Several weeks ago, during my weekly visit to my neighborhood’s Little Free Library, I stumbled upon a copy of Gallup’s StrengthsFinder 2.0 with the one-time use assessment code unused. StrengthsFinder is similar to other personality assessments, such as Enneagram or Myers-Briggs, in that it uses a series of questions to give introspective insights and pinpoints the user’s top strengths. I mention all this because one of my named strengths is “learner” and the idea of the library as classroom is something I can truly resonate with and get behind. Rath writes that those with the strength of “learner” have “a great desire to learn and want to continually improve. The process of learning, rather than the outcome, excites [them]” (2007).
While this desire to learn is something that I highly relate with and will naturally pursue, I believe that I’m really not all that unique. I think that most people, when given the opportunity, really enjoy learning new information, concepts, or skills. Kenney points out in their article, Where Reference Fits in the Modern Library, that what patrons want is help doing things, rather than finding things. “Helping patrons do things is radically different from traditional reference. It requires different knowledge from library staff, and greater flexibility in time and staffing” (Kenney, 2015).
What this got me curious about is how I could pair my love of and constant need for learning into a mutually beneficial relationship between myself and the library patrons—what if we learned together?! My academic library serves a smaller, primarily undergraduate student population that largely lives on campus. I think it could be fun to host monthly make-and-take workshops that would allow for creativity, community, and learning something new.
It would involve reaching out to community makers to build teaching partnerships along with seeking funding from the university student activities committee, but what a great way to build the connection in students’ minds that the library is a place of all types of learning. “‘Learning’ in library spaces can mean many things. In traditional, quiet library spaces, students may read or think through complex problems or write, generally carrying out the tasks as solo activities. These experiences continue to have great importance, but they are not the only modes of learning” (Lippincott, 2015). Just imagine the community building and fun learning that could come from workshops in calligraphy, flower arranging, book binding, soap making, fabric dyeing… the ideas are really endless!
References:
Kenny, B. (2015). Where reference fits in the modern library. Publisher Weekly. https://www.publishersweekly.com/pw/by-topic/industry-news/libraries/article/68019-for-future-reference.html
Lippincott, J. (2015). The future for teaching and learning: Librarians’ deepening involvement in pedagogy and curriculum. American Libraries Magazine.
Rath, T. (2007). StrengthsFinder 2.0. Gallup Press.
Several years ago, I happened upon a short social media clip of individuals set up outside in New York at café tables with the purpose of letting others sit and listen to their story. The clip left a lasting impression, and I’ve mentioned it in conversation many times over the years. However, until this week’s reading, I was never able to remember this project’s name. Of course, it would be titled The Human Library! Wentz describes the concept well, “Human libraries function similarly to other libraries except that in a human library, people – rather than books – are available for checkout. Those who volunteer to be ‘human books’ are ‘people with a particular personal experience or perspective on life” (2013).
I will admit that, as much as I am in love with this concept, the introverted part of me is incredibly intimidated by the thought of sitting down with a stranger one-on-one and coming up with questions on the spot. Perhaps including the opportunity to use prewritten question suggestions or the option to interact with the “human book” in small groups would help ease my apprehensions about participating, and likely, I am not the only one who might need these small adjustments.
My intrigue with this concept inspires me to think about how something similar could take place in my academic library. My university is on the smaller side, and one of its core values and missions is to foster an environment of belonging and connectedness. Implementing a human library concept in my library by focusing on different social connection themes could be a unique opportunity to foster my school’s mission. For example, offering a human library towards the beginning of a semester with the theme of upperclassman/freshman pairings might facilitate friendships or a mentorship relationship. Another thought might be to have a human library night, matching a professor and student to create connected learning. Other themed pairings could be experience-based, such as study abroad, dorm life, or sports-related. “The enthusiastic response most events have received indicates that the human library fulfills an unmet need. Making these personal connections brings the community together” (Wentz, 2013). The outcome doesn’t necessarily have to lead to a continued friendship, but I do think it would offer new perspectives and the opportunity to have another familiar face on campus, which can really make such a big difference for students who might not yet feel a sense of community connection.
