Running head: INCARCERATION AND THE TECHNOLOGICAL DIVIDE 1

Incarceration and the Technological Divide

Hannah Pressley, Regan Wallace, and Ashley Olive

Queens University of Charlotte

2016
INCARCERATION AND THE TECHNOLOGICAL DIVIDE 2

Problem Statement
Due to incarceration, there is a technological divide between the general public
and prisoners, thus, creating potential obstacles for reintegration into the community.
Considering our societys dependency on technology, prisoners are not digitally literate.

Project Purpose and Goal.

Unfortunately, this project will not help provide access to technology for
prisoners, but the purpose is to teach and help close the technological divide. Our goal is
to assist in successful reintegration through the creation of an exit course, teaching
prisoners to create a positive web presence and become more digitally literate.
Throughout this course, prisoners will learn more specifically about the updates that
have been made terms of technology, what is appropriate on various social media sites,
how to create and maintain a LinkedIn account, and how to job search through the
internet.

Design Plan
Through our research we will find data supporting this problem and why it creates
obstacles for prisoners reintegrating. We will be researching how digital illiteracy impacts
recidivism. Also, we will research why this is a controversial problem and how the
government has responded in the past.
In order to complete this research each member of our group will be responsible
for one role. Hannah Pressley will be the team leader; this task consists of monitoring the
group, making a cohesive end product, and putting the group ideas into a solution. Regan
Wallace will be researching past data supporting the problem and ways the government
has tried to resolve the problem. Ashley Olive will be compiling previous research on our
problem; this includes looking into ways researchers have previously tried to fix the
problem and methods we could use for our solution.

Findings
In the United States, over 1.5 million individuals are currently in federal and state
prisons and 786,000 are incarcerated in local jails. Yearly, 725,000 of prisoners are
released into communities where they will be expected to re-enter the workforce, find
residence, and re-build social connections (Chappell, 2013). With the growth of
technology over the past twenty-five years, E-literacy is crucial. The prisoners who
released this year who have served 10-20 years will most likely not know how to send an
email, work a smartphone or perform basic computer functions used in todays daily life.
The National Institute of Justice conducted a study of 404,638 inmates in 30 different
states, who were released from prison in 2005. The study concluded that in just one year
after release, more than half of them, 56.7%, were rearrested. After five years, almost
80% of the released inmates were rearrested (Durose, 2014). The measure of success in
ones re-entry into society is based on their livelihood, residence, family, health,
criminal justice compliance and social connections (Ferner, 2015). One study about the
use of technology in correctional education, states that it is unarguable that, today's
economy requires potential employees and citizens to have computer skills as well as
traditional literacy and vocational training (Chappell, 2013). Prisoners who do not
INCARCERATION AND THE TECHNOLOGICAL DIVIDE 3

