Targeting the fastest growing patron group – seniors

Targeting the fastest growing patron group – seniors

Barbara Mates

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  Some men never seem to grow old. Always active in thought, always ready to adopt new ideas, they are never chargeable with fogyism (William Shakespeare).

Global graying is upon us

It is no secret – the world's population is aging. For the first time in history civilization is witnessing a dramatic growth among the population of persons over the age of 60; at the same time it is seeing a decline in births. The United Nations estimate that the number of persons aged 60 years or older is 629 million, and expects that number to grow to 2 billion by 2050. Additionally the organization has determined that (United Nations, Population Division, Division of Economic and Social Affairs, 2002):

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  One out of every ten persons is now 60 years or older and this number is expected to double to two out of every ten by 2050.

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  The older population itself is aging. The oldest old (80 years or older) is the fastest growing segment of the cohort, representing 11 per cent of the group.

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  In developed areas of the world, 74 per cent of the older population live in urban areas.

These numbers present a challenge to communities as the concept of aging is reexamined. Agencies charged with long-range planning are realizing that priorities will have to be redefined, delivery services adapted, and positive views on the aged adopted.

What does an aging population mean for libraries?

In short it means that libraries have the opportunity, as well as the obligation, to focus on a new population – older adults. In the library environment, one only needs to look around the staff room to become convinced that an aging trend is upon us. However, when this same staff looks around the public service area of the same libraries, these numbers are not always evident. If libraries hope to reach and maintain the support of this group, staff will need to develop programming initiatives which will bring older adults into libraries. One logical place to start is with computer training.

In general, libraries have been responsive to the ever-growing demand for public access to computers and the Internet by setting up computer labs and continuously upgrading communication modes. Many have also sought to take the lead within their communities and developed computer classes. However, only a small percentage of them have classes designed to focus on the needs, of older adults. While it is true that some older adults are comfortable in classes whose students span the generations, many are not, preferring to learn with their fellow seniors. It should be noted that many seniors who use computers report that they received their first introduction to PC technology by means of free community access available in public and school libraries (At Home on the Web, n.d.).

Senior population growth also mandates a Web check

Libraries need to take a critical look at their Web site. Generally speaking, many of the Web accessibility guidelines, designed to enable people using assistive technology to access computers, also apply to seniors. Unfortunately the reason for this is that as we age many of us lose some of our visual acuity, dexterity, hearing, or cognitive abilities. Some libraries in their eagerness to create Web sites with "flash" and "panache" have created access barriers for this portion of the population. The good news is that these oversights can be easily remedied with a little bit of thought and planning by library staff, and the Web site will still be inviting.

Why computer training for seniors?

As society dependence on computers grows, a major portion of the senior population is becoming more alienated from the benefits of the cyber revolution. According to studies conducted by the Pew Institute, researchers found only 15 per cent of Americans over the age of 65 have access to the Internet, which means there are a lot of unconnected seniors.

The positive news relating to seniors, however is those that do use computers use them almost every day (69 per cent) and are diligent in checking their e-mail accounts (Pew Internet and American Life Project, n.d). Unlike other segments of the population, these seniors did not learn how to use the computer for work or school, but to stay current with society and benefit from the technology. Senior computer users stated that they use computers and the Internet for (Pew Internet and American Life Project, n.d):

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  E-mail (93 per cent). Many report that having the ability to communicate via e-mail has brought them closer to children, grandchildren, and many long-lost relatives.

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  Hobby information (58 per cent). This includes topics such as genealogy, cooking, and war strategies.

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  News online (55 per cent). Seniors report that they enjoy keeping up with news from cities where they used to live, or places they wish to visit.

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  Health and medical information (53 per cent). Seniors find that online health sites contain more information than their medical practitioners give them.

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  Browsing just for fun (53 per cent).

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  Checking weather updates (53 per cent). Seniors like checking weather conditions both in their own location, and in areas where they used to live, or where they spend their winters or summers.

