Tara wants you to read her blog

As someone with a background in education, I find the role of the library as a classroom and librarians as shapers of learning experiences quite exciting. My two graduate school studies are meeting each other and building on my previous knowledge. I feel as though ready for this role. I was lucky enough to work with a librarian when I taught university students in Japan and saw firsthand how the library and our lessons were interconnected. This librarian developed lessons where students would go on scavenger hunts in the library to find several sources and report back to me. It was not only more fun than a language lesson in our classroom, but they were gaining some important skills for university and their future study abroad semesters. They were also learning how to learn and how to study which fits into this concept of infinite learning. The article The Future for Teaching and Learning (American Libraries, 2015) reminded me of these library lessons. “Librarians have the opportunity to work as partners with faculty, become resources for innovative teaching and learning activities, and guide students as they create new types of content for their course assignments.” This not only creates more opportunities to learn about new media and tech for student assignments, but professors and librarians can learn from each other in collaboration. In my experience, students spending time in the library and basing lessons around the tools available in the library gives them a solid foundation to be strong students. As described in our lecture, the librarian should understand how people learn in different contexts. In the context of the school or university library: “Librarians will develop a sense for what types of courses include assignments where critical aspects of information literacy are relevant.” (American Libraries, 2015)

Aoyama Gakuin Library at the end of the tree lined path. Photo by me!

American Libraries.  (2015, March 3). The future for teaching and learning. American Libraries Magazine. http://americanlibrariesmagazine.org/2015/02/26/the-future-for-teaching-and-learning/

 

“If you build for people, people will come,” Marie Østergård (project leader, Dokk1, Aarhus Public Libraries)

         In this blog I will look at a global library trend that is found outside of the U.S. I am looking specifically at design and aesthetic when it comes to the library space. In previous blogs I wrote about how in the hierarchy of needs we can find many these met at the library. In addition to that, libraries serve not only as a third place but a space where we can work on our mental in health through programs and services. How can the design of the library space serve these needs and help serve the needs of the community? Let’s take a tour of Japan while looking at some these spaces.

• First stop: the island of Kyushu.

Map reference and directions: This library is located on the island of Kyushu. You can either take a six-hour shinkansen or fly to this island from Tokyo. It is also 1.5 hours from Fukuoka on the island.

 Example one: minimalist design found in Takeo City library in Japan. I’ve found that some of the way libraries are designed in Japan help promote a peace and calm atmosphere. This is a contrast to the hustle and bustle of city life and creates a space where people can enjoy a book in a quiet space. This is not only found in how the library is laid out, but lighting is another factor in the calming atmosphere. It is worth noting that this library partnered with CCC which owns and operates the Tsutaya bookstore in Japan, so the library is not the ordinary public library you come across every day in Japan. However, the blend of public space and café (it includes a Starbucks) provides a welcoming and peaceful atmosphere for those visiting.

Takeo City Library in Saga, Japan. Photo from Takeo Library website.

• Second stop: Gifu prefecture on Honshu.

Map Reference and Directions: This library is accessible from Tokyo station through public transportation and shinkansen and can be reached in 2.5 hours. It is also only 50 minutes from Nagoya station by train or bus.

Example Two: Minna no Mori in Gifu prefecture. The phrase Minna no Mori means everyone’s forest which encapsulates what we’ve been covering this class when look at libraries as community spaces. This was built in 2015 by Toyo Ito & associates who are famous for their innovation architecture. “Ito believed that architecture should cater to both sensory experiences and practical requirements, a viewpoint that undoubtedly enhanced the significant acclaim and popularity his creations garnered.” (Parametric Architecture, 2024) This falls in line with the human need for sensory and aesthetic experiences and how this can be incorporated into a public space for everyone.

Inside the Minna no Mori Library from the Danish Architecture website. 

• Last stop: Shikoku Island.

Map Reference and Directions: This library is accessible from Tokyo by plane in about 2-3 hours or by bus or train. It is on the island of Shikoku which is just south of Honshu and northeast of Kyushu.

