By Leslie Brooks Posted: May 28, 2024
Many afterschool programs offer spaces where youth, who might not have broadband access at home, can develop digital literacy outside of the school day, increasing digital access opportunities for both the youth and their communities. Even more important, though, is how afterschool programs intentionally provide youth opportunities and facilitation in productively interacting in digital spaces: by not merely being consumers of digital media, but by engaging in content creation, STEM skills exploration, homework completion, and opportunities for cultural expression and active citizenship.
There are emerging opportunities that can bolster the digital access work that afterschool programs and state afterschool networks are already doing. The National Telecommunications and Information Administration is distributing two state-formula grant programs, the Broadband Equity Access and Deployment Program (BEAD) and the State Digital Equity Planning Grant. The BEAD program provides $42.45 billion to expand high-speed internet access in all 50 states, as well as Washington D.C., Puerto Rico, the U.S. Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands.
The State Digital Equity Planning Grant Program supports the creation of community-centric solutions, providing resources to community organizations to help scale digital literacy programs.
Afterschool programs can be key partners and are highly encouraged to connect with their state’s broadband expansion efforts to leverage points of collaboration. State afterschool networks can initiate relationships with their state broadband planners, highlighting the work of youth program providers as entry points for collaboration. In fact, some afterschool state networks and afterschool programs are already taking advantage of these collaborative efforts, which can be used as models.
For instance, the New Hampshire Afterschool Network is leading the charge in their state to make sure afterschool has a seat at the table. The New Hampshire network has begun relationship-building and coordination to find ways of integrating the afterschool ecosystem into their state digital equity plans. They are submitting grant requests to implement programming and build capacity. By aligning their initiatives with the broader state goals for digital equity, they have established themselves as key stakeholders in discussions around broadband access and digital inclusion.
Additionally, the Tennessee Afterschool Network (TAN) is considered a digital opportunity asset in the state’s digital opportunity plan. In collaboration with United Way of Tennessee (UWTN), youth in afterschool programs volunteer to help nonprofits with digital challenges and youth mentor older Tennesseans in digital literacy and cyber-safety. The Tennessee Afterschool Network piloted digital literacy programs for middle school youth, who then designed cyber safety service learning projects. Both UWTN and TAN responded to the state broadband plan opportunity for comment, their recommendations were included, and now they are waiting for funding opportunities.
State afterschool networks are encouraged to review their state’s digital equity plans, see where their work might fit in, and provide suggestions on where afterschool can support implementation of the state plans, including on uses of broadband funding. In fact, many state plans already mention positive youth development entities. The Georgia Digital Connectivity Plan includes a variety of afterschool programs and community-based organizations, including Girls, Inc., Boys and Girls Clubs of America, and the Urban League, amongst others. Missouri’s Digital Opportunity Plan highlights 4-H programming through the University of Missouri Extension program as a trusted resource for rural areas.
When reviewing state broadband plans, state networks and other system leaders should keep the following things in mind:
- Look over the vision, goals, and objectives in the plan to see if there is alignment with the vision, goals, and objectives of the state network, your afterschool system, and the field at large. For example, there could be intersections with the STEM work in out-of-school (OST) time and the development of digital literacy and skills called for in the plan.
- Review the list of “covered populations” and identify which of those afterschool and OST programs can reach. These might include adults who can be reached by the family engagement programs that OST offers.
- Keep an eye out for key words such as “youth,” “community-based,” STEM, “digital literacy,” and “digital skills."
- Look for mentions of youth-serving organizations, such as 4H (or 4-H), Boys and Girls Clubs, Girls, Inc., the Y or YMCA, and city park and recreation programs.
- Look for mentions or definitions of “Community Anchor Institutions,” as that could include afterschool and youth programs.
- See if any corporate initiatives are mentioned in the planning documents, such as Lift Zones supported by Comcast or the Teen Tech Centers supported by BEST Buy.
- See if any cities or counties where strong programs exist get mentioned in the plan.
- Look for any mentions of “summer” as a special time to build digital skills through programs, such as “coding camps.”
- See if there are mentions of financial literacy, building the future workforce, cybersecurity, and access to health, which are all places afterschool and OST can play a role.
- Look for mentions of philanthropy and any foundations including corporate giving initiatives. This might include funders interested in building the future workforce, financial literacy, or telehealth all of which require a digitally literate population, including youth.
- Look for emerging topics, such as Artificial Intelligence (AI), cyber safety, addiction to social media, “tech justice,” or other rising concerns in the digital and online world that could impact children and youth – and where afterschool or OST can play a positive role.
- See if there are ties to neighborhood and community development or rural development in the plan, which is a place where afterschool/OST can be a partner.
- Look for partnership opportunities, including with libraries, museums, higher education, Cooperative Extension, faith-based institutions, labor unions, and trade associations at the community and statewide level.
As states and territories can now apply for funding to implement their digital equity plans, afterschool field leaders and state afterschool networks are encouraged to begin developing relationships with their state’s broadband office to begin collaborative partnerships leveraging the work many afterschool programs are already doing.
With the Affordable Connectivity Program funding being paused, afterschool programs are going to be playing an even bigger role in keeping youth and communities digitally connected. Let’s make sure the work being done in afterschool and during summer is included in the state plans and is provided opportunities for more expansive funding.
In a statement supporting the U.S. Department of Education’s Advancing Digital Equity for All resource, Education Secretary Cardona said, “Students without broadband access or only a cell phone have lower rates of homework completion, lower grade point averages … even lower college completion rates. Today, there can be no equity without digital equity.”
Afterschool programs can help bridge this divide and fill this need. This is a substantial opportunity for afterschool networks and programs to not only advance digital equity by increasing digital literacy among youth and families and engaging in vital community digital access projects, but also to collaborate with state and local agencies, form councils, and empower youth voices to create lasting and equitable impact.
Additional Resources:
Contact your state’s NTIA Field Program Officer & Broadband Planning Leader
Planning for Broadband Funds in the United States
