Photo by Irvin Sto. Tomas on Wikimedia Commons

Everyone can relate to being frustrated with technology—whether it’s a forgotten password, a favorite app changing an interface, or just being overwhelmed by having to learn yet another platform. At the library, these problems can show up with patrons (and colleagues) every day. It can be exhausting to be asked the same questions again and again.

Steve Alcalde, Head of Computer and Technology Services at Rogers Memorial Library, addressed this challenge head-on at a recent PLA presentation on “How to teach tech to adults who swear they’re ‘bad at technology.’” He and his team run around 10 technology classes per month and regularly answer technology questions from patrons and staff in their day-to-day work. WebJunction recently sat down with Steve to learn more about his team’s approach to helping patrons feel more at ease with technology.

Practical ways to build patrons' confidence with technology

The key to ensuring a productive and positive outcome when providing patrons tech support is to frame the challenge as a lack of confidence rather than a lack of skills. By focusing on helping patrons build confidence rather than simply completing a task, you create an experience that encourages independence and makes it more likely they'll try again on their own.

Whether you're helping someone for five minutes at the public computers or leading a technology class, these approaches can make patrons feel more comfortable, capable, and willing to keep learning.

• Normalize the fear. The patron could be scared they are going to break something, look stupid, or feel overwhelmed. The patron may have had to overcome these fears to even show up and ask a question. Make them feel more at ease by saying, “This is confusing,” or “I had the same problem when I first got my Kindle.”
• Sit beside the patron, not across. This feels more collaborative and supportive.
• Do not take the device out of their hands. It may be tempting (and probably faster) to take control, but resist the urge. Instead, guide the patron while they control the device. This empowers them, helps them build muscle memory, and boosts their confidence.
• Change your language. Being told “It’s easy” when you are clearly not finding it so can be incredibly demoralizing. Instead of using jargon or language such as “You just do X,” try phrases like “You try it, I’ll guide you,” “You can’t break it,” or “Take your time.” These put the patron more at ease and should calm their nerves.
• Break workflows down and teach one step at a time. A simple process to you can feel overwhelming to your patron. Bite-sized steps can make it approachable. You can even say, “Let’s take this one step at a time.” Repeat the steps in a supportive tone as often as needed.
• Slow down. When we’ve navigated a particular workflow hundreds of times, we move quickly. Slow down, take a breath, and then slow down more. What feels slow to you is fast to them.
• Start with something easy. Let the patron experience success and a confidence boost with a quick win such as increasing text size or texting one photo. This will be a significant achievement for some and should create positive reinforcement. Celebrate the quick wins: “You just did that on your own!”
• Ask for feedback often and use it to adjust your instruction. Let feedback help identify your overlooked assumptions and show you areas to keep learning.

These strategies are simple in theory, but what do they look like during a real patron interaction? Steve shared several examples that illustrate how small changes in approach can make a meaningful difference.

Photo by Redmind Studio on Unsplash

Slow down to help patrons succeed

Steve explained that he was teaching a one-on-one session about taking and sharing photos on an iPhone.

About 15 minutes into the session, the patron was following directions but seemed hesitant, pausing before each step. They weren't asking questions, but I could tell they weren't feeling confident. I stopped and asked, "Am I explaining this in a way that makes sense, or should I slow down or explain it differently?” The patron replied, "You're going a little too fast. By the time I figure out what button you're talking about, you've already moved on. I also don't know what some of the words mean."

So, I slowed down and only said one step at a time. “Let’s find the Photos app together. I’ll wait until you’re there.” Then, after they got to the app, “Great, now tap the photo you’d like to send.” And so on. I stopped using words like “icon” and “navigation bar” without explaining them. After each step, I asked, “Would you like to try the next one on your own, or would you like me to demonstrate it first?" The patron was much more relaxed and, at the end, said, “I think I can actually do this when I get home.”

This was a big win—not only did the patron feel they understood the steps they needed to take to complete the task, but they also felt confident enough to try again without help after leaving the library.

Check in often to uncover the real challenge

Steve shared an example that highlighted some overlooked assumptions common among instructors.

I was helping a patron print a document from their phone using our library's Wi-Fi printing service. I walked them through uploading the document and entering the release code, but they seemed increasingly frustrated and kept asking where their print job had gone.

I paused and asked, "Which part doesn't match what you expected to happen?"

They replied, "I thought once I hit ‘Print’ it would come out of the printer right away like it does at home."

That feedback helped me realize that they weren't struggling with the website; they were struggling with the workflow. So instead of continuing with the technical steps, I took a moment to explain the process as a whole. By explaining that you submit the document but then it waits for you to come to the desk, pay, and release it, they had a mental model. I explained that nothing prints automatically to protect everyone’s privacy, and that was very helpful.

The patron said, “That makes so much more sense. I thought something was broken.”

By asking for feedback instead of assuming the problem was with the interface, Steve was able to adjust his instruction and make the experience much less frustrating.

Confidence grows one interaction at a time

Teaching technology isn't just about explaining buttons, menus, or apps. It's about helping people believe they can learn something new, even when it feels intimidating. By slowing down, meeting patrons where they are, and encouraging them to take the lead, library staff can turn routine tech questions into opportunities for learning and growth.

The next time someone approaches the desk convinced they're "bad at technology," try one or two of these strategies. Even a small shift in how you guide the conversation can help patrons leave feeling supported and confident to tackle the next question on their own.