Category: blog

Reflection Blog: Mobile Information Environments

Library in Your Pocket

Imagine carrying a library in your pocket. One that allows you to browse shelves, attend workshops, and discover new ideas anytime, anywhere. This is no longer a futuristic vision, but a reality. And today’s public libraries are evolving beyond the traditional brick-and-mortar buildings they once were into dynamic, accessible hubs that meet users anywhere — transforming the way communities create, connect, and learn.

Meeting Users Where They Are

In the past decade, mobile technologies have dramatically reshaped how libraries serve patrons. Smartphones, tablets, and other mobile devices now enable discovery, learning, and creative sharing without ever stepping into a library. Stephens (2016) emphasizes that mobile access allows libraries to meet users on their own terms, aligning services with modern expectations of immediacy, convenience, and constant connectivity. By offering mobile-friendly catalogs, apps, and digital resources, libraries integrate seamlessly into the daily lives of their communities — embedding themselves directly into the routines of users.

Bridging Technology Gaps

The benefits of mobile technology in libraries are practical and profound. Deloitte (2018) shows that most adults carry smartphones daily, making them ideal tools for library services. However, not everyone owns a device or has reliable internet access. Watson (2023) explores smartphone lending programs that bridge these gaps by giving underserved patrons access to essential digital resources. Similarly, Furbee (2023) describes sit and surf initiatives that encourage casual, flexible use of mobile technology for learning. These programs reflect a broader trend toward hyperlinked, accessible libraries (Stephens, 2015) where physical and digital collections work together to support discovery and engagement.

Engaging Patrons with QR codes

Mobile tools create exciting opportunities for young patrons. QR codes, for example, allow instant access to book recommendations, multimedia resources, and event information. Jenson (2022) demonstrates how QR codes facilitate readers’ advisory directly in the stacks, creating a seamless, interactive experience for teens and young adults who expect information at their fingertips. Burton, Burton, and Archer (2017) expand this idea with proximity beacons that link physical library spaces to virtual content and merge in-person discovery with digital exploration.

Expanding Learning and Creativity

Mobile technologies enhance creativity and learning beyond access. Patrons can document projects, attend virtual workshops, and share knowledge across platforms. Weinberger (2014) envisions a future where ideas flow freely, unconstrained by physical boundaries. Stephens (2015) describes libraries as hyperlinked centers of connection that blend tangible and digital collections to foster collaboration, innovation, and lifelong learning.

Promoting Equity and Access

Equity is another critical benefit of mobile technologies. Silver (2019) and Watson (2023) highlight persistent disparities in device ownership and internet access. By providing the tools, lending devices, and designing mobile-optimized services, libraries ensure that all patrons participate fully in the digital age — reinforcing their role as a community equalizer.

Libraries Beyond Walls

Ultimately, mobile technologies transform the library from a physical location into a flexible, interactive experience. Discovery, creativity, and learning are no longer limited by location. Hyperlinked services, mobile lending, and QR codes allow users (especially younger patrons) to explore, create, and share wherever they are.

The library is no longer just a building. It’s become a companion, a guide, and a gateway to lifelong learning — all in your pocket.

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References

Burton, K. T., Burton, J., & Archer, A. (2017). Using proximity beacons to connect physical & virtual library spaces: A case study. Library Hi Tech, 35(4), 656–670. https://doi.org/10.1108/LHT-07-2017-0140

Deloitte. (2018, September 28). Mobile consumer survey 2018: The UK cut: explore how the mobile landscape is going through a disruption and the likely impact on it in the next five years. Deloitte. https://www2.deloitte.com/au/en/pages/technology-media-and-telecommunications/articles/mobile-consumer-survey-2018.html

Furbee, B. (2023). Sit and surf: Flexible learning in modern libraries. Public Libraries Quarterly, 42(1), 45–59. https://doi.org/10.1080/01616846.2023.1987654

Jenson, K. (2022). Using QR codes for RA: Helping patrons find new book recommendations in the stacks. Young Adult Library Services, 20(3), 12–18.

Silver, L. (2019, February 5). Smartphone ownership is growing rapidly around the world, but not always equally. Pew Research Center. https://www.pewresearch.org/global/2019/02/05/smartphone-ownership-is-growing-rapidly-around-the-world-but-not-always-equally/

Stephens, M. (2016). Mobile at the library. In The heart of librarianship (pp. 43-46). ALA Editions.

Stephens, M. (2015). Serving users when and where they are: Hyperlinked libraries. Library Journal, 140(10), 28–31.

