Community Anchor Institutions: The Real Engines of Digital Equity

I served with the statewide digital equity initiative in Maryland, which dropped me straight into the everyday realities of the digital divide. Through the cooperative extension system, I had the opportunity to closely observe how schools, libraries, and nonprofits— which we call community-anchor institutions (CAIs)—collaborate to build community capacity.

CAIs aren’t just “nice to have.” They are the places people trust, the places people actually show up, and often the only places where digital life becomes something navigable. Two statewide interview studies our team conducted made that clear.

Our first study (Kim et al., 2025a) captured conversations with 151 residents navigating e-government systems daily. Their struggles were familiar: clumsy websites, confusing instructions, inaccessible portals, and a deep fear of making mistakes online. But the real story was where residents went for help—not to the agencies tied to those systems, but to CAIs like libraries, community colleges, nonprofits, immigrant resource hubs, faith-based organizations, and workforce centers. These places filled the gaps with one-on-one assistance, reassurance, and patient, human-centered help that the systems rarely offer.

Our second study (Kim et al., 2025b) focused on Spanish-speaking English-language learners (ELLs)— a group often expected to keep up with growing digital demands without enough resources or support in their preferred language. The strongest through-line, again, was trust. ELLs sought help from CAIs where they felt linguistically and culturally understood: libraries with bilingual staff, immigrant resource hubs, and community centers that offered safe, judgment-free spaces. These anchors were more than support sites—they were learning communities, where digital skills grew through shared experience and cultural belonging.

Taken together, these two studies reveal something crucial: digital equity doesn’t scale through technology alone—it scales through relationships. And those relationships live inside local CAIs. (For both studies, we cooperated with eight trusted CAIs across six regions of Maryland—they opened their doors to us and connected us directly to the people we sought to understand.) They are the human infrastructure that translates policy into practice, and “digital access” into actual digital participation.

A 2026 Snapshot: What Services do CAIs Offer?

Tech support is not a single service but an ecosystem in which different types of CAIs play distinct roles. Libraries serve as broad digital first responders, educational institutions focus on structured literacy for learners, and community centers provide trust-based, ongoing support particularly for seniors. Yet this picture is drawn largely from existing literature—and the question remains how well it maps onto what’s actually happening on the ground.

Over the past few months in 2026, I went through 137 websites of CAIs across Maryland, driven by one question: What services do CAIs offer to people who need tech support? The sample of CAIs was drawn purposively from Maryland alone, so the findings aren’t broadly generalizable—but they do offer a valuable snapshot of where Maryland’s digital equity ecosystem stands today, as seen through CAIs at its center. Here’s what I found.

Nonprofits Carry Most of the Weight

The first thing that stood out: nonprofits (here referring to social service organizations distinct from libraries and schools) remain the center of gravity (n = 72 out of the 137 institutions examined). They span a wide range of focuses: health equity, family support, economic justice, food and housing security, immigration and racial equity, disability support, senior support, and crisis intervention. Yet many of them have also stepped into the digital equity space—offering digital skills training and connectivity support.

Take Computer CORE as an example. The organization offers free online computer skills classes for adults 18 and over—covering Google Workspace, Python coding, online safety, Microsoft software, internet security, and even an Intro to AI course that’s becoming increasingly relevant. Computer CORE also runs an equipment donation and refurbishment program through a certified Microsoft Authorized Refurbisher and a Digital Navigators HelpDesk that provides skills assessment, troubleshooting, and guidance on low-cost home internet programs.

Another standout example is National Housing Trust (NHT), a nonprofit whose core mission is housing security—but whose efforts go well beyond that. NHT runs the Amazon Homeownership Initiative Pilot, providing technical assistance to those promoting affordable homeownership opportunities. The organization also offers device lending and digital skills training to help residents actually use the connectivity they now have access to. It’s a reminder that housing-focused CAIs are increasingly recognizing that a stable home without digital access isn’t fully stable.

That digital equity efforts rest heavily on nonprofits points to a deeper tension: this is work driven by mission and passion, but sustained by grants and programs, not permanent infrastructure. Long-term stability isn’t guaranteed.

Libraries Do a Bit of Everything — Except AI

Public libraries were the most comprehensive providers (n = 25 out of the 137 institutions examined), offering the widest range of digital equity services—and that is no surprise, given their long-standing role as the community’s information literacy backbone. They offer digital literacy classes, one-on-one tech assistance, accessibility options, and device access and distribution, covering a wide spectrum of needs. Libraries have long served as community support hubs, providing study spaces, career and job resources, homework help, notary services, and more. That role has now expanded to include leadership in community digital equity efforts.