successfully integrate into society have higher rates of recidivism. Therefore, the lack of
technology available to inmates inhibits them from successfully re-integrating into
society.
The idea of allowing prisoners access to any type of technology has been a
controversy that has been debated by federally and privately operated prisons all over the
country and all over the world. As we can all logically claim, unfettered access to Internet
and any type of technology is unreasonable, even with monitoring but in some cases,
limited Internet access and other programs have already been given to prisoners in certain
countries with close monitoring by guards and prison staff (Internet, n.d.). In some
ways, the United States has attempted to allow technological access to prisoners through
the Trust Fund Limited Inmate Computer System (TRULINCS) developed by the Federal
Bureau of Prisons (BOP) called Corrlinks, which gives prisoners the opportunity to use
computers with limited Internet access but the ability to electronically send and receive
messages from family and loved ones (Access, 2015). In addition, a new product called
the JP5Mini also gives those incarcerated access to a relatively new piece of technology,
the tablet. This specially made tablet, currently being used in New Jersey and North
Dakota, can be purchased from the prison commissary and allows prisoners to
communicate with family through JPay, entertain themselves with music, movies, games,
or books, and educate themselves, which is invaluable to convicts (Bhattacharya, 2015).
Programs that help prison inmates re-integrate into society vary by approach
methods on a state-to-state basis. The state of Louisiana, which once had the highest
incarceration rate in the country, has seen drastic rates of recidivism after implementing a
re-integration program that allows qualifying younger inmates to learn a trade such as
plumbing, welding, and culinary arts. One of the largest prisons in the U.S., San Quentin
Prison in California, offers college-level education to inmates as a way to assist in a
successful reintegration of society. (Ferner, 2015) A 2013 study conducted by the
National Criminal Justice Reference Service, sought out to analyze the effectiveness of
offering college educations to prisoners as a method of decreasing rates of recidivism.
The study concluded that these types of programs produced a significantly positive
impact on decreasing recidivism rates that had long lasting effects on the released
inmates. Though these programs reportedly are effective in that sense, it is inconclusive
whether or not they helped in the lessening of the digital divide between released inmates
and society due to their methods of approach. (Kim & Clark, 2013). The New Hampshire
state prison evaluates incoming inmates with the Test of Adult Basic Education or
TABE. This test helps to assess their level of education to determine which
classification of program is suggested for them. Programs offered include vocational/
technical training and educational programs that reach to the college level. The prison
offers a Technology Education, similar to the program outlined in the proposed solution
of this paper. In the New Hampshire prison, the Technology Education program provides
an orientation of technology systems. It also includes a survey of the tools, materials and
career paths used in these technology systems. The program is made up of four
consecutive courses: (1) Communication Technology; (2) Materials Processes
Technology (Construction and Manufacturing); (3) Energy, Power and Transportation
Technology; and (4) Technology Practicum. The study reports that the use of the
Technology Education has decreased the recidivism of inmate (Hall & Ballantyne, 2000).
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According to an article from The Daily Dot, some prisoners claim access to
technology and allowing prisoners to interact with the outside world is a basic human
right and should not be denied to those incarcerated (Branstetter, 2015). The author also
argues that, if prisoners are still entitled to their First Amendment right to freedom of
speech, then shouldnt that right cover the Internet since it is such an important part of
modern speech (Branstetter, 2015). Continuing, Branstetter also states that since one of
the main causes of recidivism is lack of job training and employable skills among ex-
cons and that education and knowledge would allow them to better integrate back into
society (2015). Brian Walsh, Director of Corrections Education, is leading an education
program through Peninsula College with two state prisons in Washington state to try and
help alleviate the disconnect between prisoners and non- prisoners upon the prisoners
release (Walsh, 2013). According to the article published on the official White House
website, the prisoners who participated in educational programs while serving time were
43% less likely to return to prison and 13% more likely to become employed and that
these programs help offenders prepare for reentry and are effective tools in reducing
future crime (Walsh, 2013). The Prisoners Education Trust, the only charity working in
England and Wales to support people in prison to study distance learning courses,
discusses the use on a new technology initiative called PrisonCloud set up in Belgium,
that allows for prisoners to use in-cell telephones, have limited access to the Internet,
watch movies, download music and communicate with prison staff (Champion, 2016).
The article states that the technology and the education that the PET program can provide
prisoners allows them to create a persona beyond offender or convict and gives them
the chance to properly participate, engage, and contribute to society upon their release
from incarceration (Champion, 2016). While there could be potential risks with this type
of program, like prisoners taking advantage of the privileges listed above, the article
states, the greater risks and dangers that society faces is the seemingly endless cycle of
reoffending that plagues the prison system (Champion, 2016).
As we have seen in other educational programs in the prison system, not just
technology based programs, the inmates who participated in them have a lowered chance
of doing back into the system (Walsh, 2013). Based on the previously stated programs,
such as the JP5Mini, the PrisonCloud initiative, the TRULINCS and Corrlinks programs,
we think that by utilizing a further program that teaches them about technology and the
applications that it has in their lives will allow prisoners to rebuild social connections and
help with reintegration, and hopefully reduce their chances at reoffending. In the next
section that you will read the specifics of the program that we have developed to do just
that; help with reintegration of released prisoners and reduce recidivism.

Proposed Solution
In order to help reduce the technological divide, we would like the government to
implement a 3- day research/tutorial course for every prisoner, who has served one year
or greater. Considering this course would be rather expensive, we plan to use the already
allotted tax money to fund the program. Although this would require the correctional
facilities to reallocate funds, it would allow them to use a small percentage from other
places. Godard (2016) speaks to the current distribution of funds and how the correctional
facilities in the U.S currently experience discrepancies. Therefore, in order to implement
this program tax dollars would be to be distributed more intentionally to ensure funding
for the technology course. This will be a pilot program for the prisons that have access to
INCARCERATION AND THE TECHNOLOGICAL DIVIDE 5