Watson, K. (2023). Libraries on call: Smartphone lending program bridges technology gaps. Public Libraries Online. https://publiclibrariesonline.org/2023/05/libraries-on-call-smartphone-lending-program-bridges-technology-gaps/

Weinberger, D. (2014, September 22). Let the future go. The Digital Shift. http://www.thedigitalshift.com/2014/09/digital-libraries/let-the-future-go/

 

*images created by author in Canva

Reflection Blog: Hyperlinked Communities

Reimagining Teen Services

As discussed in Assignment X, traditional library services fall short when it comes to serving teens. Teenagers occupy a unique space; too old for children’s programming and not necessarily drawn to adult offerings.

To remain relevant, libraries must rethink how they engage with teens — both inside the building and beyond it. Stephens (2019) emphasizes wholehearted librarianship rooted in empathy, creativity, and community engagement. For YA services, this means seeing teens as creators, collaborators, and agents of their own learning.

Meeting Teens Where They Are

Teens live in hyperlinked communities online, curating identities and connecting through platforms like TikTok, Instagram, and Discord. Jensen (2023) highlights how BookTok drives reading engagement by sharing the emotional impact that teen readers crave. Getting online is a great way for libraries to share behind-the-scenes videos, interactive challenges, and moderate Discord spaces — turning digital platforms into extensions of the library.

Alternative service delivery models help libraries reach teens where they are physically and digitally. Pop-up libraries at schools or parks, book bikes rolling through neighborhoods, and community lockers for after-hours pickup make resources accessible to teens who might never step into a branch. Warner (2018) emphasizes that these strategies help libraries stay visible, relevant, and approachable.

Teens as Creators, Not Just Consumers

Social media thrives on creation, and teens are eager to express themselves. Libraries can invite them to co-create content. Some examples would be to:

  • Host “Teen Takeover Tuesdays” on Instagram or TikTok.
  • Feature teen artwork, writing, and videos on library website and social media channels.
  • Offer workshops in podcasting, video editing, and digital storytelling.

This approach helps build community while empowering teens as leaders and contributors, fostering authentic engagement and a sense of ownership over their library experiences. And it’s happening out there in the real-world. 

At Oakland Public Library, teens participate in the monthly Teen Zine Club, a space where they create their own zines using supplies provide by the library. This initiative allows teens to express themselves creatively and share their voices with the community.

At Brooklyn Public Library, Teen Takeovers offer after-hours events planned and hosted by teens for teens. The Teen Takeovers Branch Council is an internship program where high school students plan, organize, promote, and host these events — gaining valuable skills in event planning and community engagement. 

And at the Boston Public Library, the Teen YouTube channel is where teens create and share content like book discussions, craft tutorials, and event highlights. It provides teens with an opportunity to develop digital literacy skills and engage in a creative way.

Recognizing and amplifying youth-produced content, what Bernier (2025) calls fugitive literacies, is essential for meaningful teen engagement. Libraries can include teen perspectives in collection development, program planning, and displays — all ways to shift from adult-centered programming and provide teen-centered spaces.

By combining digital engagement, flexible service models, and wholehearted practice, libraries center teen agency, creativity, and voices — transforming libraries into vibrant, hyperlinked communities where young people feel seen, heard, and empowered.

Libraries as Lifelong Allies

Libraries are more than repositories of books — they need to be spaces of equity, wellness, and digital empowerment. By blending empathy, flexibility, and creativity, public libraries become trusted partners in the intellectual, social, and emotional growth of teens.

They provide safe spaces for exploration, mentorship, and self-expression, while also connecting teens to digital tools, collaborative projects, and community resources. When libraries actively support teen agency, foster creative opportunities, and meet young people where they are, they transform into dynamic, inclusive hubs where teens can build skills, form meaningful connections, and discover their voice.

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References

Bernier, A. (2025, September 21). AB’s Abstract Lecture #5 “To know the world and have the world know us…”(Part I, The Fugitive Landscape) [PDF]. https://drive.google.com/file/d/1XZn3v_zsq9JZILgjV-q-J2Iqh92huEQ2/view?usp=drivesdk

Boston Public Library Teens. (n.d.). Home [YouTube channel]. YouTube. Retrieved October 5, 2025 from https://m.youtube.com/channel/UCnyckhGtDbUK1MCG-EPYmrw

Brooklyn Public Library. (2025). Teen takeovers. Brooklyn Public Library. https://www.bklynlibrary.org/event-series/teen-takeovers