References:
Fisher, C. (n.d.). Human Library Project [Image]. https://www.pawlingfreelibrary.org/human-library-project/
Hall-Geisler, K. (2023). Check Out the Human Library, Where the Books Are People [Image]. HowStuffWorks. https://people.howstuffworks.com/human-library.htm
Wentz, E. (2013). The human library: Sharing the community with itself. Public Library Association. https://publiclibrariesonline.org/2013/04/human_librar/
This week, I was particularly drawn to the theme of forward thinking and trend spotting regarding the use of library space and library design. I work in a three-story university library, and while each level contains print materials, each space is also used in very distinct ways. The first floor is for general study, reference, and teaching. The top floor, with its floor-to-ceiling ocean views, is our largest space and requires users to remain quiet. The middle level, the smallest of the levels, is for group study. Through simple observation and patron feedback, it is abundantly clear to our library that the need for more group study space is a high priority. Last summer, we conducted a large-scale weeding project to downsize our overcrowded print collection on our middle level, and we are now working with university administration to source funding for a complete overhaul of the space.
This week’s readings inspired me to consider what it might look like for my library to completely rethink its use of space on each level rather than stick with what has always been done. In HBM Architects’ article, Centering Your Library Around the Community, they write, “As library designers, we must meet the challenge [of design] by understanding and providing for the needs of the communities the library serves” (2023). They continue in their article to highlight the importance of understanding who the library serves and what its users need to “help provide tailored library services through flexible facilities that are lasting and vital community assets” (HBM Architects, 2023). My library’s users, more than anything, need group space where they can interact, collaborate, and work together. I wonder what that group space could look like if we moved it to the larger upper level. Not only is the square footage larger, but with its vaulted ceiling and stunning views, the space naturally lends to a cozier and more creative vibe, or as the Danish call it, hygge.
This more community-centered and awe-inspiring environment, I think, could inspire more creativity and deeper learning from our student users. The change would also more closely follow current library space and design trends, such as providing room for active learning, creating areas conducive to collaborative and hands-on work, and facilitating more face-to-face interactions (New Media Consortium, 2017). I also believe that by utilizing the larger library space for group study, our library would set itself up for more long-term library design success.
Ryan Library is part of a small, private university that serves around 4,600 students across several campuses in San Diego County. The library is located on the main campus, where the bulk of the university’s graduate and undergraduate programs take place. Recent institution-wide library evaluation surveys have revealed that our Liberty Station satellite campus medical program students feel a lack of connection to the library or the primary campus as a whole. With their courses being offered off-site and about a 20-minute drive away, other than to access library resources, the students and many of the faculty members have little reason to ever be on the main campus. I propose that the university use newly granted library funding to purchase and facilitate the operation of a self-serve library kiosk vending machine to be located at the Liberty Station satellite campus. The kiosk will serve two purposes: first, to provide an easily accessible location for library resources put on hold by medical program users, and second, to store a selection of medical program-relevant print resources which are currently largely going unused at the main campus. Through the use of already issued electronic student identification cards, our satellite students and faculty could better access needed library materials from the convenience of their primary university site location where their learning occurs (Stephens, 2016).
Mission & Institutional Context:
The university’s mission is to challenge and engage students’ minds through rigorous academic programs. One could argue that to expect students’ minds to be fully engaged requires providing adequate and accessible resources. Similarly, Ryan Library’s vision statement is “To facilitate the confluence of research, learning, and creative exploration and seeks to provide the best possible guidance, instruction, resources, and research tools that equip all users to become responsible, effective, and discerning thinkers and researchers. We foster an environment of intellectual hospitality that encourages diversity of thought” (Ryan Library, 2025). In order to best reflect the vision that our services provide opportunities for students to research, learn, and creatively explore, our library must work to improve material pickup convenience and browsability to students partaking in programs located off-site at our alternate campus location.
