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Many of the topics in this module lead me back to how libraries build community and welcome people. Much of my ideas about library service are filtered through the lens of the public library I work at, which is also the library I grew up with. 

Lauersen’s (2018) discussion of the difference between inclusion and diversity reminded me of the questions I’ve been having about the teen services we provide. As I mentioned in a previous post, I’ve noticed how many of our teen services feel like an afterthought of our adult or children services and don’t seem made to actually incentivize teens to come to the library. I also wonder, as with most of our programming, what feedback the library receives from teen patrons to decide what is offered to them. It’s also made me wonder what kind of actionable steps we can start making to shift towards inclusion. 

I also appreciated the points Klinker (2020) brought up growing collections that cater to a variety of readers.  It made me appreciate how expansive our collection is and how it continues to grow. My library not only has a wide collection of large print books, adult and children’s books in a variety of languages, and a variety of digital and physical media. but is also offering new and expanding collections of children’s, YA, and adult graphic novels and manga, Nintendo Switch games, and more. This collection is a reflection of the staff I see that want to accommodate and welcome the community around us. 

I’ve gotten to see the community libraries build firsthand and how the patrons we help support the library back. Garcia-Febo’s (2018) comment about embedding “Humanity, compassion, empathy, awareness, and understanding into our library services” resonated with me. I strongly believe the driving force of the library is the fight for compassion. Schmidt’s (2015) point about asking the right questions led me to think about what comes after. Asking what patrons want isn’t enough but neither is asking the right questions. I think the most critical part is listening to what they say and doing something about it. Specifically listening to both the patrons and the library staff. I’ve seen the library make many choices that neither the patrons nor the staff were happy about or asked for.  I think the main way forward that I’ve gleaned from both the module and my own experiences is working together. Starting these discussions within the library and amongst the community and encouraging people to push for the changes they want to see. The power in community.

References

Klinker, J. (2020). The healing power of books: Using reading to address social and emotional needs . Gale blog: Library & educator news. https://blog.gale.com/the-healing-power-of-books/ 

Lauersen, C. (2018, June 7). Do you want to dance? inclusion and belonging in libraries and beyond. The Library Lab. https://christianlauersen.net/2018/06/07/inclusion-and-belonging-in-libraries-and-beyond/ 

Garcia-Febo, L. (2018, October 29). Serving with love. American Libraries Magazine. https://americanlibrariesmagazine.org/2018/11/01/serving-with-love/  

Schmidt, A. (2016, May 1). Asking the right questions. Library Journal, 141(8), 22. https://link-gale-com.libaccess.sjlibrary.org/apps/doc/A450998802/AONE?u=csusj&sid=bookmark-AONE&xid=b7dabb9d

The discussion of Library 2.0 and the increasing incorporation of online resources has continually led me to think about the preservation and evolution of the library as a physical space. In particular, I’ve enjoyed and been intrigued by the readings that discuss the library as a space for younger patrons, especially teens. As younger generations continue to use technology, libraries that integrate these tools will continue to offer valuable resources. But what about making the physical space equally valuable?

Stephens & Casey (2020) emphasize the importance of providing “interesting and safe things for kids to do” including examples of libraries offering gaming activities for teens and O’Brien (2019) highlights the importance of and efforts to provide a free public space for patrons that offers community and services. These resources always bring me back to the discussions I’ve seen about third places. Lin et al. (2015) state that: 

Third places possess eight characteristics: a neutral ground, acting as a leveller, having conversation as the main activity, being accessible and accommodating, having regular participants, having a low profile, encouraging a playful mood, as well as being seen as a home away from home.

While libraries offer many of these characteristics, I don’t think it’s often reflected in people’s perceptions of libraries. As someone who grew up perceiving libraries as a safe haven in many aspects, I don’t think I often viewed it as a welcoming place to stay in. I think the perception many people have of libraries, whether public, school, or academic, is often intimidating or restrictive. I feel like I have seen the general opinion of younger people become more and more vocally positive over the years, though it’s been mostly in relation to digital services provided like Libby.  I’m increasingly interested in the efforts libraries are taking to shift current perceptions, especially in younger generations.

In Bolan et al’s (2007) discussion of “Teen 2.0”, they highlight teen’s interest in a welcoming and comfortable physical space “where they can stay awhile and just hang out, read, do homework, listen to music, or work on the computer” and gaming as a literacy activity that allows teens to “self-regulate”. Nicholson (2013) details how libraries have served as a recreational space, shared resource, and place of solace and community activity throughout the years and how libraries have used games to introduce patrons to other library services and retain adolescent patrons who become too old to be interested in story time and summer reading programs.  I’ve had the chance to see firsthand the impact of gaming programming in libraries. We recently started running a Dungeons & Dragons club for ages 10-18, with most of the attendees being 4th graders. I’ve been lucky enough to watch these kids fuel their own literacy, build community, learn to self-regulate, and see our library cement itself as a third space for these young patrons. At the same time, not only have we seen very few teens attend, especially for more than one session, but I’ve also had other staff mention that older teens would likely be a poor fit based on our current much younger demographic and end up leaving/being dissuaded. While part of the proposed solution is to have interested teens participate in a volunteer capacity, I feel this does little to offer them the same experience the younger patrons are receiving. And this is an issue I feel occurs in many of the programs offered where teens are invited but not truly incorporated into the library. On top of this, my coworkers and I have recently noted how dismal the teen spaces/collections feel in comparison to both the adult and children’s areas at each of our branches. As information becomes more accessible online and libraries escape their identity as a silent space (Mathews, 2010), I think it’s interesting and important to explore what the physical space should provide. 

Moran, M. (2018). Hamilton grange teen center [Photograph]. Curbed. https://archive.curbed.com/2018/5/24/17389648/library-architecture-teens-public-space

The main thing these resources and my own experiences have reinforced is how important it is to talk to the community you want to reach. Listening to patrons and seeking out their input is something I see many libraries struggle with despite the best intentions. Bolan (2007) emphasizes how important it is to actively involve teens in the creation and evolution of library spaces for them. As someone who wants to provide a similar if not better library environment for young patrons to the one that inspired my love of libraries, a critical part of that is working with them and letting them lead the way. In general, I think it’s important for libraries and library staff to make sure their actions reflect their words when it comes to appreciating the value of welcoming younger patrons. 

References

Bolan, K., Canada, M., & Cullin, R. (2007). Web, Library, and teen services 2.0. Young Adult Library Services, 5(2), 40-.

Lin, H., Pang, N., & Luyt, B. (2015). Is the library a third place for young people? Journal of Librarianship and Information Science, 47(2), 145–155. https://doi.org/10.1177/0961000614532303

Mathews, B. (2010, June 21). Unquiet Library has high-schoolers geeked. American Libraries Magazine. https://americanlibrariesmagazine.org/2010/06/21/unquiet-library-has-high-schoolers-geeked/

Nicholson, S. (2013). Playing in the past: A history of games, toys, and puzzles in north american libraries. The Library Quarterly (Chicago), 83(4), 341–361. https://doi.org/10.1086/671913

O’Brien, C. (2019, June 24). How San Francisco’s public libraries are embracing their changing role. Shareable. https://www.shareable.net/how-san-francisco-public-libraries-are-embracing-their-changing-role/ 

Stephens, M., & Casey, M. (2020, June 9). Embracing service to teens. Tame the Web. https://tametheweb.com/2008/05/15/embracing-service-to-teens/