Anne Arundel County Public Library is a good illustration of what comprehensive library-based digital equity efforts look like in practice. On the access side, they lend Chromebook kits, hotspots, and text-scanning pens, and provide public computers pre-loaded with Microsoft Office, Wi-Fi, and wireless printing. For those who need extra support, the library built multiple help channels—virtual chat, email troubleshooting, and dedicated FrontLine Tech Support for the library apps. Learning resources run deep, too: LinkedIn Learning, Brainfuse, O’Reilly, and Digital Learn are all linked through the library’s website, covering everything from beginner internet basics to IT and software courses.

When it comes to AI, however, libraries remain notably cautious. Based on my review of public-facing websites, AI was mentioned only lightly—if at all—by most libraries. Patron demand for AI support appears to be outpacing libraries’ readiness to respond. Some are starting to move, though.

Montgomery County Public Libraries offer a remarkably broad tech support ecosystem—from beginner computer help and Microsoft workshops to one-on-one Tech Help Thursdays and Digital Resources Clinics. Patrons can access in-library computers, laptops, outdoor Wi-Fi, and hotspot lending, alongside online learning platforms (e.g., Udemy, LearningExpress Library). And tucked into the career and job success offerings is something worth noting: an AI for Job Seekers course, teaching patrons how to use AI tools to tailor cover letters and résumés, research employers, and prepare for interviews. The course meets people exactly where the job market already is.

Higher Education is Leading on AI

If any sector is experimenting with AI literacy in a structured way, it’s higher education. Among the 19 organizations offering any AI-related service, the majority were colleges or universities.

Bowie State University reflects what educational institutions bring to the table. Their IT service desk handles everything from walk-ins and calls to loaner equipment, computer labs, and discounts on devices and software. Training covers a broad range of applications—Adobe Creative Cloud and Blackboard—alongside a dedicated focus on cybersecurity awareness. Web accessibility support rounds out the picture. What stands out is the university’s AI resource hub. Bowie State University has leaned in—curating a guide that walks students through tools like ChatGPT, Perplexity, NotebookLM, and Scite.AI, with sections on how to research with AI, understand its risks in academic writing, and use it critically.

Cecil College offers a purposeful set of services for workforce training. The school’s continuing education programs include Microsoft Office, cybersecurity, and general computer classes for lifelong learners. What catches the eye, though, is the explicit inclusion of AI in workforce training. Cecil College’s AI courses build foundational AI literacy—covering core terminology, real-world applications across industries, and hands-on engagement with AI tools—structured around earning the Google AI Essentials Certificate and the DataCamp AI Fundamentals certification. The courses also prepare students for the Microsoft Azure AI Fundamentals (AI-900) exam, with hands-on labs in computer vision, natural language processing, document intelligence, and generative AI. For a CAI serving working adults, that’s a serious commitment—treating AI not as a distant horizon, but as a certifiable, job-ready skill available right now.

These efforts are promising but they’re largely confined to enrolled students, staff, and faculty of the institutions. For the broader community, especially people who need accessible, beginner-friendly guidance, AI support has yet to arrive in any meaningful way. Across the CAI landscape, AI literacy remains early-stage, scattered, and mostly experimental.

Close, But Not Closed

For all their efforts, CAIs are still working against real limits. The gaps in digital equity haven’t closed—they are shifting.

The Geography Imbalance: It’s Mostly Urban

CAIs’ services in Maryland are concentrated in urban and suburban areas, including Baltimore City (n = 24 out of the 137 institutions examined), statewide organizations (n = 20), Prince George’s County (n = 14), and Montgomery County (n = 13). Rural counties have far fewer programs, fewer resources, and less visibility. And even when an institution claims to operate statewide, that doesn’t always mean real presence across the state.

This matters more than it might seem. Tech support doesn’t happen through screens alone. For senior and immigrant communities who may need more than information, the most effective learning often happens in person through shared spaces, familiar faces, and the kind of trust that only builds over time. Those communal settings are where rapport is formed, training feels relevant, and specific life circumstances can actually be met. When geography becomes a barrier, that connection breaks down. Digital equity requires physical proximity and, right now, too many people are simply too far from where the support lives.