the Internet or have JP5Mini (Access, 2015). This would be a mandatory course for each
prisoner, allowing him or her to learn some of the necessary skills pertaining to the
Internet and outside world. It would provide every prisoner with access for a brief period.
The course outline is attached and has specific instructions for what every prisoner would
be learning per day. Realizing that some prisoners may need assistance in basic typing
skills, we propose to have volunteers that have successfully and recently completed the
course to help assist those in need. This would ensure that everyone is getting the same
opportunities and assistance with technology.
On day one of the course, the inmates of the pilot program will learn basic
technology skills such as using Microsoft Word, emailing, and PowerPoint. An
Australian study determined, there is overwhelming evidence to prove that the program
will have successful results with the use of Information Communication Technology. The
study states, Appropriate types and levels of access to modern ICT for employment-
related education and training purposes would be an essential component of the provision
of opportunity for a prisoner to acquire the human capital necessary to have any prospect
of gaining meaningful, legitimate employment after release from custody(Bedford,
Dearden, & Dorman, 2005). Not only will implementing ICT in the pilot program be
effective in closing the digital divide, but also it will be correlated to a decrease in
recidivism rates and a successful transition of released inmates into society.
For day two of the course, the inmates will learn about creating a positive social
media presence and how to create a LinkedIn profile. Park (2012) suggests that social
media impacts the degree of media inclusion or exclusion that one may experience.
Therefore, social media presence affects social skills both on and off the web. Park
(2012) performed a study to help understand individuals may experience social exclusion.
The researcher studied how social media exclusion can pose threats to the individual, this
includes lack of access to information, feelings of disconnection, and disengagement
from society. Park (2012) concluded that measures must be taken to diminish this divide,
allowing everyone with equal opportunity and social inclusion.
Ding and Ding (2013) explores the importance of the quality of social media in
relation to job hunting. The researchers performed a multimodal project in which they
critique students online presence through the lens of a potential employer. It was often
found that students tended to share too much or inappropriate information on Facebook.
Therefore, with this information students are jeopardizing their opportunities for hiring.
This research is important for our project because it allows us to see how students are
misusing social media. With this in mind, we hope to teach prisoners how to avoid this
scenario.
With this research in mind, day two focuses strictly on social media and
networking. The first half of the section will be focused on whats appropriate on
different avenues of social media and how to create a social media presence. Those
enrolled in the course will be composing a post for both Facebook and Twitter, in order to
understand the appropriateness for both social media sites. We will talk about how
employers look at online profiles during the hiring process. Therefore, they must
understand what should and should not be posted on social media accounts. The second
half of day two will focus on the importance, purpose, and creation of a LinkedIn profile.
This will ensure that each prisoner has created a profile for employers to see the skills
and experience of individuals enrolled.
INCARCERATION AND THE TECHNOLOGICAL DIVIDE 6

The third and final day of the course will focus on finding credible sources and
finding real jobs that the prisoners can apply to upon release from prison. Eshet- Alkalai
(2004) highlighted the importance of digital literacy, suggesting that it is a necessary skill
for survival. Specifically, the researcher noted that in the modern times, it is crucial for
information consumers to be able to evaluate the credibility of information. It is a
survival skill for individuals to be able to properly decipher between information that is
credible and what is not (Eshet-Alkalai, 2004). In order to successfully reintegrate into
society and lower their likelihood of recidivism, it is important that individuals are
familiar with the risks of consuming and sharing information lacking credibility. When an
inmate reintegrates into society, it is important for them to make social connections. This
may be at risk if they were to share information from a source that lacks credibility. A
financial risk could occur if someone were to access a website scam because they were
not educated on the credible websites. Someone could even face legal charges for
accessing illegal websites if they were unaware of the information that would teach them
otherwise. Teaching inmates this skill is a necessity for them to become acclimated to the
digital world upon their release into society.
According to Columbia College, there are certain aspects of a source that must be
evaluated to make sure that it is credible (Evaluating). First, the reader must look at
where the source was published. Was it in an upstanding scholarly journal or newspaper?
Was it written or issued by a university, government institute, or another respectable
organization? Not only does the publisher matter, but also the author. Columbia suggests
that a quick online search of the author that yields that they are knowledgeable to speak
on the subject in the source should be done (Evaluating). Making sure that the source is
timely also plays a large part in credibility. Does the source include relevant information
for the context in which you are viewing it?
Based on the research that we have conducted, we have broken the course down
into three days that will help the inmates in learning the skills that they need to
reintegrate into society.