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  Getting financial information (44 per cent).

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  Playing games (32 per cent).

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  Buying/selling stocks (12 per cent).

Many of the "computer savvy" seniors state that, while computers may have intimidated them at first, they do not know how they would live without them. These users find that computer access makes them feel contemporary as well as giving them an additional way to communicate.

Seniors' usage on the rise

Although seniors on the Net represent a relatively small number of users, the numbers are increasing dramatically. A recent study by MicroSoft proclaims seniors "one of the fastest-growing groups of users on the Web." International Data Corp. estimates that computer usage among older adults increased by 106 per cent within the past year, and expects that by the year 2004 there will be 34 million seniors using the Internet (Go60.com, n.d). This surge may be driven by the fact that more and more government agencies and senior service providers are launching Web sites which have information which seniors need. A few of these agencies include the Social Security Administration, the Veterans Association, and local retirement and pension systems. Additionally, more physicians are recommending that their patients look up medical information on the Web.

Reaching the disconnected seniors

If all this information is in cyberspace, why are not more seniors using computers? Many of the older adults are simply wary of the Web, or do not think that it holds anything for them, or do not have the financial ability to own and support an Internet connection. Mr Jean-Paul Peretz, president of the Lifelong Learning Center, states that this is unfortunate because, once seniors discover that they can shop, travel, and talk to relatives via the computer, they become excited and want to learn all they can about the device and the Internet.

Some seniors need to be hit with a "silver bullet" to make them consider exploring the World Wide Web (WWW). For instance, a MicroSoft employee related what it took for his senior father to become computer-literate. His father, a retired architect, had no desire to learn about computers until a thumbnail picture of a building he designed was located on the Web – he could not learn how to use the Web quick enough as he wanted to see what other architectural marvels might be out there. A senior patron who uses the Cleveland Public Library politely listened to staff explaining e-mail and the WWW, but he was not sold on the new technology until his son responded to an e-mail message within minutes of the message being sent. From that moment on he became determined to learn how to use the computer and recently constructed memory books for his grandchildren using his own computer.

Helping seniors who want to learn how to use computers, as well as helping reluctant seniors to find the touch-stone which makes them accept computers, can be fun, challenging and worth the time and money spent.

What to teach

Explaining basic information such as what a computer is, what it can do, and an overview of basic terminology is a good start. Many seniors who retired from the workplace prior to 1990 may never have actually touched a computer and are afraid that they may break it simply because they do not know how to use it. They need assuring that nothing they can do (short of taking a hammer and whacking it) will cause it to break.

There are currently several public libraries which offer excellent training curricula for older adults[1]. Almost all use a progressive format of four classes of an hour and half to two hours in length, and begin each session with a recap of the previous session. Some of the topics covered are:

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  Introduction to personal computers – this includes an overview of computer components (i.e. monitor, RAM, using the mouse and keyboard, floppy drive).

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  E-mail (i.e. what it is, etiquette, establishing accounts, service providers, as well as sending and receiving e-mail messages).

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  Introduction to Windows, Microsoft Word (i.e. navigating Windows, formatting text, saving files, finding files).

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  Introduction to the Internet and World Wide Web (i.e. what the Internet is/is not, browsers, URLs, Internet service providers, search engines, what the various extensions or suffixes indicate).

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  Advanced Internet searching (i.e. how to limit and expand searches, specialized database searching, specified topic searching strategies).

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  Internet awareness and safety classes (i.e. how to judge validity of Web sites, how to protect against viruses, responding/not responding to "spam" type messages, secure Web sites versus non-secure).

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  Advanced computer applications (i.e. scanning photographs, Excel, advanced Word).

It is important to use positive reinforcement as well as plan exercises which will provide students with immediate feedback. For instance, when teaching e-mail, encourage students to bring the e-mail addresses of a friend or relative who would be willing and able to check their e-mail during class. Also develop a list of staff within the library who would be available to look at their mail at a specified time. Have students compose and send a message to their contact, a classmate and the library staff member, requesting a response. Sending and receiving real e-mail messages during class will help them learn how instantaneous e-mail can be.

