Assignment X: Play in the Library

“I trust you will not forget the importance of amusements.” 

–Andrew Carnegie 

I was surprised to read that the quote above, from one of our Module 4 readings, was delivered at a library dedication in 1889 (Rivenburg, 2022). Libraries have long been thought of as a place for books. A 2010 report indicated that 75% of Americans held this view, up from 69% in 2005 (Kenney, 2014). My experience is consistent with this. When I tell people I work at a library, most respond with a comment about being surrounded by books or the dreaded “You get to read all day!” When I represent the library at community events, people are often surprised that the library is still open since “you can find all the books online.” They are shocked when I tell them what they can do with their library card beyond checking out books.

When you look at mission and vision statements for many libraries, you will see statements like:

These phrases create an image that goes far beyond an image of a “traditional” library that is dark and stuffy, with floor-to-ceiling bookshelves and dark, heavy furniture, and librarians who “shush” any noise. Libraries today are vibrant, exciting places that play an important role in supporting people to actively engage in lifelong learning, social connections, personal well-being, and more. In other words, libraries are a place for people of all ages to play, experiment, and explore. Looking at the following pictures, you can see that today’s library spaces are bright, open, and designed to encourage reading, collaboration, and learning.

Elementary school library with colorful, modular seating arranged in a circular pattern in the foreground. Bookshelves filled with children’s books line the center of the room, while a large farm-themed mural featuring a barn, horse, windmill, and green fields decorates the wall. A computer workstation sits beneath the mural, and several people are visible in the background near reading and activity areas. The space is bright, open, and designed to encourage reading, collaboration, and learning.
Oak Grove Elementary School Library, Aliso Viejo, CA. Photo Credit: Steven Georges
A bright makerspace or creative workshop with high ceilings, exposed wood beams, and large worktables. People of various ages are seated and standing around sewing machines, fabric, and craft materials, working on hands-on projects. Tool storage cabinets and equipment line one side of the room, while shelves and workstations fill the space. The environment is collaborative and educational, with participants engaged in learning, creating, and making together.
Long Beach Public Library MakerSpace, Long Beach, CA. Photo Credit: Long Beach Public Library

Play and children

Play is absolutely essential for a child’s development. I don’t think anyone would disagree with that statement. If there is one thing most children do well, it’s play! At a surface level, play looks like it’s all about having fun. But if you sit back and really analyze what is happening, play is actually quite complex. Children learn so much about themselves and the world around them through play. In my former career as a certified occupational therapy assistant working with children, most of my therapy sessions looked like we were just playing. There are so many skills that can be targeted by playing. I could use the same activity with 10 children, and have a completely different skill that I was targeting with each child.

Colorful word cloud in the shape of a thought bubble centered on the word “PLAY” in large purple letters. Surrounding words emphasize the benefits of play and social-emotional development, including “Social,” “Fun,” “Emotion,” “Vocabulary,” “Resilience,” “Health,” “Friendship,” “Gross Motor,” “Reciprocal Play,” “Creativity,” “Problem Solving,” “Development,” “Discovery,” “Confidence,” “Self Esteem,” “Communication,” “Regulation,” “Empathy,” “Respect,” “Sharing,” “Life Skills,” and “Relaxation.” Words appear in shades of purple, pink, and green on a light gray background.
Skills that are developed through play. Image made at WordArt.com

My therapeutic experience with play has transferred well into the library world. There are five practices that are essential for early literacy development. These are: singing, talking, reading, writing, and playing. Libraries are in an excellent position to engage in all of these practices with children through the programs and services they provide. When programs are planned with these five things in mind, children will not even realize that they are actually learning and working on crucial developmental skills. They just think they are having fun. Library programs can provide a low-pressure environment where children can play and explore, especially when program planning involves focusing on the process, not the end project (Bateman, 2023).

Play and adults

Play is not just for children! While we have always known that play is beneficial for children, there hasn’t been as much emphasis on the benefits of play for adults. I have also provided occupational therapy services for adults, and often incorporated play into my therapy sessions. I could turn any pastime into therapy to work on standing balance, core strength, fine and gross motor skills, cognitive skills, and much more. When a person is having fun with an activity, it doesn’t seem like hard work. Play serves as a great distraction.

Play can be a great stress reducer. It offers a break from the daily stressors, allowing you to unwind and let loose. Participating in play activities such as games, puzzles, and learning a new hobby, to name a few, is a great way to keep your brain active and help prevent cognitive decline as you age (Hilburn, 2025). Play is a great way to participate in lifelong learning. Just like children, many adults learn through exploration and hands-on activities. In fact, play is important in the learning process because it allows for such experimentation (Thomas and Brown, 2011). This experimentation does not have to lead to a specific end goal. Rather, just as when we talk about play with children, it is about the process, not the product. Libraries plan a variety of programs that allow adults to play and explore, such as crafting workshops, learning how to use maker equipment, board game nights, and more. In addition to the lifelong learning aspect, these programs provide social interaction and community building.

