I had a very thought provoking experience reading this module’s materials on sensory spaces and significance of fun and free play. The articles demonstrate excellent examples of ways that people can support learning and education generally while also encouraging people to explore and be curious about their unique and individual interests. I personally have found my most success and impactful learning experiences when incorporating my own passions into my studies. (This course is actually a great example of ways to implement this strategy in a classroom setting!)

Dowdy’s article focuses on the concept of expanding the definition of a playground and encouraging kids (and some adults) to explore different ideas and think out of the box. This idea can be translated well into the setting of libraries, especially when thinking about all the different types of libraries that can exist. People often have a limited idea of what a playground can be or how people can play on structures, but Dowdy highlights the ways that playground designers can create spaces that are versatile and can be used in many ways. Similarly, we can learn from these playgrounds and work to create libraries that can support a wide variety of interests and learning styles.

Sensory spaces are a great example of a way that libraries can support diverse learning styles and interests, especially for kids that aren’t yet at a reading age. These spaces include tools and activities for kids to explore and be curious about learning new things that specifically interest them. While so many educational spaces are structured and have specific curriculums, most people will differ in their specific interests and the ways they learn best. Having a more fluid and open learning environment is a great way to support different types of learning.

References

When I think about how valuable libraries are and the resources they provide, I’m often drawn to the concept of information access. In the current digitally focused era, it can be easy to assume that most, if not all, types of information are easily accessible to anyone and everyone that accesses the internet. However, there are also barriers present that prevent people from sharing their own information and stories. These barriers are often socioeconomic, as people with less power and privilege in society have less access to the resources and means necessary to create and publish creative and/or educational works.

Reading about Storycorps and human library programs reminded me of these barriers and how many people have interesting, valuable, and important stories to share, but may not be able to share them. Hearing about others’ individual experiences and learning from their knowledge and skills is an incredible way to not only educate ourselves and gain new skills, but also to build connection and practice empathy with people different than us.

Although, people can also benefit from diversity in stories when they relate to the materials, especially if they are from a similar or same marginalized and/or oppressed group. I’m an avid advocate for diverse representation in library materials, as people of oppressed and marginalized identities and demographics can build self confidence and have better mental wellbeing when witnessing success in people similar to them. The aforementioned strategies promote inclusivity and diversity in the stories told in libraries through an innovative lens that I grateful appreciate.

References

This week’s readings gave me a lot of creative ideas about ways that libraries can support their communities in ways other than providing books and written materials. The concepts that stuck out the most to me were related to food access and food literacy in library settings.

I’ve written before about the concepts of food pantries in libraries, and now my eyes have been opened to even more possibilities. Ewen’s article about mobile kitchens was especially interesting to me because it combines the mobility of a bookmobile with the food access support of a food pantry. I also appreciate that the mobile kitchen incorporates education and food access into one program. I’m a big supporter of libraries helping people to develop skills, especially those that can be utilized for employment or bettering quality of life, and cooking skills are a great example of this. Kitchen skills have potential to be make or break for someone that’s looking for a job, and I say this as someone with extensive food service experience. Often times, a critical portion of interviews for kitchen staff positions is demonstrating knife skills, food safety knowledge, and other parts of safely and responsibly working in a kitchen environment. Resources like a mobile kitchen could drastically improve someone’s chances of employment.

Additionally, Ewen highlights the significance of providing food directly to people that need it via a mobile kitchen. A food pantry is a great resource that shouldn’t be taken for granted, however the mobile kitchen provides even more food access in the same way that libraries are a great resource but bookmobiles only increase their reach. This increase in geographical reach is especially impactful when thinking about food access in the setting of food deserts, something Ewen points out in her article as well.

As we move into the future and experience new barriers and limitations to our community support resources, we can all benefit from thinking creatively about new ways we can make our resources stretch. I’m now thinking about other ways that bookmobiles and mobile kitchens can broaden access to resources across a community. It’ll be exciting to move into the future and see more types of resources that become mobile, potentially including things like mechanical/construction tools or instruments, but I’m going to keep an open mind and stay curious to other ideas as well.

I’ve been reading about hyperlinked academic libraries and am again inspired by the concepts of access and accessibility in library settings. In the context of academic libraries, I found myself particularly drawn to the article by Linda Spice that highlighted the impact of food insecurity and food access on the academic success of students (2019). Spice’s article also demonstrated the ways that libraries can support students experiencing food insecurity, something I personally relate to from my own undergraduate experience (2019). I was heavily reliant on the food bank hosted by my college in undergrad, however it was somewhat difficult to access in my experience. The information was vaguely available online, however the food bank’s hours of operation were often out of date. Additionally, it was located in a part of campus I rarely visited, in a basement level room difficult to find without specific directions or assistance. I would’ve loved to have something like it in a library setting, as I used the library often and was quite familiar with the resources available. Libraries are a part of colleges that are accessible and often frequented by students on campus regardless of their major or classes. The amount of foot traffic in libraries makes them an excellent place to house resources or information on how to access resources. I’d love to implement a resource like this in a future academic library I work in, and the idea also inspires me to think of similar resources that could be housed in library spaces, like a free clothing exchange closet space. The definition of a library and what it entails is changing all the time, and that gives us an incredible opportunity to demonstrate the ways we can utilize libraries to support our communities. 

In reading about hyperlinked libraries and communities over the last couple weeks, I can’t help but recognize the theme of accessibility and inclusivity  throughout the articles and other materials.  At its heart, hyperlinked libraries and communities revolve around the idea of connection, communication, and creativity, and they inherently promote the idea of libraries expanding their reach to include more people and populations.

