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The International Monetary Fund defines globalization as a historical process involving the increasing integration of economies around the world, particularly through trade and financial flows (International Monetary Staff 2002). It is typically viewed as a necessary and unavoidable key to future world economic development. To meet the challenges of the future, then, it is necessary to train future workers to harness the power of the technology fields, becoming fully versed not only in how to use the equipment, but also to engage in higher-level thinking that enables critical analysis and assimilation. For many, this kind of training is expected to take place within the school districts, but it has been a hotly debated topic as to whether the schools are able to meet this need. In addition, those of the lower classes who can’t afford computers and the internet are frequently dependent upon the local public library to gain any skills or knowledge they’ll need to remain competitive in an increasingly shrinking marketplace. As a result, many public libraries have taken up the challenge to provide educational technology for any who cares to try. To determine the effectiveness of both the school library and the public library, it is helpful to compare similar elements of the library structure, such as the technology infrastructure, the library’s use of an integrated system, the library’s web presence including their provision of subscription services and remote access to such services and the library’s policies regarding filtering and acceptable use.While greater access to computers has been provided to nearly all children in the United States, giving each at least a cursory knowledge of what they are and what they can do, computers are still relatively restricted to children of lower socio-economic groups, particularly when it comes to accessing and understanding perhaps their greatest function, accessing and understanding the internet.