013.<\/span><\/p>\n

[6] Ibid.<\/span><\/p>\n

[7] <\/span>https:\/\/www.fsg.org\/blog\/living-college-information-desert<\/span><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Access to information is widely viewed as a core principle of democratic society. But what if there are populations who don\u2019t know how to find what they need, or even know that it is available to them? This thought occurred to me as I read Chapter 1 of \u201cThe Wealth of Networks\u201d by Yochai Benkler. […]<\/p>\n","protected":false},"author":280,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[],"class_list":["post-2047","post","type-post","status-publish","format-standard","hentry","category-articles"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/studentwork.prattsi.org\/foundations\/wp-json\/wp\/v2\/posts\/2047","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/studentwork.prattsi.org\/foundations\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/studentwork.prattsi.org\/foundations\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/studentwork.prattsi.org\/foundations\/wp-json\/wp\/v2\/users\/280"}],"replies":[{"embeddable":true,"href":"https:\/\/studentwork.prattsi.org\/foundations\/wp-json\/wp\/v2\/comments?post=2047"}],"version-history":[{"count":0,"href":"https:\/\/studentwork.prattsi.org\/foundations\/wp-json\/wp\/v2\/posts\/2047\/revisions"}],"wp:attachment":[{"href":"https:\/\/studentwork.prattsi.org\/foundations\/wp-json\/wp\/v2\/media?parent=2047"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/studentwork.prattsi.org\/foundations\/wp-json\/wp\/v2\/categories?post=2047"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/studentwork.prattsi.org\/foundations\/wp-json\/wp\/v2\/tags?post=2047"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}