Voices Beyond the Walls is a storytelling initiative rooted in the belief that stories can heal, connect, and empower—especially for those whose voices are too often unheard. Through writing, spoken word, music, and podcasting, we’re creating space for justice-involved youth, foster youth, individuals with disabilities, and other marginalized communities in Sonoma County to share their truth. This project grows out of the library’s commitment to equity and outreach, starting in Juvenile Hall and expanding into the wider community through partnerships, trauma-informed practices, and creative tools like the Free Voices studio. It’s not just about improving literacy—it’s about helping people reclaim their narratives, build confidence, and be seen and heard on their own terms.

 

Carrie King- INFO287-Project Proposal_ Voices Beyond the Walls

 

Project Proposal: Voices Beyond the Walls

A Storytelling Initiative for Literacy, Healing, and Community Empowerment

Librarian III – Juvenile Hall & Reentry Services
Sonoma County Library System

Objective

To launch Voices Beyond the Walls, a storytelling-centered initiative that empowers justice-involved youth, foster youth, individuals with disabilities, and other marginalized communities in Sonoma County to share their experiences, reclaim their narratives, and strengthen literacy through creative self-expression—in writing, voice, and performance.

Executive Summary

Voices Beyond the Walls is a storytelling initiative that places personal narrative at the heart of healing, literacy, and community connection. Rooted in the Sonoma County Library’s mission of equity and outreach, this collaborative effort between branch librarians and the Librarian III – Juvenile Hall & Reentry Services supports participants in developing and sharing their own stories across multiple formats—written word, spoken word, podcasting, and music—with storytelling as the unifying thread.

The program begins with structured workshops in Juvenile Hall and will expand over four phases to include foster youth, individuals with disabilities, reentry populations, and the broader public. Through partnerships, inclusive practices, and platforms like the Free Voices music studio and E Street Studios, the initiative elevates the voices of those often unheard—building bridges between isolation and community through story.

Why Storytelling?

Storytelling is a timeless human tool for survival, identity, and connection—particularly powerful for populations impacted by trauma, incarceration, and marginalization. Programs like The Beat Within and The Sentences That Create Us (PEN America) show that storytelling:

• Enhances literacy and communication skills
• Facilitates emotional healing and identity formation
• Builds bridges between incarcerated individuals and the public
• Encourages agency, hope, and self-worth

In Voices Beyond the Walls, storytelling is not a means to an end—it is the program: a practice of voice, vulnerability, and transformation.

Free Voices Studio: Storytelling Through Sound

Sonoma County Juvenile Hall’s newly opened Free Voices music studio adds a powerful dimension to this storytelling initiative. While the studio features instruments and music software, it also offers a space for:

• Spoken-word storytelling and audio diaries
• Podcast episodes based on youth narratives
• Sound-rich storytelling with music, dialogue, and ambient audio

The facility provides detained youth with a safe, professional setting to explore identity and experience through story—whether written on a page or spoken into a mic. It supports the project’s mission by unlocking alternative storytelling formats that resonate with diverse learners.

Collaborative Library Roles and Strategic Alignment

Library Responsibility	Storytelling Integration
Librarian III – Juvenile Hall & Reentry Services	Design and facilitate storytelling programs in Juvenile Hall; coordinate reentry storytelling; lead partner collaboration
Branch Librarians	Lead storytelling workshops in library branches and community locations; co-facilitate public readings and story publishing
All Library Staff	Participate in trauma-informed and DEI training; support participants with technology, editing, and encouragement

“Let your actions speak louder than words, however: professionalism matters, while popularity is illusory, fleeting, and short-lived. Your contributions to the field, by enhancing service, creating new models to replace outdated practice, and quietly working to improve communities, matter most.”
— Michael Stephens, The Heart of Librarianship

This quote reflects the collaborative spirit of the Sonoma County Library—where a unified team works together to uplift community voices through intentional, inclusive service.