Another great idea employed by one library when teaching search strategies has students visit a free greeting-card site at which they choose a card, sign their name, and send it off to a friend or relative. The students are then encouraged to find other sites whereby they can select free e-cards, and get practice using the mouse as they peruse the card collection.

Stress the need to evaluate Web site legitimacy

One topic that should be addressed by staff is how seniors can discern the origin and the legitimacy of the information they find on Web sites. Seniors come from an era in which facts were checked and double-checked before the information was printed. The printed word, in short, was an oath from both the author and the publisher that the information was accurate. As we all know, this is not true for information found on the WWW.

Particularly, potential for harm can be found among the multitude of medical Web sites which prove that the snake oil salesmen are still alive and well. The SPRY Foundation, an organization, which among other things engages in education projects that help older adults achieve Successful Aging, saw this as a grave danger and developed a comprehensive guide for seniors and their care-givers, alerting them to potential dangers and pitfalls[2]. The same tips and check-lists provided in this document are actually a good criterion for any Web site. Once seniors learn that there is a difference in the ownership and sponsorship of various Web sites, they will be less susceptible to cons and mis-representation of information.

Accommodations for seniors

As mentioned previously, few of us will enter our senior years with all our senses functioning as they did in our youth. For some of us, our vision may begin to deteriorate, for others it may be our hearing or our dexterity. Not to worry, rehabilitation workers, engineers, and people with disabilities have developed a multitude of hardware and software to accommodate the losses. There is a solution for everyone. Although we are all individuals with different needs, there are some basic items which can be added to computers which will be used and appreciated by a wide cross-section of seniors. Most of the suggested items are low priced and easily located:

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  Large print key tops (Aids students who are visually impaired and need to see the keys as they type.)

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  Oversized monitors with glare reduction (Aids students who are visually impaired to see enlarged text as it is displayed. Computer glare really inhibits some seniors with certain types of visual impairments).

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  Track balls (assists students with limited dexterity).

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  Ear buds (allows participant to hear PC prompts and instructor simultaneously).

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  Various screen enlarging and screen reading programs for students with severe impairments (staff should be proficient in the use of these products).

It is also useful to exploit Windows' standard settings to accommodate some of seniors' special needs. For instance, when the Control Panel is opened it is possible to: adjust the text, icon and button sizes to a larger display setting, choose a display font which is easy to read, choose display colors which are easy on the eye, slow the mouse clicking speed and adjust the cursor blink rate (Erickson, 2000). Adjusting these features will allow new users to see information presented on the screen more easily and let them learn how to use the mouse, and it only costs a few minutes of staff time.

After staff become acquainted with the students, i.e. becoming aware of their abilities and limitations, it is worth browsing through the "Accessibility Options" (also located under the Control Panel option) to determine if there are features which can help the senior student. For example, seniors who cannot hear the "beeps" and "bloops" the computer makes, when programs are successfully activated or mistakes made, could be aided by the SoundSentry or ShowSounds options, which present users with visuals of the sounds.

Teaching seniors

Professionals who work with seniors state that generally "the barriers to Internet use are area access, skill and intimidation." It is important to remember that in many instances library staff are presenting seniors with a new tool about which they have only heard. Some seniors may become impatient with themselves, so take time to assure them that they will learn. Seniors also may be reluctant to ask questions for fear of seeming "dumb." Staff should take time to have a "one-on-one" with the students as they walk around the classroom. Note: in the beginning it is helpful to limit class size to three persons per instructor.

It is also important that participants have a familiarity with the keyboard, and know how the mouse works (if they are able to use one) before moving on to the various skill levels. Almost all of the libraries currently teaching senior classes recommend students brush up keyboarding skills using online typing tutorials or a CD-ROM. Additionally, seniors who have sufficient dexterity and vision are encouraged to take advantage of online mouse tutors[3].