Yusuhara Library image take from gallery.

Example three: Yusuhara community library located in Shikoku Island. Also known as the Kumo-no-ue library which translates into above the clouds, this library uses the concepts of nature to incorporate into its design. The architecture followed a concept, ‘a building designed after a forest’, which was achieved through fusing into the surrounding nature:

”Its shape represents a tree with branches and leaves, whose combination makes komorebi (the interplay of sunlights and shades filtered through trees, an untranslatable Japanese sense of beauty); toky?, a traditional building system supporting eaves was chosen as a decorative motif, on the basis of which the figure of the gallery following yajirob? (a traditional balance toy) was formed by piling up wood members. This type of architecture is quite unique all over the world and provides even solemnity.” ( Yusuhara library, n.d.) Not only do patrons get to experience the unique beauty of  this architecture but they can also enjoy the tranquility of nature found through this design.

 

         Although when we think about improvement in libraries and the needs of patrons, new technology and services might come to mind. I would argue here that while those things are important, the use of space and architectural design is just as important. As with these examples in Japan, the library is part of several community spaces and built with the surrounding spaces and people in mind. This is in line with the moving beyond a “third space” (Moving Beyond the “Third Place” | American Libraries Magazine, 2016) or creation of library design that considers the library as a community. Similar to the “Libraries become the center of urban development and the incubators of community knowledge, bringing together multiple functions in a centralized hub and open, evolving learning spaces.” (Stephens, 2019) This type of design brings more patrons into these spaces. “What the staff of Dokk1 learned after the new library opened is telling: an average of 4,000 people visit each day, many staying for hours, working and socializing.” (Stephens, 2019) These things can also be apparent not in the grand library design found in these examples in Japan but simple ideas such as layout and lighting.  Designs like these are essential to libraries because they take into consideration the needs of people’s appreciation for beauty and aesthetic in addition to libraries being the “living room” (Oestergaard et al., 2017) of the community–a space for a multitude of artistic and civic based activities.

 

More photos of the community built spaces in Japan:

 

References:

Kumo-no-UE Library(Yusuhara Town Library)│Kengo Kuma’s Works in Yusuhara Town. (n.d.). https://www.town.yusuhara.lg.jp/kuma-kengo/eng/town-library.html

Moving Beyond the “Third Place” | American Libraries Magazine. (2016, August 29). American Libraries Magazine. https://americanlibrariesmagazine.org/blogs/the-scoop/library-design-moving-beyond-third-place/

Oestergaard, M., Skot-Hansen, D., Rasmussen, C. H., & Jochumsen, H. (2017). Dokk1 – a place for people – rethinking the library in a new urban context. https://www.ala.org/sites/default/files/pla/content/onlinelearning/webinars/archive/Marie_Oestergaard_PLAWebinar_nov_16.pdf

Stephens, M. (2019). Heart of librarianship. ALA.

 

            I was really intrigued by this week’s module on sharing stories, especially the New York Public Libraries oral history project. I think that books have always been a way for people to gain new perspectives and step into someone else’s shoes. Podcasts and oral histories take this even further, especially if it connects people to those in their community. Through these stories can create empathy towards others and I think in ways it can also make room for catharsis by hearing struggles similar to ones own. I found this especially topical since I am taking an oral history course this semester in our MLIS program. In my oral history course, I had to make a project proposal for an oral history project. I chose to focus on people who have lived abroad and decided to return to their home country after many years living overseas. Though they do not experience the exactly the same struggles as those who immigrate to the US, I thought that this proposed project could create more global stories and empathy to those facing challenges in a new place.

            I think people are already eager and curious about people’s stories to begin with. I am reminded of the social media posts from Humans of New York which has over 12 million followers. The stories are so varied and unique. A similar approach could be used at the library. It doesn’t necessarily have to be on social media but could be a way for people to read about and connect to those in their community. I had an idea of library patrons creating book recommendations like the handwritten ones seen at bookstores. Similar to the human library (Wentz, 2013) in some ways, this could be a program in which readers not only hear about book suggestions (or music and movies) but also about the person recommending them. These recommendations could also be connected to the patron’s story in some capacity. Perhaps their name and photo could be on the recommendation and readers could look for their story posted online or somewhere in the library. In this sense, I would like to connect the stories found in books to the shared stories found in the library.