Core Project Components

Storytelling Modalities

• Written storytelling: Memoir, fiction, poetry, and letters
• Spoken word: Oral storytelling, podcast segments, monologues
• Multimedia: Audio diaries, photo stories, digital zines
• Music as narrative: Lyric-writing and musical storytelling

  

Creative Tools

• Free Voices Studio (Juvenile Hall): Story recording and production
• E Street Studios (Library): Podcast and multimedia editing
• Mobile storytelling kits: Tablets, mics, and writing materials for outreach
• Print/digital platforms: Story anthologies, blogs, podcasts, public events

Inclusive & Accessible Practices

• Trauma-informed storytelling facilitation
• Curriculum adapted for neurodiverse learners and varying literacy levels
• Multilingual and visual storytelling formats
• Staff training in DEI and narrative justice

  

Target Participants

• Detained and justice-involved youth
• Foster and transitional-age youth
• Adults returning from incarceration
• Individuals with intellectual/developmental disabilities (IDD)
• LGBTQ+ youth, non-native English speakers, and others facing systemic barriers

Phased Implementation Plan

Phase	Focus	Actions
1: Juvenile Hall Pilot	Stories from inside	Writing and oral storytelling workshops in detention; recordings in Free Voices studio
2: Community Expansion	Widen the circle	Partner with TLC and others to offer workshops to foster youth, IDD populations, and branches
3: Public Sharing	Stories meet the world	Publish anthologies, host live readings, launch public podcast archive
4: Reentry & Lifelong Storytelling	Voice as a life tool	Incorporate storytelling into job readiness, resume building, and reentry support; train peer mentors

Scalability & Sustainability

Area	Strategy
Library Infrastructure	Use E Street Studios and digital tools to scale access to storytelling
Staff Capacity	Provide training and grow peer-led storytelling facilitators
Partnerships	Expand outreach with TLC, Common Ground Society, and local artists
Funding	Apply for LSTA, NEA, CA Humanities, and narrative justice grants
Evaluation	Track number of stories shared, workshops hosted, audiences reached

Evaluation Metrics

• Participant surveys on confidence, connection, and voice
• Story completion rates and engagement with workshops
• Public event attendance and podcast listenership
• Community feedback and partner reflections

Anticipated Challenges & Story-Based Solutions

Challenge	Response Through Storytelling
Trauma and resistance	Use trauma-informed prompts and one-on-one storytelling coaching
Literacy barriers	Focus on oral stories, visuals, and assisted writing support
Retention and motivation	Use storytelling as a goal: publish, perform, record, and be heard
Limited tech access	Provide mobile kits and studio access across library branches

Conclusion

Voices Beyond the Walls centers storytelling as a vehicle for dignity, expression, healing, and belonging. By creating intentional spaces for marginalized individuals to tell their stories—in writing, voice, or song—the Sonoma County Library becomes more than a resource hub: it becomes a platform for truth and transformation.

“For me, the heart of librarianship is learning. It’s a cyclical process of support, engagement, and discovery with deep roots in the concepts of service, access, and freedom to pursue interests of all kinds. No matter what type of institution, someone is gaining knowledge, finding information, or creating something new based on our facilitation.”
— Michael Stephens, The Heart of Librarianship

This initiative brings that vision to life. Through story, we facilitate not only literacy, but healing, learning, and self-determined creativity. With the Free Voices studio, a collaborative team of branch librarians and the Librarian III, and community partnerships rooted in equity, Voices Beyond the Walls is ready to become a replicable model—where libraries serve as both sanctuary and stage for the voices that most need to be heard.

References

Becoming Independent. (2025). Mission statement. https://www.becomingindependent.org

Common Ground Society. (2025). Mission statement. https://www.commongroundsociety.org

Friends Outside in Sonoma County. (2013). Friends Outside in Sonoma County.

PEN America. (2022). The sentences that create us: Crafting a writer’s life in prison. Haymarket Books.

RAND Corporation. (2013). Evaluating the effectiveness of correctional education: A meta-analysis of programs that provide education to incarcerated adults. https://www.rand.org/pubs/research_reports/RR266.html

Sonoma County Library. (2024). Employment opportunity: Librarian III, Juvenile Hall & Reentry Services – Central Santa Rosa.

Sonoma County Library & Sonoma County Sheriff’s Office. (2025). Jail programs and services: Collaborative literacy report.

