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9 Trends L. Libr. Mgmt. & Tech. 7 (1998)
How to Help Someone Use a Computer

handle is hein.journals/ttllmt9 and id is 39 raw text is: Trends
How to Help Someone Use a Computer
By Phil Agre, University of California, Los Angeles

omputer people are generally fine human
beings, but nonetheless they do a lot of in-
advertent harm in the ways they help other
people with their computer problems. Now that
practically everyone is on the Net, I thought it might be
helpful to write down some things I've learned about
helping people use computers and overcome the
problems that inevitably arise.
Develop the Right Mindset
First, you may have to convince yourself of a few
things:
•Nobody is born knowing this stuff.
• You probably have forgotten what it's like to be a
beginner.
• If it's not obvious to them, it's not obvious.
• A computer is a means to an end. The person
you're helping probably cares mostly about the
end. That is reasonable.
• Their knowledge of the computer is grounded in
what they can do and see: If I do this, then it
does that. Of course, they need to develop a
deeper understanding, but this can only happen
slowly, and not through abstract theoretical prin-
ciples they learn but through the real, concrete
situations they encounter in the course of doing
their work.
 By the time they ask for help, it is likely they have
tried several different things. As a result, their
computer may be in a strange state. That's not their
fault.
 The best way to learn is through apprentice-
ship-that is, by doing some real tasks together
with someone who has skills you don't have.
 Your primary goal is not to solve their problem;
your primary goal is to help them become one
notch more capable of solving their problem on
their own. So it's okay if they take notes.
• Most user interfaces are terribly ambiguous, so
when people make mistakes it's usually the fault of
the interface. You may have forgotten how many
ways you have learned to adapt to poor interfaces.
You may have forgotten how many things you

once assumed the interface would be able to do
for you.
Knowledge thrives in communities. The individual
who's not part of a community of computer users
is going to have a harder time than one who is.
Follow These Golden Rules
Having convinced yourself of these things, you are
more likely to follow some important rules:
 Don't take over the keyboard. Let them do all the
typing, even if it's slower that way, and even if you
have to point them to each and every key they
need to type. That's the only way they're going to
learn from the interaction.
 Find out what they're really trying to do. Is there
another way to go about it?
* Be mindful of your body language. Try not to
tower over the other person. If possible, squat
down so your eyes are just at or below the level of
theirs. When they're looking at the computer, look
at the computer. When they're looking at you, look
back at them.
 If something is true, show them how they can see
that it's true.
 Be aware of abstract language. For example, get
into the editor is abstract, whereas press this key
is concrete. Don't say anything unless you intend
for them to understand it. Keep adjusting your
language downward toward the more concrete
until they start to get it, then slowly adjust back up
toward the more abstract, as long as they're able to
follow you. When formulating a take-home lesson
(when it does this or that, you should check
such-and-such), once again make sure that you're
speaking on their level, with the right degree of ab-
straction for this user at this time.
 Whenever they start to blame themselves, blame
the computer instead (no matter how many times
it takes) in a reassuring and authoritative tone of
voice. When they get nailed by a false assumption
about the computer's behavior, tell them that the
continued on page 8

October 1998                                                                            7

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