Action Brief Statements:
Users- Convince satellite program students that by installing a self-serve library kiosk on their campus, they will have timely access to needed resources, which will increase their connection to the library because it will better meet their needs.
Administration- Convince university administration that by installing a self-serve library kiosk on the Liberty Station satellite campus, our medical program students and faculty will have increased access to applicable library materials which will further meet our vision to foster an environment of intellectual hospitality because it will better provide the best possible resources and research tools to our users.
General guidelines and policies regarding checkout limits and durations should follow the established library circulation procedures. This also includes following the current practice for late or lost items. To access materials from the library kiosk, students and faculty will use their university-issued identification card just as they would to check out materials at the library’s main location. The library’s catalog, accessible through the library website, would offer students the option to place material holds to be delivered at the kiosk within 24 hours of request. Depending on the vendor, perhaps an app could be utilized to help facilitate holds and notifications of delivery. If an app is not available, another option would be notification through campus email.
Another policy consideration is making sure the library maintains legal compliance by researching and obtaining necessary permits and licenses for operating vending machines, which can vary by state. It is also important to make sure that fair use principles for copyrighted materials are posted. The kiosk should also have clear instructions that provide users step-by-step directions on how to use the machine and who to contact if there are any issues.
Timeline for Implementation:
Once the kiosk program was approved and the vendor had been selected, the timeline for implementation would largely depend on the kiosk vendor’s ability to provide the desired vending machine model and design. Once delivered, several important steps would need to take place. First, library technical services would need to adjust the catalog interface for hold location selection and correct cataloging of materials being brought to the new location. Next, the library staff and student workers would need to be trained on how to use and maintain the vending machine. From the time of arrival to the launch of the program, one month should be a reasonable timeframe to prepare. It is vital that we get the program up and running so that we can see what happens (Mathews, 2012). Many steps, such as guideline and policy writing along with faculty notification, could begin at the time of the kiosk purchase and long before the machine was delivered, allowing for post-delivery efforts to focus on training and material logistics.
Marketing & Promotion:
To market and promote the new service, the library will advertise on the library’s website and make sure to emphasize the option at the points of access, such as the library catalog. Due to the small size of the school and the close rapport between students and professors, getting them on board and requesting help of the program promotion by faculty will be key to the success of this library service (Casey & Savastinuk, 2007). Another area of promotion could be posting on social media outlets already used by the university. Additionally, the placement of the kiosk in a high-traffic location at the satellite campus would be beneficial to its success, along with providing adequate directional signage to guide students to the service.
Staff Training and Readiness:
Initial training on how to use the book kiosk would likely be provided by the machine’s vendor. Accommodations to allow all library staff and librarians to attend the training should be made, whether that means conducting multiple training sessions or blocking off library in-service time. It will also be important for the supervisors of student workers to provide training on filling the machine, new procedures for pulling holds, and instructions on promoting the new service to users at the circulation counter and through phone inquiries. Library administration or the kiosk’s program director should make it a priority to create a user manual and a troubleshooting guide that can be used by incoming staff who might be hired after the initial training or to build confidence in those who are still unsure of the machine’s operation.
Evaluation and Future Expansion:
The program’s success will be evaluated in several ways, first through overall usage statistics and second through an avenue for user feedback (Lauersen, 2021). Perhaps there could be an option for users to leave a rating and/or comment at the point of pickup or return, similar to a point-of-sale review at a commercial retail shop. I believe seeking out feedback from the satellite location’s faculty on their own experience with the service, along with the opinions they might hear from their course students. With program success, the options to provide another kiosk or expand the program to offer electronic device checkouts, such as iPads, chargers, or other multimedia devices, could evolve into a potential option.
References:
Casey, M. E., & Savastinuk, L. C. (2007). Library 2.0: A guide to participatory library service. Information Today.