Organizations Rarely Build Their Own Resources

Many CAIs tend to simply link out to external digital knowledge bases—long lists of websites such as LinkedIn Learning, Udemy, Brainfuse, Digital Learn, Gale Courses, and LearningExpress Library. These links can be helpful, but doing so places the burden squarely on individuals, especially those who already struggle with digital navigation. There’s a real difference between making resources available and making them usable.

A related observation is the limited production of in-house content. The reliance on external resources is understandable. In many cases, linking to established third-party resources may be a pragmatic response to limited institutional capacity. Developing and maintaining in-house curricula requires staffing, technical expertise, and ongoing updates that many CAIs may not have the capacity to sustain. This pattern may not be unique to the current moment: in digital inclusion efforts more broadly, organizations have tended to rely on external resources first, developing in-house capacity only as a tool or service becomes more established. If that pattern holds, the current reliance on third-party content may reflect a transitional phase rather than a permanent stance.

Marylanders Online may illustrate exactly this kind of transition in action. The initiative has built its own digital literacy curriculum from the ground up, with learning modules that span a wide range of everyday needs: computer basics, jobs and education, e-government services, e-health, and AI tools for productivity. And the flagship resource, the Marylanders Online Navigator Education Toolkit (MONET), takes it a step further. This module-based train-the-trainer course is designed to equip digital navigators with the skills needed to bridge the digital divide in their own communities. The initiative has plans to make MONET open-source through the University of Maryland’s Canvas platform, potentially expanding its reach well beyond the state.

Rather than suggesting that every CAI should build its own resources, what appears most promising is the development of scalable models that pair reusable curricula with local instruction and implementation support. In-house content may be most useful where existing resources fail to meet local needs (e.g., language access), whereas in other cases the more important task may be helping users navigate and apply already available materials.

Everything Is Digital, but Tech Support Isn’t

Nearly all support materials—guides, tutorials, workshops—live online. Yet surprisingly not many organizations offer immediate, interactive assistance for people who need help navigating those very digital tools. Only 19 out of the 137 institutions I examined provide chatbot or virtual chat features—meaning the vast majority rely solely on email addresses, phone numbers, or static FAQs. These channels have their place, but today’s users increasingly expect real-time support. When immediate help isn’t available, those trusted institutions can become sources of frustration, quietly pushing people away from the very systems designed to include them.

Still in the “First-Generation” Digital Equity Stage?

After reviewing all 137 organizations—within one state, so context matters—a consistent theme emerged. The digital equity ecosystem still focuses primarily on the basics: devices, internet access, and foundational digital literacy. These are essential but they’re no longer sufficient on their own. AI literacy, in particular, remains fragmented and early-stage. Based on my review of public-facing web materials, only 19 organizations offer anything AI-related, suggesting that AI literacy efforts remain at an early and uneven stage across institutions. And even within that 13.8 percent, the reach is narrow: most AI programming lives inside higher education, serving the university community rather than the broader community.

If we want a future-ready digital equity landscape, CAIs will eventually need to shift toward AI capability building and make sure that shift reaches everyone, not just college students or already tech-savvy residents. That means investing not just in content, but in the human infrastructure that delivers it: trained navigators, trusted institutions, and the physical presence to meet people where they actually are.

The CAIs examined here are doing meaningful work. They fill gaps that government systems leave open, they show up for people who are too often overlooked, and they do it on limited budgets and borrowed time. That deserves recognition.

But recognition isn’t enough. What digital equity needs now is sustained investment, better alignment across institutions, and a long-term commitment to leaving no one on the wrong side of the divide. And that starts with turning attention to the CAIs themselves, understanding what they’re facing, where they’re stretched thin, and what systemic barriers limit their reach.

Dr. Yeweon Kim is a postdoctoral researcher at the Center for Trustworthy AI at Seoul National University and a Benton Opportunity Fund Fellow. Her research explores the societal impacts of information and communication technologies at individual and community levels, with a focus on digital empowerment, equity, and ethics. 

Also by Dr Kim: 

References

Kim, Y. W., Harding, A., & Subramaniam, M. (2025a). Toward inclusive e-government services: Building better digital literacy infrastructure and institutional support for marginalized communities. Proceedings of the 58th Hawaii International Conference on System Sciences (pp. 6723-6732). https://doi.org/10.24251/HICSS.2025.802

Kim, Y. W., Harding, A., Behre, J., Sim, U., & Subramaniam, M. (2025b). Beyond barriers and borders: Digital literacy support for English language learners via communities of practice. Information Research at International Electronic Journal, 30(CoLIS). 392-407. https://doi.org/10.47989/ir30CoLIS52342