Extra Post


During one of my reflection posts, I mentioned that I’d encountered a really cool virtual museum in Second Life whose name I couldn’t remember. Well… I found it! I’m absolutely ecstatic to share with you all The Vordun Museum and Gallery in SL. According to the website, they have a special exhibition which features the changing depictions of the nativity from Medieval through Baroque Europe. Here’s the description:

The VORDUN MUSEUM & ART GALLERY have a new exhibition that’s just started, it’s called Adoration: The Nativity from Medieval to Baroque. Showcasing twenty paintings, prints, and manuscripts, Adoration: The Nativity from Medieval to Baroque, showcases this popular art subject. Most old masters were familiar with the nativity, and painted their own interpretation of it. See how artists from different time periods and regions, and using different methods, took on the story of Jesus’s birth.

If you’d like to visit for yourself and you haven’t had previous experience using SL, please follow the following instructions. 😀

•In order to visit, you’ll have to create an avatar in SL (this can be done by visiting the Second Life website).
•Once you’ve created an avatar and downloaded the viewer, follow this link to teleport to the location in-world.
•When you enter the building, you’ll receive an alert that will offer you “The Vordun HUD” – you’ll want to click “Yes.”
•The HUD (or Heads-Up Display) will automatically load onto your screen and there will be instructions there for you.
•Enjoy your visit!

One of the museum’s many wings. Interestingly, they hosted a community Christmas tree decorating event, so the ornaments and lights were all provided by museum-goers! 😀

Close-up image of the beautiful tree. I love the little Medieval manuscript ornaments! 

The closer you look, the more detail that appears. (Notice the rectangular-shaped item on the right side of the screen – that’s the HUD).

The HUD allows for a very interactive and informative museum experience. You have the option to choose the order in which you learn about the pieces in the exhibit by selecting the numbers on the HUD. There are audio recordings that will play automatically when you select a painting to look at (automatically supplemented by captions for those who like and/or need them). There’s even a gift shop! 😀

I’d love to know if any of you end up trying this. I was just so excited to have rediscovered the museum that I had to share with you guys. 🙂 Best of luck to everyone as we’re finishing up the semester!

Virtual Symposium

As I’ve been thinking about how I could go about structuring this reflective post, I decided to challenge myself by writing in a style that offers a bit more personal insight than what I’m normally comfortable with. I’ll work my way into describing why I’ve included the following image for this post, reflect on the course in general, and discuss how it has influenced my future career goals.

Image of a cozy bedroom

Through my time in this class (heck, the entire program in general), I’ve struggled to find direction in a field that I’ve had no real previous experience in. Additionally, my chronic health-related issues reached their peak during the course of the program, further complicating things. Still, this has given me an opportunity to focus wholly on and to fully immerse myself in the content for each class. In doing so, I learned a lot about where my interests and strengths lie.

While one aspect of my interests and skills lie deeply within the perhaps more traditional areas of academic research, the progressive in me is deeply drawn to the forward-thinking areas of librarianship related to emerging technologies and the paradigm-shifting efforts to break down traditional hierarchies and service models.

I chose the image above for several reasons. In a literal sense, as a result of my illness, I do my classwork in my room and often from my bed. I also wanted to visually convey the sense of coziness that I’ve experienced when working through each module of this course – it felt like a safe place where everyone was free to imagine and explore. This stands out to me because often in my academic career, I’ve found myself feeling either indifference or a sense of dread about my classes.

The feelings of comfort and imagination that I’ve experienced in this class are unique; each lecture was so stimulating and got me feeling excited about the week’s content. Dr. Stephens’ passion and enthusiasm about emerging technologies, libraries, and humans is absolutely infectious. On top of that, he’s the most genuinely kind and compassionate professor I’ve had the pleasure of receiving instruction from. I looked forward exploring the content in each module and that content itself has equipped me with so many resources, blogs, and websites that will help to guide me in continuing to learn while I enter into the profession.

Before this semester, a persistent sense of panic punctuated every thought about my potential career prospects. I limited myself and my mind by half-heartedly aspiring for the most tedious, dull, and unchallenging future career in the interest of safety and security and so could only imagine myself in the most unrewarding, monotonous job positions. Here, I draw a parallel that sitting for too long in one place (regardless of how beautiful that place may be, as in the image above) can become frustrating and uncomfortable to the point of causing distress. This class allowed me to tap into the areas of myself that I’ve generally thought of as “separate” from any real career choice – my deep sense of compassion for people and my desire to offer help and support when it’s needed. This class has provided me with a sense of direction that I couldn’t have possibly anticipated.