Play is not just something for children, and it is not just for entertainment. Play can open doors for learning, creativity, and connection. Libraries are perfectly positioned to support play throughout the lifespan. By intentionally incorporating play into library programs, spaces, and services, libraries can foster curiosity, strengthen community connections, and create opportunities for exploration and personal growth. Play helps libraries ful their mission and vision statements by creating vibrant, welcoming places where people of all ages can discover, learn, and grow.

References:

Bateman, F. (2023). Libraries as playspaces: A case study from Wyndham City Libraries. InCite, 44(1), 40–41.

Chicago Public Library. (2026). Mission. Retrieved June 18, 2026, from https://www.chicago.gov/city/en/depts/cpl/auto_generated/cpl_mission.html 

Evanston Public Library. (2026). Mission, vision and core values. Retrieved June 18, 2026, from https://epl.org/mission-vision/ 

Fountaindale Public Library. (2026). Mission, vision & strategic plan. Retrieved June 18, 2026, from https://www.fountaindale.org/about-us/mission-vision-and-strategic-plan/ 

Georges, S. (n.d.). [Oak Grove Elementary School’s new library design]. [Photograph]. CUSD Insider. https://cusdinsider.org/new-oak-grove-elementary-library-unveils-new-collaborative-study-space/   

Hennepin County Library. (2026). Who we are. Retrieved June 18, 2026, from https://www.hclib.org/about/who-we-are 

Hilburn, J. (2025). Curiosity at every age: The importance of lifelong learning in the library. Information Today, 42(6), 18–20.

Kenney, B. (2014). The User Is (Still) Not Broken. Publishers Weekly, 261(4), 19.

Madison Public Library. (2026). Vision and mission statements. Retrieved June 18, 2026, from http://madisonpubliclibrary.org/about/mission-and-vision 

Rivenburg, R. (2022, Aug 03). What can a library card get you? Try a popcorn maker or ukulele. The Christian Science Monitor. Retrieved June 16, 2026, from https://www.csmonitor.com/Arts-Culture/Books/2022/0803/What-can-a-library-card-get-you-Try-a-popcorn-maker-or-ukulele 

Thomas, D., & Brown, J.S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. CreateSpace Independent Publishing Platform.

 

Introduction

Hello!

My name is Jen Fredrick. I am nearing the end of my MLIS experience and anticipate graduating in December 2026. I am looking forward to taking this class with everyone. It’s one of the courses that comes highly recommended as a “must take class” on the SJSU Course Recommendations page on Facebook.

I live in Bolingbrook, IL (a suburb of Chicago), with my husband of 26 years. We have two kids. My oldest is completing their junior year at DePaul University. My youngest just graduated from high school and will be attending Illinois State University in the fall.

Photo of my family. In the back row: Colin, my mom, and me. In the front row is Mikko and my husband Sean.
Back row: my son Colin, my mom, and me. Front row: my child Mikko and my husband Sean
Photo shows view of my kitchen table, looking at my laptop which shows Module 2 of The Hyperlinked Library. A black cat is laying over my outstretched arm.
My cat, Gizmo, is joining The Hyperlinked Library journey!

I have been working at a public library for the last 6 years. I started in the children’s department before switching to outreach. One thing I love about outreach is that every day is different. I get to bring the library out into the community, whether it be through Bookmobile stops throughout the community or bringing carts of books into senior living communities. We are a mobile branch of our library, so we get to experience everything: circulation, public services, collection development and management, and more. It’s a great foundation for wherever I end up after I get my MLIS. I would love to stay with my current library, and go back and forth as to whether I want to go back to children’s, stay in outreach, or try something new. 

Before working in a library, I worked for 16 years as a certified occupational therapy assistant (COTA). I worked with all ages, with the youngest being 4 months old and the oldest being 104! I also worked in a variety of settings: acute care hospitals, rehabilitation hospitals, skilled nursing facilities, outpatient pediatric clinics, and schools. My job as a COTA was to help patients become as independent as possible with their activities of daily living, including self-care, school, jobs, and hobbies. It was an extremely challenging but rewarding career.

I always said if I wasn’t a COTA, I would want to be a librarian. That thought became more pervasive after my dad passed away in 2018. While I loved occupational therapy, my treatment philosophy was becoming more incompatible with the school environment, so I was losing my passion. On the absolute worst day of my career, I saw a job posting for a children’s services specialist at my local library. I applied, got the position, and never looked back. 

There is actually a lot of overlap between the therapy world and the library world, so I found the transition from pediatric therapist to children’s services specialist fairly easy. My background in childhood development and neuroscience definitely helped in planning appropriate storytimes and programs. With occupational therapy, I had to meet the patient where they were, find out what was important to them, and give them skills and resources to continue to participate in those activities. That transitions well to libraries. We have to find out what interests our patrons so we can make appropriate suggestions for books or resources.

I am looking forward to this summer and really reflecting on what the library is and what it can become for our communities.