Day 1- Basic skills

Introduction to Word, Emailing, and PowerPoint
Microsoft Word: Copy, cut, paste, alignment, footer, header, saving, print
Emailing: How to format an email, how to address an email, what language to
use, email etiquette
PowerPoint: importance of visual aids, how to format, what to put on the page vs.
what to leave off, slide broad and explanation specific, no transitions or crazy
colors
Assignment: Compose a mock email that you would send to a future employer

Day 2- Social Media

Facebook, Twitter and Instagram

Appropriateness: What does a typical Facebook post look like vs. what a typical
Twitter post looks like, how to create an appropriate post, what social groups can I
join or become a part of to increase social inclusion and engagement (look at
hobbies and friends involvement)
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Facebook: Uploading profile picture, connecting with friends, messaging, etc.

Dos and Donts
Twitter: Creating a profile, explaining the ins and outs of the site, what is a
handle, what is a hash tag, how to use Twitter Moments
Instagram: Creating a profile, explaining what Instagram is and who uses the site,
what pictures are allowed to be posted and how to send a direct message

Assignment: Compose a post that would be appropriate for Twitter and then a post
that would be appropriate for Facebook. Also, look up companies in that interest you
or that are in your area- see what they advertise, look at how they engage with the
customers and what they are posting about.

How to create and use a LinkedIn?

Profile picture: what, where and how should my profile picture look? Is it the
same as the pictures I would post on Instagram (might be nice to have facilities
take the photo for the prisoners)
Profile characteristics: Name skills that could be useful within workforce,
looking up connections, who do I add as my friend on my LinkedIn account
Endorsements: These come from friends that can attest to the skill you have
named
Adding experience to LinkedIn profile to provide reference to those seeking
employees
Explain the importance and use for the site

Assignment: Print and turn in a copy of your LinkedIn profile

Day 3- Navigating the Web for Employment

What is a credible source?

Looking at whether or not site ends with .org, .edu, .net, or .gov
Not credible if the site contains a lot of advertisements
Not credible if the site can be edited by the general public
Look at sponsors of the page and make sure they are the ones editing and writing
the information you are reading
Look at the date to see if the site is current or very outdated
Use context and language to determine if reliable
How to begin your job search
Go to companies that you would be interested in and contact employer through
email or submit application online
Research places in your living area that are hiring
Email employers in your city that are hiring or might be willing to hire you
Use social media as a resource,
Make a profile in at least 2 online job forum -
o www.indeed.com/forum
o www.monster.com
o www.snagajob.com
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o www.glassdoor.com
o www.careerbuilder.com
o www.beyond.com

Assignment: Find two examples of a credible source and at least three jobs to which
you can apply upon release

Upon completion of the course, the inmates will submit a job portfolio as detailed
below to show that they have understood the teachings of the course. The documents to
be included will be the assignments that the attendees completed during each day of the
course.

------------------------------------------------------------------------------------------------------------
For you final assignment please create a job/ employment portfolio to be turned in at the
end of this program.

Throughout the course you have been learning skills that will benefit you in your job
search upon release. Please include the following documents.

Taken from Day 1

Create a basic cover letter that you would send to a future employer
o This must include skills that you possess, past job experience, what you
are looking for in a job, etc.
o Please use the attached template as a guide when writing the letter

Taken from Day 2

Compose a post that would be appropriate for Twitter and then a post that would
be appropriate for Facebook.
o Think about content, word count, the Dos and Donts that we talked
about in sessions
o How are employers influenced by what is posted on social media sites
o Find three companies that interest you or that are in your area, how do
they engage with the customers, what are they posting about, and what
they advertise.
A copy of your LinkedIn profile
o Make sure that all fields are completely filled out and have accurate
information.
o Show that you have made meaningful connections with others on
LinkedIn that will be beneficial to your job search.

Taken from Day 3

Two examples of a credible source
o These must be .org, .edu, .net, or .gov sites that will present accurate
information.
o Highlight the sponsors on this site to show further show that you know
how reliable the source is.
Find at least three jobs to which you can apply upon release
INCARCERATION AND THE TECHNOLOGICAL DIVIDE 9

o Make sure that these jobs are appropriate for you meaning they are within
your living area, you are able to get to and from the job site, that they do
not violate any obligations of your probation, etc.
o Detail with each job opportunity why it would be a good fit for you

Once you have compiled all of these items, turn them into the course instructor for
evaluation.