Now that I know what’s possible, it’s gotten me feeling really eager to finish up the school year (btw, I’m graduating this semester!) and to begin exploring an entirely new world of career options that I’d have otherwise never considered. Before, I aspired for a job position that would make human contact optional at worst, but now I’ve realized how powerful libraries are and how they can play such an important role in supporting social movements, facilitating cultural change, and aiding the people contributing to them. I’d like to be a part of that if I can.


Director’s Brief: Promoting Local Digital Inclusion

In the age of information, equitable access to digital technology is just as important a facet of modern life, communication, and social justice as equitable access to water, electricity, and shelter. Americans have been adopting mobile devices and other digital technologies at astonishing rates, but these rapid societal advancements have left many citizens behind – particularly members of vulnerable populations. In order for libraries to adequately pursue digital inclusion, it is first necessary to address the digital divide that necessitates it.

In my Director’s Brief, using a service model developed by an Australian company, I try to persuade the director of the Fictional Public Library to evaluate the institution’s existing service models in relation to the community’s need for digital inclusion. (FYI, the cover page is separate from the rest of the brief because of the website’s space limitations for attachments.)

Director’s Brief Cover Page
Director’s Brief

Reflection 6 – Reflective Practice

As mentioned in this module’s content, there is definitely this pervasive suspicious attitude (often, from older people in my experience) towards modern technologies and of how young people use them. I feel like new technologies (or other advancements in society) are always met with the same predictable responses that ultimately boil down to “I don’t like this because I don’t like change.”

As a few examples, laypeople in the Middle Ages were suspicious of writing, in part, because it was the first medium through which one’s personal thoughts could be shared externally and it was believed that one’s personal thoughts shouldn’t be so easily accessible. People in the 19th century were suspicious of motor vehicles, in part, because it meant that people would walk around less and they’d become less social with their neighbors. Parents in the 70’s, as Dr. Stephens mentioned in his lecture, found that kids spending less time outside and more time reading fiction was a punishable offense. Parents today suspect that smart phones and other smart devices are causing their children to become “disengaged” socially (and etc.). It just feels like the same cycle over and over again. The “we’ve always done it this way” people, as Dr. Stephens has mentioned before, lack the openness and wholeheartedness that characterizes reflective practice.

This module’s content has really struck a chord with me. I personally value when a person is able to engage in critical thought, self-evaluation, and willing to change when it’s needed. It’s also really special when people take the time to learn about life experiences and social struggles that they personally haven’t faced. All of this can be used to increase your sensitivity towards/deepen your understanding of how the things you say and the things you do can affect those around you. It’s this type of mindfulness that leads us to be kind to others, to empathize with them, and to respond to inequities or social imbalances by fighting for what’s right. That’s something that’s really led to my increased interest in LIS over the course of this program. The fact that these qualities can be integrated so well into our professions through reflective practice is often not possible in other lines of work and that really makes our field special.

Reflection 5 – Library as Classroom

Admittedly, this is an area of librarianship that feels a little more difficult for me to grasp. I think it’s partly due to my lack of first-hand library experience. I feel like if I’d have already worked in a library previously, I would have the context necessary to fully understand the ways that the pedagogical roles of libraries and librarians are changing in real time. Still, it’s really interesting to read about the ways in which even some fundamental facets of a library are changing. What will follow are my rather disorganized thoughts on a few of the ideas and concepts presented throughout this module’s reading.

What’s interesting to me are the implications that come with the library as classroom – the fact that those working in the libraries have to have to be constantly educating themselves and learning about new things. As Dr. Stephens mentioned in one of his articles, it’s important for information professionals to learn how to learn (Stephens, 2011). It seems that our personal ability to thirst for knowledge and to remain afloat of things like emerging technologies can greatly impact our ability to effectively teach these skills to others.

It’s definitely discouraging that, as Jordan Lloyd Bookey mentioned in her article, so many people still harbor this perception of libraries as outdated and unnecessary institutions when so much innovation is happening just out of their view (Bookey, 2015). But she made an interesting point that these ideas might still exist simply because people haven’t visited a library for a long time and that last impression may have stuck with them for however long it’s been.