Brown, A., Hurley, M., Perry, S. & J. Roche. (2021). Zines as Reflective Evaluation Within Interdisciplinary Learning Programmes. Frontiers in Education. https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2021.675329/full

Hasan, T. N. (2022). ‘Free, non-judgemental, accessible’: How your local library is a sanctuary of health and wellness. SBS. https://www.sbs.com.au/language/bangla/en/article/free-nonjudgmental-and-accessible-how-your-local-library-is-a-sanctuary-of-health-and-wellness/t15blzsi9

Jensen, K. (2022). As Seen on #BookTok: Inspiring Young Readers, TikTok Is a Boon for Books. School Library Journal. https://www.slj.com/story/as-seen-on-booktok-inspiring-young-readers-tiktok-is-a-boon-for-books-libraries

Opalmaya. (2025). Teen topics: Zines. Oakland Public Library. https://oaklandlibrary.org/blogs/post/teenresources-zines/

Potter, N. (2022). Instagram for libraries. Ned Potter. https://www.ned-potter.com/blog/instagram-for-libraries

Stephens, M. (2019). Libraries in Balance. In Wholehearted Librarianship. ALA editions.

Warner, L. (2024). Revolutionizing Public Libraries: Three Ways that Alternative Service Delivery Strategies Can Meet the Challenges of a Booming Population. Medium. https://medium.com/@lauracwarner/revolutionizing-public-libraries-ff7fed3d12c5

Williams, A. & Muller, C. (2021) Libraries are bridging the digital divide. Internet Society. https://www.internetsociety.org/blog/2021/03/libraries-are-bridging-the-digital-divide/

 

*images created by author in Canva

Assignment X: Next-Gen Libraries

Teens in charge

Public libraries have long been pillars of community engagement — providing spaces for learning, connection, and personal growth. And yet, somehow, providing meaningful, relevant services to teens remains a challenge for most.

Adolescents have unique social, developmental, and cultural needs that traditional library programs and spaces don’t address — leading to disengagement and underuse. This gap underscores the importance of participatory service: a co-creative approach in which libraries involve community members and users in designing, developing, and delivering services. Participatory service fosters ownership, strengthens social bonds, and transforms libraries from passive service providers into active partners in community building. When it comes to teens, this is missing.

Completely.

The hyperlinked library model, as Stephens (2016) describes, envisions libraries as adaptive, networked, and human-centered. He highlights that effective, forward-thinking librarians approach policies, decisions, and experiments with a human-centered perspective, prioritizing empathy and the needs of people. This begs the question: do libraries see teens as people? The research, well lack of, tells us they don’t (Bernier, 2025).

We can do better.

By placing the human element at the center of library services, public libraries create spaces where teens are empowered to shape collections, environments, and programming that meet their needs and foster meaningful connections.

No space, no voice

Dedicated teen spaces aren’t a luxury. They’re essential for positive youth development, social engagement, and skill-building. And yet, many public libraries operate under traditional models that fail to meet the developmental and social needs of young adults (Bernier & Males, 2014). Barrett (2021) highlights that lower-income youth often face barriers in accessing safe, welcoming public spaces where they can exercise agency and feel belonging.

Without areas designed specifically for teens (and preferably with teens), opportunities for social interaction, collaboration, and self-expression are limited. As Casey and Stephens (2008) point out: libraries must actively respond to teen interests and provide programs and spaces that allow them to feel valued and included.

Building with teens

Participatory service moves libraries beyond traditional service delivery by involving teens as co-creators. In this model, library staff and users collaborate to develop new programs, apply user-centered design principles, and empower teens with agency over library offerings.

By breaking down barriers and identifying blind spots in service assumptions, participatory service would ensure that programming is relevant and reflective of actual teen needs (not what adults think they need). This approach aligns with the hyperlinked library’s vision of ongoing adaptability, radical engagement, and human-centered service.

Klinenberg (2018) stresses that libraries are a vital part of a community’s social infrastructure, serving as key spaces that support community connection and well-being. Participatory service enhances this role by strengthening relationships, fostering inclusion, and encouraging civic engagement. Libraries that engage young people in meaningful collaboration help cultivate future citizens who are active contributors in their communities, not just passive users of resources.

This feels like a no-brainer.

Spaces that actually matter

Pulling from four articles I read last week for INFO261A: Programming & Services for Young Adults, a  unifying theme emerged: public library spaces and programs should be intentionally designed to be inclusive, flexible, and participatory — empowering teens to engage, create, and exercise agency (Barrett, 2021; Bernier & Males, 2014; Cranz & Cha, 2006; and Koh et al., 2024).

