Chris Gilliard and Hugh Culik’s article Digital Redlining, Access, and Privacy draws attention to a very important, but—until now—unsaid issue. While most of us think of access to information as a right, this article reminds us that it is, in fact, a privilege.
Personally, I have never had to worry about being restricted in my research or access to information. I have been fortunate enough to attend post-secondary institutions that offer many databases and resources of information. I also always had access to the internet at home and even on the go, I have a fair amount of data for my research needs. Because of this privilege, I have spent most of my life being fairly ignorant to the struggles of others with restricted access to the internet and information. I have never known the frustration of being alerted that I am unable to access a certain webpage due to restrictions. That is what made this article all the more relevant to me because it really opened my eyes.
I would have never thought to make the connection between redlining maps in the United-States and the restriction of information at community colleges versus wealthy post-secondary institutions. Initially, I found the analogy shocking because I was not sure if it was appropriate to compare such a racially charged historical practice to this modern dilemma. However, as I continued to read the article it became clear that this was, in fact, the perfect comparison. As Professor Gilliard alluded to, many students attending community colleges face financial restrictions. In his lecture, Gilliard explained that unlike most students at wealthier institutions, many community college students do not have access to internet packages for their home or phone, meaning they only have the means to do research at school. This is problematic when their only online access is restricted. Community college should not be thought of as a lesser education and its students should not be limited due to stereotypes or the precedent that they simply need job training and therefore are not in need of research tools. All learning, at any level, should involve inquiry, which in turn requires research and research tools. Withholding these tools and deeming what limited access they have “good enough” based on an institution’s financial status is discrimination of its students.