It’s also interesting to note that, as Joan Lippincott pointed out, few librarians have had formal training with teaching (Lippincott, 2015). It strikes me as very practical that a simple resolution to this would be collaborative teaching among staff members that would allow each person to share and learn with each other based on their individual strengths. Sally wrote about the ways in which librarians (especially those who have limited time for advancing these skills) can “create professional development opportunities” (Sally, 2016). I’m particularly drawn to the Creative Classrooms Research Model that she wrote about because it seems to encapsulate the real core of this module’s lesson – that learning can happen anywhere and that libraries can encourage this by incorporating hybrid approaches to teaching.

I’m also drawn to the idea that teachers assign classwork that would allow students to incorporate their knowledge/research of a given topic in an innovative way that utilizes technology of some sort – like performing research and presenting it creatively in the form of an original skit posted to YouTube. In the end, it strikes me as very important for information professionals to be able to accept that facilitating these types of creative learning styles can be messy and frustrating. As Joshua Block wrote in his article, “As teachers, we must be willing to accept messy days and remind ourselves that struggle and frustration are inherent parts of the process of creation.”


Block, J. (2014). Embracing messy learning. Retrieved from https://www.edutopia.org/blog/embracing-messy-learning-joshua-block

Bookey, J. L. (2015). 8 awesome ways libraries are making learning fun. Retrieved from https://www.huffingtonpost.com/jordan-lloyd-bookey/8-awesome-ways-libraries-_b_7157462.html

Lippincott, J. (2015). The future for teaching and learning. Retrieved from https://americanlibrariesmagazine.org/2015/02/26/the-future-for-teaching-and-learning/

Sally. (2016). The library as a classroom for library staff. Retrieved from https://findingheroes.co.nz/2016/06/28/the-library-as-a-classroom-for-library-staff/

Stephens, M. (2013). Learning to learn. Retrieved from http://lj.libraryjournal.com/2013/06/opinion/michael-stephens/learning-to-learn-office-hours/


Emerging Technology Planning

As I’ve mentioned in a few of my reflection blog posts, I’ve really been extremely interested in virtual reality and how it can facilitate in participatory librarianship. I’ve also been thinking a bit about how these types of things can be implemented within the context of academic libraries, so I got to thinking: What if these services had been incorporated into my educational experience during undergrad?

I thought about how lovely it would have been for my alma mater’s music library (where many core classes were held) to have had the chance to utilize virtual reality as an educational tool. The primary core courses that were taught in the music library were on the subject of music history. Often, the content in music history courses were difficult to fully conceptualize because of how distant the epochs seemed both geographically and in relation to time. As a result, a lot of students really disliked our program’s music history requirement and dreaded the related classes in general.

Using VR as an educational tool, professors may be able to better connect students with historic time periods that may be otherwise difficult to truly appreciate. Imagine, in supplement to detailed historical writings and lectures, being able to travel to medieval Europe, to walk around and see the church architecture that inspired the creation of countless pieces of chant, to hear the sounds that inspired the music of the secular world.

So I propose to implement VR technology for my alma mater’s music library.

Goals/Objectives for Technology or Service:
1. To aid in the process of immersive, engaging, and participatory music education.
2. To increase the level of student satisfaction with the core music classes that are being taught in the music library.

Description of Community you wish to engage:
The community that I’m hoping to engage will involve any and all students who receive classroom instruction in my alma mater’s music library – where several core classes are taught.

Action Brief Statement:
Convince library administration and music professors who use the music library for instruction that by utilizing virtual reality technologies, they will facilitate in enhancing student appreciation for and retention of important content in the curriculum which will, in turn, positively affect their performance in other music classes because they will have developed a deeper understanding of crucial core content.

Mission, Guidelines, and Policy related to Technology or Service:
In this academic library setting, the guidelines, policies, and mission of whichever committees are appointed to direct the implementation of VR technologies would likely need to be informed both by the existing guidelines, policies, and mission of the parent institution (the university) and by the university administrators. After that point, it becomes a matter of staff training for library employees and the professors who will be utilizing the VR equipment. Such guidelines would be standard such as ensuring that the technology is equipped with the appropriate applications for its particular intended usage, keeping the equipment sanitized or cleaned between each use, and secure storage after usage.

Funding Considerations for this Technology or Service:
Again, in an academic library setting, the source of the funding that would be used to support the development of VR technologies would need to be formally decided upon by a board of some sort. If it is decided that the implementation will go forward, the funding may come from any number of sources including tuition, grants, donations, or existing budgetary items.

