I appreciate the efforts being made to incorporate diverse cultures into library settings and services, particularly the values and customs of local Indigenous communities. Creating respectful and inclusive spaces is such an important aspect of meeting a community’s needs and developing a place of trust. According to the National and State Libraries of Australasia, a culturally safe library is an environment “where people feel supported, can express themselves and their culture, history and identity with dignity and pride” (NSLA, n.d.). Making a change in this direction can open the doors to people who may have previously felt invisible or unwelcome.

Information organizations have existed for so long, creating ways of organizing and disseminating knowledge and providing outreach for the community. Over time, it may be easy to accept the traditional methods and not consider any institutional changes to reflect ongoing changes in the community. It is important to stay connected and to identify the cultural values  of the people being served to respectfully engage and honor them.

Northern Humboldt Indian Ed.

I work in a school with an Indian Education Program that offers language classes, club activities, cultural events, and support for Indigenous students (Indian Education Program, n.d.). Over the last few years, effort has been put into integrating language and culture into day-to-day school life. All around campus, including the library, posters and communications that have English and Spanish now also include Yurok – a local Indigenous language that was nearly extinct until it was offered as a class 25+ years ago. Collaborative efforts have also increased the number of events and activities for the entire student body, allowing Indigenous students and families to share their stories and customs while building self-esteem.

Other examples of Indigenous inclusion

In Galiwin’ku, a remote community in northern Australia, the library chose to do away with the Dewey Decimal system (Thompson & Trevaskis, 2018). The organization of books made little sense to the users of the space so a more culturally-centered method of organization was implemented. By grouping books according to local community values and interests, library users felt validated and were more empowered to use the space.

The Indigenous Knowledge Centre on Mua Island in northern Australia, offered free digital workshops for their local community (Reynolds, 2025). Not only did this program allow people to share their stories and artwork, it also gave them an opportunity to learn new digital skills and apply creativity to these learning experiences. The participatory environment provided users a space to gather, create, share, and learn together.

References

Indian Education Program. (n.d.). Brief History of Indian Ed Title VI in CA. Northern Humboldt Union High School District.

National and State Libraries of Australasia. (n.d.). Culturally safe libraries: Working with Indigenous collections. 

Reynolds, M. (2025, March 24). Digital skills spark new creative ideas in Arkai (Kubin) on Mua Island. State Library of Queensland.

Thompson, J. & Trevaskis, L. (2018, August 21).  Galiwin’ku library closes book on the Dewey Decimal System to prioritise Yolngu culture. ABC News.

I have been drawn to the issue of accessibility – not just making services accessible on site and online, but also accessible to remote patrons. Bookmobiles are one example of reaching the communities who are too far from and/or are unable to transport themselves to the nearest library. Without solutions like this, remote communities easily become non-users of the library, and then the question arises: are their needs being met? 

Libraries strive to support and engage their communities to create a strong and open society. Programs and services are designed to meet specific needs identified in these communities and statistics focus on the number of circulations or program attendance. Unfortunately, community-centered services can leave out remote patrons. This exclusion of part of the population can be extremely detrimental. As Lauersen (2018) noted, “inclusion makes you thrive mentally and physically, gives us the opportunity to learn from others and to help others and it can help us feel that we belong.”

In my own location, 47.6% of the population live in the largest cities, leaving most of the population spread out in rural, and often remote, areas (HCOE, n.d.). The bookmobile that serves some of those remote communities offers books and other library materials that can be browsed or requested ahead of time, prizes for kids, participation in the Summer Reading Program, and a knowledgeable librarian to answer questions and help connect people with resources (Humboldt County Library, n.d.). 

Rural areas are less likely to have consistent internet access, making online services difficult or impossible to use (Swan et al., 2013). Mobile solutions, like bookmobiles, are a great strategy for bridging the gap. Resources and opportunities delivered to remote patrons allow them to connect with needed information and remain an inclusive part of the community. From finding details on housing and job opportunities to engaging the imagination with mobile storytimes, on-the-go library services can make a huge difference in the lives of people who could otherwise struggle without this kind of support. Traditional services as well as technological services delivered to remote areas can build stronger communities outward. 

Examples of services for remote patrons

• 

  Lauersen, 2025.

  Lauersen (2025) reported on a Danish bookmobile that brought together people of small village communities. He noted that this service not only engaged the community with library resources, but also served to combat isolation and improve societal welfare. Investing in library services that can make strong connections such as this is necessary through collaboration between information organizations and the people they serve.

• A community-funded bookmobile for Quincy Public Library in Illinois supports their remote patrons, from kids to seniors (Muddy River News, 2025). They offer access to traditional books, audiobooks, movies, wireless internet, printing and copying, and a knowledgeable librarian. Budgetary issues removed the mobile library for some time, but the community saw the importance of the library experience for those who cannot physically get to the public library (Quincy Public Library, n.d.).
• 

  FELA, 2014.

  In Northern Colombia,  a “Biblioburros” – a mobile library carried on the backs of two donkeys – visits remote farming communities (Rocketboom, 2009). The schoolteacher who runs the program from his home is committed to providing books and personal connection for children. This service supports literacy, lifelong learning, and empowerment for those who would otherwise be without.

References

Federation of European Literacy Associations. (2014, May, 14). [Photograph of the Biblioburro in Colombia].

Humboldt County Library. (n.d.). Bookmobile. Humboldt County.

Humboldt County Library – Eureka Main Branch. (2025, May 10). [Photograph of a bookmobile parked on the side of a remote, rainy road]. Facebook.

Humboldt County Office of Education. (n.d.). Fast facts. 

Lauersen, C. (2018, June 7). Do you want to dance? Inclusion and belonging in libraries and beyond. The Library Lab.

Lauersen, C. (2025, February 5). The necessary nearness – an ode to bookmobiles. The Library Lab.

Muddy River News. (2025, April 25). Book nook: To the bookmobile! [Video]. YouTube.

Quincy Public Library. (n.d.). Mobile library. 

Rocketboom. (2009, September 30). Library on a donkey [Video]. YouTube.

Swan, D. W., Grimes, J., & Owens, T. (2013, September). The state of small and rural libraries in the United States. Institute of Museum and Library Services.