This week’s reading had me nodding vigorously in agreement with the arguments, reflections, and reports made throughout. The older readings are still relevant (for better or worse), even if the particulars of the technology being referred to has changed. 21st Century Digital Divide had me reflecting on my own experience of being on both sides of the “digital divide”.
Tech related knowledge seemingly happened by osmosis for my peers. I was painfully aware that youth was not synonymous with innate technological know-how. The common advice for older generations who didn’t know how to use their gadgets was, (still is) to “ask a young person”. I was unfortunately not that person.
I didn’t learn much beyond the basic tech required of me to get by in school, which was minimal. This came at a cost. Many of the things that people learned to do through using social channels or other programs translated to other useful ways of navigating education, the workplace, the world. I didn’t want to be outed as a luddite, so I didn’t ask for help. Thankfully, I have since caught up, but this experience stayed with me. I have so much empathy for anyone who doesn’t know how to even ask the right questions for help- being in that paradox of “if they knew the question to ask, they wouldn’t have to ask it”.
Technical literacy is vital to functioning in the world today and it pains me that the people who could most benefit from it don’t have enough help. It takes courage to ask questions, and libraries can be a safe space to do so. Dedicated tech literacy drop in times are a good way to offer resources to people of all ages who need guidance.
Building a culture of literacy is crucial to people’s well being; it cultivates agency, and builds ones capacity to collaborate within community. It is integral to the fabric of our democracy (Williams & Muller, 2021). Access to literacy is only one half of the equation; action must be taken to ensure its barriers can be surmounted.
For this assignment, I wanted to further explore the concept of the library as third place. The term “third place” was originally defined by sociologist Ray Oldenburg in his 1989 book The Great Good Place. Oldenburg defined third places as social gathering spots situated between work and home, where individuals from various backgrounds engage in conversation and exchange ideas in a comfortable setting at little to no cost. He delineates these spaces as centers of community and civic life, in that they provide eight core characteristics: neutral ground, leveling (of class and social strata), conversation as the primary activity, accessibility, the presence of regulars, a low profile, a playful mood, and finally- a home away from home. Libraries that meet this criteria can flourish into true community hubs, but only do so with collaboration between staff receptive to the needs of their respective communities.
Understanding who that community is, and what their information needs are will dictate what changes need to be made. A tall order when the goal of the library is to serve all who walk through its doors. A common thread I notice in our class reading, and my own exploration of the topic, is that initiatives take root at the local level. What such initiatives look like is mutable and subject to change, as “local” looks different depending where you are. The capacity for flexibility and relevant programming is key. Librarians are modifying and expanding services to support social connection that is accessible and flexible. Rather than engage in a monolithic approach to developing services, information professionals are listening to the direct feedback of the people that inhabit these spaces. In O’Brien’s (2019) article highlighting how the San Francisco Public Library (SFPL) is rising to these challenges, SFPL communication manager Mindy Linetzky states: “Branch librarians work with community members, local nonprofits and other programs, and are a valuable resource for residents to connect via informal conversations. Each branch knows their neighborhood, and they know what their community is interested in.” Yet library staff need not do all of this program building alone. In fact, it only strengthens the broader community, when outside experts and local organizations contribute their acumen to library programming (Stephens, 2019).
Considering the third places I inhabit in my own life, one reason I appreciate them is because they have character-they exhibit playfulness. Through the art and visual culture displayed, these spaces reflect the people who frequent them, and who have passed through before. Recently I visited San Francisco’s Anza branch library for the first time. Mulling over my work, I looked up; above me was a beautiful frieze of stylized flowers covering the beams of the building ceiling. Curious, I looked up the history of the building, and discovered this was a Works Progress Era commissioned artwork. During the height of the great depression, the WPA was “instrumental in subsidizing work for hundreds, if not thousands of unemployed artists” (Lemon, n.d). It made me contemplate how libraries not only offer space for creation but also embody creativity and civic pride through their very design. In this way, the building itself—with its intricate adornments—serves as a connection to the past and as a platform for contemporary creative expression. As libraries evolve into third spaces, they can foster environments where art is viewed, made and shared, with maker spaces encouraging diverse forms of creative work (Bowler, 2014).
Anza Library ceiling, San Francisco. my own photo
Libraries can be places of architectural beauty, yet they need not be historic or grand to inspire. The most beautiful library is one that is rooted in its community—a place where individuals can grow and thrive together. I believe every library has the potential to cultivate a vibrant culture by leveraging its existing strengths, whether that be available space, the skills of its dedicated staff, or community connections. In my own future practice in the LIS field, I will keep in mind the principles that make a third space vibrant and accessible. Transforming a library into a true third space will require thoughtful reflection, and most importantly, a willingness to engage in creative iteration.
References
Bowler, L. (2014). Creativity through “Maker” Experiences and Design Thinking in the Education of Librarians. Knowledge Quest, 42(5), 58–61.
Oldenburg, R. (1989). The great good place : cafés, coffee shops, community centers, beauty parlors, general stores, bars, hangouts, and how they get you through the day (1st ed.). Paragon House.
Stephens, M. T. (2019). Wholehearted librarianship : finding hope, inspiration, and balance. ALA Editions.
Hi there! My name is Rosa, and I’m a second semester MLIS student. I have a fine arts background and wide ranging interests- I love learning about nature, music, art and history. I’m generally curious about most things! Drop me in a grey box, I will find something of interest. That being said- making things beautiful and functional in my day to day life is what brings me the most joy. I have so much to learn about this field and the different pathways available for professional pursuit. I’d like to bring the knowledge I gain in this program into community, and hope to incorporate art in some way. In what specific capacity remains to be seen, but I look forward to exploring here!