Action Steps & Timeline:
1. The first step would, of course, be for library staff or administration to propose the implementation for the VR technology. That, according to the Waller, can take the form of a request for proposal which “represents a coordinated effort between members of the library staff to develop a coherent statement of the library’s mission, needs, and expectations” (Waller, 2009). This stage may take weeks or months to complete.

2. After this has been established and the implementation of VR technologies has been agreed upon by whichever library administrators, staff, and university leadership would need to be involved, it will be necessary to train library staff members to use and teach others to use the technology. Depending on the approach taken, it may be necessary to pre-test the technology with some type of student focus group (as an example) before fully incorporating it into the music library classroom. Staff training alone usually takes anywhere from a few months to over a year depending on a variety of factors. Pre-testing may additionally take a few months to complete.

3. In the instance that implementing the technology is not agreed upon, there are other routes that can be taken to engage students in a more immersive educational experience. Professors can utilize the devices that students already have to facilitate in their own VR experience, instructing them to download the appropriate applications on their smart phones and to utilize cheap alternative VR headsets the Google Cardboard for instance.

Staffing Considerations for this Technology or Service:
Introducing this new technology will require a certain level of staff training depending on the policies being used to guide the process of implementation determined by the library and university administrators who decided upon it. If it’s not possible to allocate a few staff hours for training and management, the university may take an approach taken by many a public library – utilizing the help of tech-savvy volunteers or interns.

Training for this Technology or Service:
As mentioned, determining which members of the library staff or volunteers will receive training will depend on the decisions of the administrators implementing the technology. Similarly, they will additionally determine the design of the training program (which may simply entail using a pre-established, standardized approach) and the scheduling for the training.

Promotion & Marketing for this Technology or Service:
Promotion and marketing can take any variety of approaches. Within the context of a university campus, this may involve utilizing some combination of electronic notification through the university messaging center, sending periodic announcements to the students’ campus e-mail addresses, physically advertising with posters or digital signage within the library building itself or within other campus buildings, and utilizing the library’s social media accounts to make announcements (Twitter, Facebook, etc.).

VR technologies can be evaluated in any number of ways. As it is now, there don’t seem to be any formal standard practices in this light, but it may be beneficial to establish benchmarks and performance metrics based upon the technology’s usability. This type of evaluation often includes things like measurements of user satisfaction with the technology, its ease of use, its learnability, and may even include aspects of evaluating staff performance. Whichever method used will need to be established with reference to short-term and long-term goals. As mentioned, the primary purpose of implementing this technology would be to increase the level of student satisfaction with the university’s music history courses. As such, it would be necessary to establish criteria to measure student satisfaction quantitatively (perhaps incorporating specific questions onto mandatory, end-of-semester course reviews) and over the short-term and long-term. This will help to determine if the implementation goals are actually being achieved.

Expansion will not necessarily be in the horizon since the original function of implementing the technology would be for use by the music library within the university library, but I’m sure that VR can have other uses for other types of courses on campus and as an addition to existing library services and programs.


Chant, I. (2017). Oculus virtual reality tech rolls out in california libraries. Retrieved from http://lj.libraryjournal.com/2017/09/technology/oculus-virtual-reality-tech-rolls-california-libraries/#_

Hellyar, D. (2016). Diana Hellyar on library use of new visualization technologies. Retrieved from  http://informatics.mit.edu/blog/guest-post-diana-hellyar-library-use-new-visualization-technologies

Kelly, R. (2016). 9 ed tech trends to watch in 2016. Retrieved from https://campustechnology.com/Articles/2016/01/13/9-Ed-Tech-Trends-to-Watch-in-2016.aspx?Page=2

Lambert, T. (2016). Virtual reality in the library: Creating a new experience. Retrieved from http://publiclibrariesonline.org/2016/02/virtual-reality-in-the-library-creating-a-new-experience/

Pullen, J. P. (2017). Virtual reality for libraries on a shoestring. Retrieved from http://blogs.slq.qld.gov.au/plconnect/2017/06/21/virtual-reality-for-libraries-on-a-shoestring/

Waller, N. (2009). What Is An RFP And Why Is It Worth Your Time? Library Technology Reports, 39(4), p. 7-11.

Reflection 4 – New Models

This week’s content really warms my heart. As a theme throughout all of my reflections so far, it’s been really fantastic to see how innovative libraries can be and how this type of forward-thinking is really forcing us to think critically about how we can better engage with the communities we serve. What’s really admirable and inspiring to me is seeing evidence of what is essentially quite radical – taking a look at the fundamental structure of our institutions, having the courage to acknowledge what may need to change, and completely uprooting the things that aren’t working despite being unable to fully anticipate the outcome.