Wentz, E. (2013). The human library: Sharing the community with itself » public libraries online. https://publiclibrariesonline.org/2013/04/human_librar/

         I enjoyed this week’s topic as we looked at the library as a space not only for information purposes but for the human experience. In a previous blog I wrote about Maslov’s hierarchy of needs and how the library fills many of those necessities in the human experience. One of those needs in an updated version of this pyramid was the aesthetic need or need for appreciating beauty, balance, art, and music. In the examples found in our lecture this week, libraries can be a place for that through design and ideas. In addition, I found that the Hygge concept could be part of that as well. According to the Scandinavian Standard (2018): “It’s about finding joy in the little things.” Which not only goes against the need for more and consuming mentality but falls in line with aesthetic vibes. I find that the idea of Hygge closely linked to not only to the concept of coziness, but balance and beauty found in simple things: a candle flame, a cup of tea, being aware of the present moment.

         We’ve also seen how libraries can aid in mental health through Tai Chi for the homeless and creating dementia spaces for the elderly. All these examples look at the whole human beyond just the need for information and books. Similar to using the notion of Hygge to design library spaces, all of these things relate back to the physical and mental well-being of the human being. This also creates spaces where patrons want to return to the library. In our everyday lives, many of the spaces we encounter are for efficiency, function or where we consume products or spend money. We need spaces that promote beauty and balance without the ulterior motive of purchase. If we are lucky, we can encounter these regularly through library spaces and experiences especially if we are not able to afford this at home or in the other spaces we inhabit.

Norman, R. T. (2024, October 2). What is the Meaning of Hygge? Scandinavia Standard. https://www.scandinaviastandard.com/what-is-hygge/

 

Mission Statement: Fostering a creative space to build an innovative and imaginative community for adult patrons.

About:

         Building on my thoughts for Assignment X, I wanted to find a creative program for library goers that includes those of all ages. In my initial post, I wrote about the creative and imaginative space at the Chicago Public Library that is for teens. This program is known as YouMedia. I am inspired by Henry Jenkins concept for democratizing media and participatory culture which can be found at public libraries through creating community spaces for people to work on art, music and crafts. While the Chicago Public Library focuses on younger patrons, I found that the Bubbler reaches all ages. Examples of activities include live model sketching, puppetry, and artist trading cards (ATCs)

More information on ATCs from the Madison Public Library:

“Artist Trading Cards (ATCs) are small, original works of art created specifically to be traded, not sold. The format was started in 1997 by Swiss artist M. Vänçi Stirnemann as a way to make art more accessible and to encourage exchange and connection between artists of all backgrounds. Since then, ATCs have become a worldwide practice.

ATCs follow a few simple rules: each card is a unique, handmade artwork, created in the standard size of 2.5 × 3.5 inches (the size of a playing card). Any materials or techniques are welcome—drawing, collage, painting, printmaking, stitching, mixed media—as long as the card is original and signed by the artist on the back.”

         I chose this example specifically because it asks people not only to connect and share their art, but it is also a flexible in terms of materials and creation. They are not learning a specific skill although they can share their art and innovation with others. I found this program to embody the concept of democratizing art. The trading of cards is effectively a way to network and build community. No prior art experience is required, and artists may collaborate with others in the group.

Action Brief:

Convince: Library Users

That by: using creative and artistic skills

They will: democratize media and build connection

Which will: build networks and community

Because: The library is a place to create connection and build on skills.

Guidelines and Policies:

 

Patrons are welcome to bring their own supplies but some art supplies such as the small art cards will be provided.

No experience or registration required (the more the merrier to exchange art cards)

No artist in residence needed, a library can instruct participants briefly on what the activity is and the background.