I appreciated how Lauersen explains the differences between diversity and inclusion, writing that “Diversity is being invited to a party. Inclusion is being asked to dance” (Lauersen, 2018). Of course, diversity in libraries is important, especially in the contexts of representation of marginalized identities through library materials’ authors, characters, and library staff. However, the presence of diverse people and library materials  isn’t enough  to sit back and call it a day. Inclusivity is an active process that necessitates consistent efforts to ensure that there is equitable access to information and library resources.

With the event of the COVID-19 pandemic and related shut downs of physical library services, many libraries put more emphasis into virtual and online library resources.  Although, this expansion of services contributes to library accessibility efforts outside of a pandemic setting as well. Many people face barriers to accessing physical library spaces for a miriad of reasons, such as transportation limitations, physical disabilities, or lack of childcare support. Online and virtual library services promote accessibility outside of a physical library setting, and Lauersen writes in a recent 2025 article about the use of bookmobiles and how they aid in library accessibility (Lauersen, 2025). I personally have a spot in my heart for bookmobiles and remember them fondly from my childhood, but they’re also an excellent tool to promote reading, literacy, curiosity, and education for our communities outside the walls of a physical library location. For people with limited internet access at home, bookmobiles can be a way to better fulfill the library and information needs of our underserved community members.

When many people think about or discuss the idea of a library, they are likely to picture a similar image. Whether it’s in a school, public, or otherwise, the common mental image of a library is a quiet building full of dusty books and librarians shushing anybody who dares to speak. They are often thought to be boring, outdated, uninteresting and unhelpful to anyone that isn’t a bookworm. While there are obviously going to be some libraries in the world that align closely with that description, we live in a world where there are countless options and interpretations of what a library can and should be.

Casey and Savastinuk discuss the changing modern library through the term “Library 2.0″ and describe it as ” a model for constant and purposeful change” that “empowers library users through participatory, userdriven services” and “seeks to improve services to current library users while also reaching out to potential library users” (Casey & Savastinuk, 2007). A huge aspect of the transition to the idea of Library 2.0  is the expansion of what a library can be and how this expansion can support a broader library community. At their core, libraries are not just storage facilities for books.  Libraries are a place for people to gather, learn, communicate, educate, and connect with their communities and the world at large.

Libraries in the modern day are adjusting and adapting in a variety of ways to improve access for the people that use them. Creekview High School veered from stereotypical library rules, formatting, and structure in order to best support their current students by utilizing technologies that they are familiar with and offering services to entice students to use the library (Mathews, 2010). For example, they directly instructed students to use their cell phones to participate in a library activity and provided a coffee hour to encourage students to check out the library  (Mathews, 2010). I appreciated how the librarians incorporated the use of technologies in their lessons that students are already familiar with, and often tech that they are limited from accessing in school settings, like cell phones. Strategies like this can help to bridge the gap in learning and communication between students and their librarians. These adjustments encourage more library engagement from the student population, as they allow more freedom and options for how students can learn.

Another recent development in libraries is the development of makerspaces. Makerspaces can consist of many different types of tools, technologies, and programs, including “crafting, painting, and more artistic endeavors; while others have an emphasis on technology with 3d printers, laser cutters, music studios, and computer programming” (Moorefield-Lang, 2015). Whatever type of resources are included, makerspaces provide engaging ways for people to learn and grow by using alternative strategies to reading written materials, viewing films, or listening to audio materials. “When makerspaces are incorporated into libraries, patrons are offered new opportunities to collaborate, learn through play, problem solve, build, investigate, and produce” (Moorefield-Lang, 2015). I believe that the use of makerspaces will only continue to grow in importance and significance in the library field going forward. They are a great way to remove barriers to knowledge and skills that people may not have otherwise. I know that often resources like these can be expensive for a single person to access on their own, so free or low cost access through libraries would greatly reduce the gaps in access that financial barriers create.

There are so many ways that libraries today differ from libraries in the past, and I don’t anticipate that these changes will slow down soon. If anything, I’d hope that my involvement in libraries through my career would encourage these changes to continue to support the needs and interests of my library’s community. Additionally, I’d like to encourage other libraries and their communities to adopt similar strategies and mindsets. Libraries exist to support not only the information needs of the people that use them, but to support the people themselves and the community that they have together.

References

Hi everyone! Welcome to my blog, what I hope will become a cozy and comfy little corner of the internet. 🙂

My name is Gwen, I use they/them pronouns, and I am currently 27 years old. I live in the San Jose area and have most of my professional and academic experience in social sciences. I plan to become a college level social sciences librarian, and I’m hoping that this course will bring me another step closer to successfully achieving my goal!

This course interested me before the term started, and I’m even more interested now that we’ve begun! All my other MLIS classes have primarily used Canvas, so this is a very refreshing change of pace. I find myself learning so much about libraries and information science with every class that I take, and I imagine this course will follow the same pattern. I’m used to learning how to navigate new aspects of the internet and online environments (especially in the context of our rapidly changing and developing technological world), so I’m starting off this term with an open mind! The more opportunities I have to explore and learn new ways of libraries and librarianship, the better prepared I’ll be to serve my future library populations.

I’m excited to learn and grow with you all over the course of this term! Please feel free to send me a friend request and/or reach out if you want to chat at all. 🙂 I’m not only passionate about libraries, although I do love them! My other passions include hiking, video games, trashy reality tv, neuroscience, social activism, and my cats. 🙂