Cover Letter Template

Your Name
Street Address
City, State Zip Code
Recipient Name (if known)
Title (if known)
Company Name
Street Address
City, State Zip Code
Date
Dear (recipients name or To whom it may concern),
First paragraph: (about 4-6 sentences) Use the first paragraph to let
the reader know who you are (a Queens student, nurse practitioner with ten
years of experience, etc.) and the position you are applying for. This is also a
good place to state recent news or observations about the company to show
youre truly interested and in-the-know about that particular organization.
Second paragraph: (about 4-8 sentences) In the second paragraph,
highlight your key qualifications in relation to the job you are applying for.
Remember, this is not a place to reiterate everything on your rsum, but to
take a more curated approach. You can use bullet points to make the
thoughts easier to read. Refer back to the original job description when
writing this second paragraph and be sure that youve addressed the core
competencies and responsibilities in your letter by providing examples or
explaining your skill set.

Third paragraph: (about 3-5 sentences) In the last paragraph, reiterate

your interest in the opportunity and your willingness to interview. Indicate
that you are attaching your rsum and are available to answer any
questions about your qualifications.
Sincerely,
Your Name
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References

Access Corrlinks Inmates E-MAIL System. (2015, August 7). Retrieved October 01,

2016, from http://www.corrlinkssupport.com/www-corrlinks-com-access-

corrlinks-inmates-e-mail-system/

Bedford, T., Dearden, R., & Dorman, M. (2005). Offender rehabilitation and information

literacy: a case for providing appropriate prisoner access to contemporary ICT.

In the Proceedings of the ACEA (Atlantic Canada Economics Association) Annual

Conference, Dalhousie University, Halifax, Canada.

Bhattacharya, A. (2015, July 23). This is the tablet prisoners use. Retrieved October 01,

2016, from http://money.cnn.com/2015/07/23/technology/jpay-prison-tablet/

Branstetter, G. (2015, February 05). The case for Facebook in prison-why Internet access

is a basic human right. Retrieved October 01, 2016, from

http://www.dailydot.com/via/facebook-prisons-internet-access-human-right/

Champion, Head of Policy, N. (2016, April 28). Why our attitude to technology in prisons

needs an upgrade. Retrieved October 01, 2016, from

http://www.prisonerseducation.org.uk/news/why-our-attitude-to-technology-in-

prisons-needs-an-upgrade

Chappell, C. & Shippen, M. (2013). Use of technology in correctional education. Journal

of Correctional Education, 64, 22-39. Retrieved from

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https://ezproxy.queens.edu:2048/login?

url=http://search.proquest.com/docview/1372329559?accountid=38688

Ding, H., & Ding, X. (2013). 360-Degree rhetorical analysis of job hunting: A four-part,

multimodal project. Business Communication Quarterly, 76, 239-248.

doi:10.1177/1080569912475207

Durose, M. R., Cooper, A. D., & N, H.. (n.d.). (2014, April) Recidivism of Prisoners

Released in, 30(244205.

Eshet-Alkalai, Y. (2004). Digital literacy: A conceptual framework for survival skills in

the digital era. Journal of Educational Multimedia and Hypermedia, 13, 93

Evaluating the Credibility of Your Sources. (n.d.). Retrieved October 07, 2016, from

https://www.college.columbia.edu/academics/integrity-sourcecredibility

Expert Preferred Resume Templates. (n.d.) Resume genius. Retrieved October 03, 2016,

from https://resumegenius.com/resume-templates/basic-templates#classic-resume-

templates

Ferner, M. (2015, September 28). These Programs Are Helping Prisoners Live Again On

The Outside. Retrieved October 3, 2016, from

http://www.huffingtonpost.com/entry/if-we-want-fewer-prisoners-we-need-more-

compassion-when-they-re-entersociety_us_55ad61a5e4b0caf721b39cd1

Godard, T. (2016, March 23). The Economics of the American Prison System. Retrieved

November 01, 2016, from https://smartasset.com/insights/the-economics-of-the-

american-prison-system
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Hall, R. A., & Ballantyne, M. W. (2000, December). Technology Education and the

Convicted Felon: How It Works Behind Prison Walls [Abstract]. Journal of

Correctional Education, 51(4), 320.

Internet in prisons. (n.d.). Retrieved October 01, 2016, from

https://en.wikipedia.org/wiki/Internet_in_prisons

Kim, R. H., & Clark, D. (2013). Effect of Prison-Based College Education Programs on

Recidivism: Propensity Score Matching Approach [Abstract]. Journal of

Criminal Justice, 41(3), 196-204.

Park, S. (2012). Dimensions of digital media literacy and the relationship with social

exclusion. Media International Australia, 142, 87-100.

Walsh, B. (2013, November 26). Using Technology to Reduce Recidivism of Prisoners.

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