Marketing:

Marketing will be done through social media such as Instagram, Facebook, and TikTok as well as flyers in the library. This can be done in such a way as to inspire people to tap into their inner artist with colorful images and bold lettering. Example below.

:

Evaluation:

         After this program has been implemented, I would like to see other programs get approval. Activities like ones found at the Bubbler or other similar programs that encourage both the use of art and innovation for community based on Henry Jenkin’s ideas should be incorporated into a larger program. This activity although seemingly simple and easy to implement should make way for a bigger program.

Timeline:

         Due to the relatively easy implementation and set-up of this program, I would estimate that this program could begin within 4 to 5 months. Within two months we should get approval from the library manager, three months materials and promotional materials are made, and in four months it can be advertised for this first run of this program.

         In this reflection on the hyperlinked environment, I want to build on what I wrote in my previous blog in how people access the library in terms of transportation. I found that in terms of library accessibility, the closest library to most US citizens is about 2 miles away. In several regions in the US this might mean several miles and on top of that, lack of transportation or bus service. As more and more folks in the US might get priced out of living in cities, they might find that their local library is several miles away. Does this discourage people from using the library?

         I found that in one of the articles on Australia’s libraries, they shifted their service during Covid-19 to still reach patrons. In addition to online programs and services, they also delivered physical books to citizens. The libraries worked with Australia Post to mail boxes of books to patrons during the lockdown. “Eastern Regional Library’s approach was a significant shift from the traditional ‘supermarket-style’ self-serve model to a personally curated selection. Members could request a box of books to be sent to their home – based on a combination of loan history data, and suggestions of what they like to read.” The boxes contained a personally tailored set of ten books and about 1,000 boxes a week were mailed. This sounds like a great way to reach those who are not able to make it to the library, however, what another article (also based in Australia) mentions how the library itself is valuable to patrons.

         Another article noted how the space of the library itself is beneficial for mental health. Accessing a space where someone could feel less isolated and create social connections is vital, especially if they are living alone. Since the environment of a library feels like a safe and welcoming space, many people rely on that space for their health and wellbeing. So, although through the use of bookmobiles and mailing services people can still access information and books, people still need the physical space of the library for a multitude of things. When we look at the library through the lens of Maslow’s Hierarchy of Needs, many of these needs from cognitive to aesthetic to belonging could be found in the library. So while we need programs and services for those who are unable to reach the library by transport, those people might be the most in need of a space such as the library.

 

Aesthetic needs can also be found in the library and should be designed with this in mind.

 

            When I was listening to the lecture on hyperlinked communities, I couldn’t help but think about how people access libraries in terms of transportation. In most contexts and especially in cities, people are maybe a walk or short drive away from their public library. What does it mean for folks who are further away, don’t have access to a vehicle, or lack access to public transportation? I was drawn to the title of one of the articles in this week’s module: The necessary nearness—an ode to bookmobiles (Lauersen, 2025) In this article, the author writes about how the bookmobile, or bus filled with books, creates a nearness to community and information through access to books and information professionals. “According to Statistics Denmark, the use of public libraries is strongly dependent on how far citizens live from their nearest library. Almost 50% of all library users live within 1,500 meters of their nearest physical public library…” For reference 1,500 meters is less than a mile. According to Donnelly’s article on average distances in the US from libraries: “The national average population-weighted distance to the nearest public library is 2.1 miles.” (Donnelly, 2015) How does this distance affect those who want to access libraries and what resources are available for those in regions where that distance is greater?

            I know that in this module we read about engaging patrons and the public through various activities, programs, and community building, however, I find the idea of accessibility or just the fundamental idea of getting to the library vital and key to everything else found in that library. In the lecture it was mentioned that Community Closet was open and free to use by library patrons which also touches on this concept of ease of access and thinking of the whole person. It is open so that anyone who feels hesitation or anxiety about the accessing these food and personal items will not have another barrier to necessary goods i.e. asking staff. How can we address the other barriers that people might have in accessing the library itself? How can we reach out to folks who might feel overwhelmed by their lack of transport to the library in addition to bookmobiles?

