{"id":15,"date":"2026-06-21T23:23:50","date_gmt":"2026-06-21T23:23:50","guid":{"rendered":"https:\/\/287.hyperlib.sjsu.edu\/jfeltis\/?p=15"},"modified":"2026-06-21T23:23:50","modified_gmt":"2026-06-21T23:23:50","slug":"assignment-x-connections-people-the-hyperlinked-library","status":"publish","type":"post","link":"https:\/\/287.hyperlib.sjsu.edu\/jfeltis\/2026\/06\/21\/assignment-x-connections-people-the-hyperlinked-library\/","title":{"rendered":"Assignment X: Connections, People, & the Hyperlinked Library"},"content":{"rendered":"

Much of the coursework so far has focused on public libraries, but I can\u2019t help making numerous connections to teaching and school libraries. Asking myself what this might look like within public education, and how my students can benefit from the ideas I learn?<\/span><\/p>\n

Overwhelmingly, a major theme of the Hyperlinked Library is connection to people, information, and community. A well-functioning library meets the needs of the community and is a place for people to connect. It is the same in the classroom. To gain buy-in from students, there needs to be connections between teachers and students and learning. I don\u2019t know how many times I have heard about the importance of\u00a0 \u201cbuilding a relationship\u201d, and I see that emphasized in the Hyperlinked Library, as well.\u00a0<\/span><\/p>\n

Just as OPACs and formats do not build relationships, neither does curriculum. People create connections. Technology, however, can help strengthen and expand those connections. I have looked at many public library websites, and my impressions shape what I think about a library before I ever visit it. The same is true for school websites, teachers’ Google Classrooms, and library webpages. Schneider (2006) argues that when users struggle to access services, the problem is often not the user but the design itself. Students and patrons should not have to work hard to find the information or resources they need.<\/span><\/p>\n

Impressions matter, and so do users’ abilities to find what they need and connect within the community.\u00a0 live in Los Angeles County and feel like their website is coherent, simple in a sophisticated way, and always allows patrons to find out what is happening within the community.\u00a0<\/span><\/p>\n

\"\" \"\"<\/span><\/p>\n

Screenshots of the Los Angeles County Library homepage (Los Angeles County Library, 2026). https:\/\/www.lapl.org\/<\/a><\/span><\/em><\/p>\n

Visibility is also important. Fons (2016) argues that libraries must be visible where their users already spend time online. A few weeks ago, a public library\u2019s TikTok appeared on my feed. I cannot remember which library it was, but I remember the positive impression it left. The library seemed like a fun and approachable place.\u00a0 In a world filled with information and misinformation, libraries and schools must remain visible, trustworthy, and connected to their communities.<\/span><\/p>\n

My district has one teacher librarian serving eight schools, making it difficult to meet every need. Yet technology allows her to stay connected through emails, updates, and communication with the school community and staff. Technology allows people to connect on a mass scale. I can reach out for feedback as a teacher to 150+ students using technology, rather than just connecting 1:1.<\/span><\/p>\n

Furthermore, it allows the community and staff to be aware of the resources available to them.\u00a0 I have watched thousands of dollars’ worth of makerspace technology wasted due to a lack of people. How can the school community work together to make the library a better space? Students are constantly looking for places to connect, especially in middle school. One of the most effective approaches I have seen is just to have open hours. Having students connect within a safe space can be very effective and can transform a space into a connection.\u00a0<\/span><\/p>\n

The idea of participatory service is imperative because it offers a way to strengthen these connections. Casey (2011) argues that participatory service begins by listening to community members and involving them in shaping services. Students are constantly looking for places where they feel valued and can connect. By inviting students, families, and staff to share ideas and help shape library programs, school libraries can become true community hubs. The Hyperlinked Library reminds us that libraries are not just about information, but more importantly, they are about people.\u00a0<\/span><\/p>\n

References<\/b><\/p>\n

Casey, M. (2011). <\/span>Revisiting participatory service in trying times \u2013 A TTW guest post by Michael Casey<\/span><\/i>. Tame the Web.<\/span> https:\/\/tametheweb.com<\/span><\/a><\/p>\n

Casey, M. E., & Savastinuk, L. C. (2007). <\/span>Library 2.0: A guide to participatory library service<\/span><\/i>. Information Today.<\/span><\/p>\n

Fons, T. (2016). <\/span>Making libraries visible on the web<\/span><\/i>. Tame the Web.<\/span> https:\/\/tametheweb.com<\/span><\/a><\/p>\n

Schneider, K. G. (2006). <\/span>The user is not broken<\/span><\/i>. Free Range Librarian.<\/span> https:\/\/freerangelibrarian.com<\/span><\/a><\/p>\n

Stephens, M. (2016). <\/span>Participatory service<\/span><\/i> [Course lecture]. San Jos\u00e9 State University School of Information.<\/span> https:\/\/sjsu-ischool.hosted.panopto.com\/Panopto\/Pages\/Viewer.aspx?id=2a19a4b6-e945-4d2e-abf1-aef3014172a5<\/span><\/a><\/p>\n

Stephens, M. (2016). <\/span>The heart of librarianship: Attentive, positive, and purposeful change<\/span><\/i>. ALA Editions.<\/span><\/p>\n

Stephens, M. ( \u00a02019). Wholehearted librarianship: Finding hope, inspiration, and balance<\/i>. ALA Editions.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Much of the coursework so far has focused on public libraries, but I can\u2019t help making numerous connections to teaching and school libraries. Asking myself what this might look like within public education, and how my students can benefit from the ideas I learn? Overwhelmingly, a major theme of the Hyperlinked Library is connection to […]<\/p>\n","protected":false},"author":860,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-15","post","type-post","status-publish","format-standard","hentry","category-uncategorized","post-preview"],"acf":[],"_links":{"self":[{"href":"https:\/\/287.hyperlib.sjsu.edu\/jfeltis\/wp-json\/wp\/v2\/posts\/15","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/287.hyperlib.sjsu.edu\/jfeltis\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/287.hyperlib.sjsu.edu\/jfeltis\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/287.hyperlib.sjsu.edu\/jfeltis\/wp-json\/wp\/v2\/users\/860"}],"replies":[{"embeddable":true,"href":"https:\/\/287.hyperlib.sjsu.edu\/jfeltis\/wp-json\/wp\/v2\/comments?post=15"}],"version-history":[{"count":1,"href":"https:\/\/287.hyperlib.sjsu.edu\/jfeltis\/wp-json\/wp\/v2\/posts\/15\/revisions"}],"predecessor-version":[{"id":19,"href":"https:\/\/287.hyperlib.sjsu.edu\/jfeltis\/wp-json\/wp\/v2\/posts\/15\/revisions\/19"}],"wp:attachment":[{"href":"https:\/\/287.hyperlib.sjsu.edu\/jfeltis\/wp-json\/wp\/v2\/media?parent=15"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/287.hyperlib.sjsu.edu\/jfeltis\/wp-json\/wp\/v2\/categories?post=15"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/287.hyperlib.sjsu.edu\/jfeltis\/wp-json\/wp\/v2\/tags?post=15"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}