I was really struck by Pam Smith’s words in the Anythink Strategic Plan: “The idea of a library is morphing from a place of books to a place where the community connects with information and creates content.” This is really a starting place for shifting public perceptions of libraries as outdated, unneeded institutions.

I also really love the vivid, imaginative, and inspirational language used in their Staff Manifesto. Ensuring that all involved realize their individual worth regardless of formal ranking is so incredible to me, I’ve never actually seen anything like this in any type of workplace. They really value their employees, volunteers, administration, and patrons. Additionally, the concept of everyone being on a level playing field facilitates in a working environment where everyone feels like they are important and can contribute their input in important decision-making. As Smith remarks in her Architects of Dreams presentation, what I’ve described “is a library that has the power to change the world.”

This has also left me wondering about the ways in which other types of information institutions are moving in this type of direction. It almost seems that this type of innovation is best suited for public libraries, but I’m very excited to do some research about how this type of forward-thinking has been applied in the context of academic and special libraries.

Reflection 3 – Hyperlinked Environments

So many of the options offered in this module were very appealing to me and after browsing through each, I decided that the module on the topic of participatory museums would be really interesting to delve into. I’ve had personal experience with participatory museums in quite an unexpected place – on Second Life (SL)! Below is an image of one such virtual museum.

The Dresden Art Museum in Second Life

I’ve been an active role-player in SL for many years now and one day, I came across a particular place while roaming around in-world and decided to take a look inside. It was fascinating and I’d never seen anything like it before! The building was based on a real museum on the east coast (for the life of me, I can’t remember which one!) and inside were digital versions of the various paintings and sculptures that exist in the real-world place. What stuck out to me was the immersive quality of the experience. With the help of a location-provided user interface element, also known as a heads-up display (HUD), I was able to focus in on a particular piece of art of interest and read about its creator, its provenance, its style, the artistic techniques used in its creation, and other aspects of its history. I found that a really spectacular way for the museum to reach out to a very specific type of virtual audience.

This is exactly the sort of thing that many in the museum profession are seeking to incorporate into their services – making the visitor’s experience more dynamic and relevant in relation to modern technology and popular culture. In Nina Simon’s The Participatory Museum, she explains the importance of engaging visitors and encouraging them to become involved in their own museum experience rather than being “passive consumers” (Simon, 2010). The primary issue discussed is related to attendance and audience – people are visiting museums less and the people who do visit are “older and whiter than the overall population” (Simone). One key theme that pervaded each of the readings was this question: How can we engage a younger, more diverse community of people in an institution perceived as outdated, boring, and even snobby?

As the subject of the module alludes to, one solution is to find ways to utilize modern technologies to the advantage of the institution. Just as many forward-thinking libraries have removed several outdated policies restricting use of cell phones or certain website visits on library computers, many museums are doing the same. By shifting to a more user-centered focus, museums are learning about what their visitors want – they want the freedom to come to their own conclusions about what they are experiencing and to share and discuss what they are experiencing (such as through picture sharing). Museums can satisfy these needs by engaging visitors directly. As Jamie Cho describes (Cho, 2016), one museum in Southern California has utilized a hashtag to elicit participation from members of the public. They encourage any person to take a picture of themselves spinning around on a public piece of art and to create their own captions on Snapchat.

The “Spun Chairs” Exhibit at LA’s Hammer Museum

In all, this has been such a fun topic to discuss. It’s so great to see the innovation happening in museums to encourage participation from a younger and culturally diverse population. It’s even got me thinking about my own background in classical music. There have been tons of conversations and lots of literature written about how to make this form of art (classical performance) relevant to the people of today. I feel like a lot of the issues that museums experience are similar to those that we experience in the realm of classical music. I’m curious to find information about how this is being addressed within that context – fascinating stuff!


Cho, J. (2016). The impact of social media on museums, art. Retrieved from http://dailybruin.com/2016/01/20/the-impact-of-social-media-on-museums-art/

Simon, N. (2010). The Participatory Museum. Museum 2.0.

Reflection 2 – Participatory Service & Transparency

Wow, I couldn’t help but feel completely enamored by this week’s content. Dr. Stephen’s enthusiasm and passion for participatory service and transparency was absolutely contagious. Just being able to see the ways that different libraries have been innovating and truly responding to the evolving needs of their users is inspiring. As I’ve never worked in a library before, in an unexpected way, this week’s content also provided me a lot of insight into the current internal climate of libraries – especially as it relates to an apparent tendency for library administration to be stuck in their ways and unwilling to embrace change.