A few ways to implement participatory service in teen spaces, would be to:

  • Engage teens in program development.
  • Create flexible, youth-friendly spaces.
  • Foster mentorship & peer leadership.
  • Leverage technology & social media.
  • Center the human element.

Participatory service strengthens libraries as social infrastructure by building trust, enhancing inclusivity, fostering civic engagement, improving service relevance, and increasing resilience.

In times of crisis or rapid change, libraries with strong participatory connections can more effectively rally resources and assist their communities. This approach transforms libraries into a people’s place, where the community actively shapes services and spaces rather than passively consuming them.

The library everyone deserves

Teen-centered libraries are dynamic ecosystems where learning, social connection, and civic engagement converge. Through participatory service and the hyperlinked library approach, libraries can empower teens, strengthen social bonds, and respond adaptively to evolving community needs — growing alongside it.

Klinenberg (2018) notes that libraries gather people from diverse backgrounds and interests (hello, teens!) to engage in a vibrant, democratic community. He argues that strong social infrastructure, like libraries, is essential for building a better society. Heck, yeah.

By centering human relationships and giving teens a voice in shaping their spaces and programs, libraries move beyond static institutions to become inclusive, participatory, and resilient hubs that truly serve everyone.

past, present & future

The lack of dedicated teen spaces leaves a gap this future young adult librarian is determined to fill. Having two teenagers and working in school libraries drives me to do more than provide young people with books and programs they don’t want. Leaning into participatory service and the hyperlinked library model, the opportunity for libraries to welcome teens as active partners is there.

There’s much work to do. And I can’t wait to get started.

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References

Barrett, E. J. (2021). Defining Their Right to the City: Perspectives from Lower-Income Youth. Urban Affairs Review (Thousand Oaks, Calif.), 57(3), 709–730. https://doi.org/10.1177/1078087419892081

Bernier, A. (2025, September 7). AB’s abstract lecture: Socially defining YAs . . . with evidence [PDF]. https://drive.google.com/file/d/1DRXv66H14PlXHA6IOfsJ2v1AQGUXkwhF/view?usp=drivesdk

Bernier, A., & Males, M. (2014). YA spaces and the end of postural tyranny. Public Libraries, 53(4), 27.

Casey, M., & Stephens, M. (2008). Embracing service to teens. Tame the Web. https://tametheweb.com/2008/05/15/embracing-service-to-teens/

Cranz, G., & Cha, E. (2006). Body-conscious design in a teen space. Public Libraries, 45(6), 48.

Klinenberg, E. (2018, September 8). Civil society needs the library. The New York Times. https://www.nytimes.com/2018/09/08/opinion/sunday/civil-society-library.html

Koh, K., Balasubramaniam, G., Knox, E., & Zalot, A. (2024). Evaluating The Value and Impact of Makerspaces on Public Libraries. Proceedings of the ALISE Annual Conference. https://doi.org/10.21900/j.alise.2024.1731

Stephens, M. (2016). The heart of librarianship: Advancing the humanist agenda. American Library Association.

 

 

*images created by author in Canva

Intro — INFO287: The First Blog Post

Welcome to the first post of open stacks  — a blog dedicated to INFO 287: The Hyperlinked Library coursework.

My name is Bevin (she/her) and I’m Canadian. I live halfway up Vancouver Island (off the West Coast of Canada). I have a BA in Communication and a diploma in Library & Information Technology. I work as a library technician in an elementary school library (K-6). Past experience is heavy on academic library work, with time spent in public libraries and one very short contract in a prison library.

I’m the mom of two humans (19, 15) and one spunky Labradoodle named Wrigley.

After the birth of my second child, I took a 13-year hiatus from library work to focus on the kids. I got bored during the years of early bedtimes and found my way into copywriting, editing, and writing. I continue to work as a freelance copyeditor for a local lifestyle magazine and have the odd essay published here and there.

I stay sane with twice daily dog walks, true crime podcasts, and losing myself in a good book. Below are a few of my favorite ways to enjoy life  . . .

I chose this course because I’m curious to learn how the hyperlinked library plays a role in fostering collaboration, openness, and participation through technology in order to create stronger connections between libraries and the communities they serve.

My areas of interest are emerging technologies and public librarianship (with a focus on youth services). This is my fourth semester in the program and I’m intrepidly tackling three courses. Send coffee!

I’m excited that INFO287 brings me back to blogging. Much like journaling, it comes and goes when I need it the most 😉

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All photos by author.