Listed below are some tips presented by instructors who have actually worked with or conducted classes for seniors (Erickson, 2000; Johnson et al., 2001, pp. 42-3):

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  Proceed in logical steps and begin at the beginning.

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  Give seniors the opportunity to ask questions as the lessons proceed, rather than wait till the end of the class.

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  Request students bring a three-ring binder to class with them to add class notes.

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  Make a cheat sheet for every lesson staff will teach. Be sure the font used is at least 14pt. and san serif, and that staff three-hole punch the notes before they are distributed. Leave space for students to add their own notes.

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  Take time to explain computer language, as you move through lessons. For example, if the class needs to "double click on an icon," describe how to click, and what the icon symbolizes.

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  Take a few minutes at the beginning of each new session to review what was learned at the last session. Students should be encouraged to follow along with the review process by consulting their notes, as seniors are more likely to remember material that is presented verbally and visually.

The importance of preparing printed copies of the lessons cannot be emphasized enough. Staff conducting the sessions should remember to provide students with a printed document of everything they need to remember (Johnson et al., 2001, p. 2). The information should be presented in a logical step-by-step format and written in an accessible language, avoiding negative constructions and inferences.

The typeface used for the documents should be bold and san serif. Documents should be printed on non-glossy paper using a color which is easy on the eyes, avoiding neon colors. It is useful to format the documents using increased line spacing and a reduced number of characters per line. Better readability results from lines whose length is approximately 50-65 characters. Added readability may be gained by discreetly using bold face type, underlining, and italics.

It is also helpful to prepare "trouble-shooting" tip sheets for the students explaining what to do in the event that unexpected events happen when using the computer. These items could include instructions for what to do if the computer screen freezes, the printer jams, or the cursor gets lost. This will alleviate some of the anxiety and panic new students face when using computers independently. Having troubleshooting tip sheets will also help staff to provide answers quickly to patrons' questions.

A word about Web site design for senior access

Although Web site design is the subject for another article, it needs to be mentioned here. Libraries can provide users with all the tools they need to access the Internet and the World Wide Web, but unless the sites are accessible seniors will still have difficulties using them. All library Web sites should be compliant with the Section 508 Guidelines and follow design guidelines set out by the WWW consortium, but in reality very few library Web sites do[4].

Noted "usability" expert Nielson conducted a study of Web access by seniors. Overall, he found that the majority of today's Web sites are twice as hard to use for seniors than non-seniors. This primarily is due to poor Web design which could easily be eliminated[5]. While all Web designers should follow good design rules, the library's Web site should be above reproach and not create barriers to access. Usability experts agree that Web designers need to[6]:

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  Keep colors bright and bold, but avoid the use of blues and purples and fluorescent hues. These colors are hard on older eyes which have lost some of their ability to distinguish shades and tones.

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  Avoid flashing or blinking graphics, pop-up windows or banners. For users with glaucoma or cataracts these elements are highly distracting, making it very difficult for patrons to focus on pertinent information.

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  Use large font sizes. Text default should be at least 12-point type and should allow users to increase text size.

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  Avoid home pages which are entirely graphical or rely on frames.

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  Avoid the use of background patterns including watermarks or embossed logs.

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  Use larger hypertext links and command buttons. This will allow users with limited dexterity or eye-to-hand coordination to hit the target more easily. Clustered links should be avoided, as it is sometimes difficult for persons with a vision loss to discern the link they want.

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  Use static user interface designs as opposed to pull-down menus, hierarchical walking menus or other moving interface elements. Seniors without good point and click skills have difficulties.

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  Use different colors to clearly distinguish between visited and unvisited links. Seniors may lose track of where they have been if this guideline is not followed.

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  Use error messages which define the problem, and make it as easy as possible to fix.