This move towards openness and participation has led me to think about what impact it may have not only upon library services, but also on the internal structure of libraries. Last week, we learned about how many libraries have a top-down organizational structure with the important decisions being made at the top while little input is asked for from “below.” When members of the staff, regardless of their ranking, and members of the public are encouraged to become involved in the decision making process, it seems that a more shallow organizational structure would eventually follow. This would definitely seem to be an essential step towards the wholly transparent and participatory library that is currently being strived for.

Context Book Reflection

It’s Complicated: The Social Lives of Networked Teens

This book provided a spectacular look into the online lives and behaviors of young people in the new generation. The members of my immediate family are older than me, so I’m very often not around young people. This reading has given me a renewed appreciation for the complex social landscapes that teenagers have to navigate within – especially as it relates to the difficulties in balancing schoolwork, part time jobs, self-discovery, social lives, and a desire for independence while also being in the awkward stage between childhood (restrictions) and adulthood (freedom).

Reading through Boyd’s recounting of her encounters with teens, it’s surprising to hear that the same parental conflicts that emerged when I was a 13-year-old begging my parents to allow me to create Myspace, Xanga, or AIM accounts seem to have lingered over a decade later. I remember not understanding why adults were so suspicious of the internet. At one point, I even began blaming those cantankerous old geezers on the news for unfairly influencing adults’ perceptions about the web. Boyd saw a need to directly confront parents’ most pressing suspicions about the internet and tackles them according to seven major areas – identity, privacy, addiction, danger, bullying, inequality, and literacy.

This content seems to align well with our course content, especially as it relates to participatory service. Of course, it’s our goal to engage all library users including young people and to encourage them to participate within our evolving libraries (Stephens). Naturally, each type of patron will have varying needs and desires, so to better serve communities of young people in particular, an important first step would be to understand how they actually use new technologies. Equipped with this knowledge, we may more effectively involve them in our participatory services.

As an example, if we understand that young people tend to conceptualize privacy as relief from relentless, prying parents/guardians rather than as an effort to protect themselves from government surveillance (Boyd, 2014), as many parents and adults do, we can begin to understand the value that providing specialized youth spaces might have for them. We can further engage them by requesting, for example, feedback and suggestions from them about the quality and features of the space(s) provided to them – as shown in some examples in the Module 4 lecture.

Another way to engage this population would be to consider using some of the tools suggested in several of our reading assignments for Module 4 – by utilizing service designs like crowdsourcing (Mack, 2013) or by taking better advantage of current social media tools like Facebook and Twitter to engage our young users rather than just making one-sided announcements to them (Casey, 2011). Taking a more user-centered approach to services can greatly impact the way that library staff interact with youth, the way that young users perceive modern library services, and the way that both staff and youth communicate with each other.

Take a look at this lovely TED Talk by Pam Smith. Apart from discussing the how libraries of the 21st century are creating new and innovative ways to encourage users to participate in library services, she discusses how important it is for us to respond to young users’ needs openly rather than shutting them down as a reflex. This point was echoed in another one of our readings this week: Dr. Stephens along with Michael Casey mentioned that this type of negative attitude is decreasing “as libraries begin to listen to their users, come to learn about new technological tools, and see that a ‘yes but quietly’ is so much better than a big ‘NO’” (Casey & Stephens, 2007).

Overall, while a lot of the issues discussed in in Boyd’s book could double as a fantastic resource for parents of teenagers, it can provide those of us who are librarians with incredibly nuanced information about how young people engage with the diverse, dynamic technologies of today. Additionally, it can equip us with the knowledge necessary to encourage them to share their invaluable input about the library services that affect them the most.


Boyd, D. (2014). It’s complicated: The social lives of networked teens. New Haven & London: Yale University Press.

Casey, M. (2011). Revisiting Participatory Service in Trying Times. Retrieved from

Casey, M. & Stephens, M. (2007). A Road Map to Transparency. Retrieved from

Mack, C. (2013). Crowdsourced Design: Why Los Angeles is Asking the Public to Create the Library of the Future. Retrieved from https://www.good.is/articles/crowdsourced-design-why-los-angeles-is-asking-the-public-to-create-the-library-of-the-future

Stephens, M. Participatory service and transparency. [Panopto Lecture]. Retrieved from https://sjsu-ischool.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=045fa418-fca1-4af1-81a6-1115e7533b39


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