One way to make getting to the library easier is the intersection of public transportation and libraries. Here are some examples I found across the US:

Although I live north of Seattle now, I appreciate the Seattle Public Library’s informational guide on accessing the library through public transportation.

Library train in Sacramento.

Digital displays of bus and train times in the Boston area.

 

References:

 Donnelly, F. P. (2015). Regional variations in average distance to public libraries in the United States. Library & Information Science Research, 37(4), 280–289. https://doi.org/10.1016/j.lisr.2015.11.008

Lauersen, C. (2025, February 5). The necessary nearness – an ode to bookmobiles. The Library Lab. https://christianlauersen.net/2025/02/05/the-necessary-nearness-and-ode-to-bookmobiles/

“Many of us wish we were more creative. Many of us sense we are more creative, but unable to effectively tap that creativity. Our dreams elude us.”

         Julia Cameron, The Artist’s Way

           The inspiration for this week’s blog comes from the idea of participatory service and transparency. I am especially interested in the idea of moving past media spectatorship especially as people become more and more involved in hobbies, crafts, creating for personal enrichment and not monetary gain. This idea comes from Henry Jenkins who wrote on the theory of participatory culture.“He argues that with the rise of digital technology and social media, audiences are no longer passive consumers but active participants in cultural production. This shift has transformed traditional hierarchies in media, allowing for greater collaboration and interaction among fans, creators, and distributors.” Masteringmedia.net Many of us become hesitant to write, paint, draw or delve into other creative pursuits when we decide it is not worth the time or effort or when we decide we are not talented enough. I noticed this trend often on Instagram as people encourage creativity based on your individual growth and feeling that comes from the act of creating itself.

         Becoming a talented artist equals fame and money although that is not always the case. We also put a lot of worth into artists and creatives but when we look at the funding for the arts in terms of education it is a different story. This site looks at the budget cuts that arts education are currently facing. Incorporating the arts into library programs and services as a way for patrons to be part of their community and be active participants touches on the notion of participatory culture and makes a space where those individuals can access their inner artist.

         This idea comes into fruition at the Chicago Public Library. Henry Jenkins points out that the shift in how we approach media creates greater collaboration and interaction with fans, creators etc. but in the case of public libraries it creates a stronger community. YouMedia is a program at the Chicago Public Library for teens where they can use digital media to create using technology including 3D printers, laptops, and even vinyl cutters. “With an emphasis on digital media and the maker movement, teens engage in projects across a variety of core content areas including graphic design, photography, video, music, 2D/3D design, STEM and hands-on making.” This also explores into the idea of radical trust mentioned in our lecture on participatory service. We trust these teens to use this equipment and in turn I think this also builds confidence and responsibility in teens. Teens should feel as though an adult trusts them enough to be responsible in this context. In addition, teens can not only connect with their community while being active participants and consumers of their peer’s art, but they can tap into their inventive and artistic selves. When we create something in the context of community the reason for making the art is not judged but its monetary worth or in terms of artistic genius. We are creating for something more important.

Some of the programs I found on the Youmedia Chicago Instagram page:

 

 

 

 

 

 

 

 

 

On a sidenote: I love the CPL mascot. A more subdued version of the Duolingo owl.

Hello all!

My name is Tara and I am originally from Seattle. After graduating from undergrad I started teaching overseas in Thailand, Vietnam, and Korea. I’ve spent the last eight years teaching in Japan and now I split my time teaching university students in Japan and working on my MLIS degree in the US. This is my fifth semester in the MLIS program at San Jose State. Mainly my background is in education and international studies however, I spent a lot of time in public libraries teaching ESL and working with students. In Japan, I also helped students use the library for research in writing academic papers. My journey in teaching was originally inspired by my passion for learning about other cultures and working with people from all different backgrounds. I hope to find that same inspiration in library work. I look forward to being more creative using multiple aspects of tech and media in my assignments and posts this term. I hope everyone has a lovely summer semester!

Sign I encountered while hiking alone in Japan!