While it is tempting to use all the glitzy HTML tools which are available, it is essential that information be accessible for the entire community, including those with slower modems.

Summary

It goes without saying that most libraries do not need another project, but assisting seniors to enter the electronic information arena is one that cannot be ignored. By not informing seniors about information resources which can be found on the World Wide Web, or not explaining what e-mail is, or not assisting seniors in making the transition from typewriter to word processor the library is depriving a certain portion of its constituents of a chance to grow.

When we are young one of the first places we visit is the library. At a very young age libraries give their patrons the keys to enter the kingdom of knowledge. Catalogs and classification systems are patiently explained; story hours and reading clubs are planned in an effort to encourage the joy of reading. Should we not do the same for our patrons who are older?

Notes

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  Multnomah Public Library http://www.multcolib.org/seniors, Flint Public Library http://www.flint.lib.mi.us/seniors/lab.html, Collier County Public Library http://public.collier-lib.org/outreach/seniorsonline.html and Cleveland Public Library http://www.cpl.org/EventsCalendar.asp? FormMode= Process&C_5=on&L_1=on are a few libraries with a specific training curriculum for seniors. The Multnomah Public Library maintains a series of excellent tutorials on their Web site. These serve as a refresher for students taking classes, as well as for those teaching seniors.

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  The Guide to Evaluating Health Information on the World Wide Web may be found at http://www.spry.org/sprys_work/education/evaluating_health_content.html . Check-lists to determine authenticity, origin and quality of information are included. For example, seniors are told to be wary of Web sites paid for by pharmaceutical manufacturers, or those who purport to have access to "special elixirs" which the Federal Drug Administration has not yet approved.

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  The Monroe County Public Library, Indiana offers a free mouse tutor at http://www.monroe.lib.in.us/ class/net101/mouse/link.html; The Central Kansas Library System, Great Bend, Kansas also offers mouse tutors at http://www.ckls.org/~crippel/computerlab/tutorials/mouse/page1.html.

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  More information about Web site access can be found on the Section 508 Web site http://www.section508.gov and The WWW Consortium's Accessibility Guidelines site http://www.w3.org/WAI/GL/#Publications .

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  Nielsen, J., "Usability for senior citizens." Summary found at http://www.useit.com/alertbox/20020428.html. The entire report is available for purchase and includes 46 guidelines for designing Web sites for seniors.

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  These guidelines serve as a very brief guide to Web site design. Web site designers are encouraged to consult the previously mentioned Web sites as well as the Spry Foundation's Older Adults and the World Wide Web: Guide for Web Site Creators http://www.spry.org/sprys_work/education/web_guide.html and the AgeLight Institute's Interface Design Guidelines for Users of All Ages. www.agelight.org/webdocs/designguide.pdf.

ReferencesAt Home on the Web (n.d.), "Too old for computers?", available at: http://web.pdx.edu/~psu01435/tooold.html, p. 3.Erickson, A. (2000), "Helping seniors get online", available at: www.evolt.org/article/Helping_Seniors_Get_ Online/25/3105/ pp. 1-2Go60.com (n.d.), "Let's go log on", available at:www.go60.com/go60 computers.htm/, p. 1.Pew Internet & American Life Project (n.d.), "Wired seniors: a fervent few, inspired by family ties", available at: www.pewinternet.org/reports/toc.asp?Report=40.United Nations, Population Division, Division of Economic and Social Affairs (2002), Population Ageing, (Wallchart), available at: www.un.org/esa/population/publications/ageing/Graph.pdf Johnson, J., Morris, S., Patton, J. and Porter, T. (2001), Expanding Computer Training Opportunities for Seniors, November 27, available at: www/mtech.edu/stmorris/writing/rsvp_proposal.htm, pp. 43-7.

Barbara Mates (Barbara.Mates@cpl.org) is Head of the Cleveland Library for the Blind and Physically Handicapped in Cleveland Public Library, Cleveland, Ohio, USA.