Stephens, M. (2016). The Heart of Librarianship:Attentive, Positive, and Purposeful Change. ALAEditions.

The Beat Within. (2023, November 23). A publication of writing and art from the inside. https://www.thebeatwithin.org

TLC Child and Family Services. (2025). Supporting vulnerable youth and families during their greatest time of need. https://www.tlc4kids.org

 

 

I currently facilitate a disability-focused book club for adults, with many participants being parents of children with disabilities. One theme that often emerges is the lack of books about developmental or cognitive disabilities that are written by authors who themselves have those disabilities. To help fill that gap, we’ve started listening to the podcast Telling It Our Way. It features firsthand stories and insights from people with disabilities and has sparked some powerful conversations—but it also made me reflect on our children’s programming.

While we offer sensory storytimes, I began to realize we could do more—especially for children who use Augmentative and Alternative Communication (AAC). That realization led me to begin exploring the concept of AAC storytime and how libraries can better support children with complex communication needs.

What Is AAC Storytime?

AAC storytime pairs books with communication boards or AAC devices featuring core vocabulary words or symbols. As stories are read aloud, the reader pauses to model language by pointing to corresponding symbols—an approach called aided language stimulation. This technique helps AAC users associate spoken words with symbols, supporting both language development and communication skills.

Children can participate by pointing to symbols, using gestures, or activating voice output on their devices. It’s a space where they can practice language, social interaction, and turn-taking in ways that are meaningful and empowering.

Learning from Existing Models

There are excellent examples of AAC storytime in action. One model I’ve been looking into is the Union City Library’s AAC storytime, which is run in partnership with graduate students from Cal State East Bay’s Speech-Language Pathology program. Their program emphasizes not only shared reading, but also caregiver involvement and language modeling. According to their description:

“Storytime with AAC aims to support families and caregivers of AAC users in demonstrating language on their child’s AAC device, while also developing a love for reading and building language through shared interaction and connection.” (SFPL, 2023)

This program—and others like it—demonstrate what’s possible when librarians and SLPs work together.

A Growing Vision for Inclusive Programming

My interest in AAC storytime is part of a broader reflection on inclusion in library spaces.  I believe that inclusive storytime models like AAC can help libraries better serve children with disabilities and normalize different modes of learning and communicating to non-disabled children. By creating welcoming, collaborative programs, we ensure that all children—regardless of how they communicate—have the chance to connect with stories, community, and joy.

As Michael Stephens emphasizes in The Heart of Librarianship, it’s not just about providing resources—it’s about fostering an environment where learning is encouraged, and curiosity is nurtured. As I delve into the world of AAC storytime, I find that my own journey of learning is driven by curiosity and a sense of necessity. This motivation aligns with Stephens’ philosophy of librarianship, which emphasizes making space for growth—both for patrons and for ourselves as library professionals (Stephens, 140).

What’s Next?

My next step is to continue learning, observing existing AAC storytime models, and reaching out to local professionals for insight. I’m especially excited about the possibility of visiting or connecting with the team behind Union City Library’s program, and reaching out to Santa Rosa Speech and Language, a local organization that supports the use of AAC devices to discuss potential partnerships.

Inclusive programming doesn’t happen in isolation. It takes teamwork, curiosity, and commitment—and I’m ready to start that journey.

References:

NPR Podcast Directory. (2025). Telling It Our Way. https://www.npr.org/podcasts/1192552461/telling-it-our-way

PBCSD AT team ESE. (2021). AAC Storytime: Where the Wild Things Are. [Video]. You Tube. AAC Storytime: Where the Wild Things Are

San Francisco Public Library. (2023).Bibliocommons Events. https://aclibrary.bibliocommons.com/events/6462cf326550263000efab74

Santa Rosa Speech Therapy. (2025). Mission Statement. https://santarosaspeechtherapy.com/

Stephens, M. (2016). “Learning to Learn” in The Heart of Librarianship

The Power of Stories module has been incredibly inspiring to me. Sharing our stories not only brings us together, but it also helps us find direction and purpose. By listening to the stories of others in our community, we gain invaluable insights and perspectives. StoryCorps eloquently suggests that “Poetry and wisdom can be found in every story,” and I wholeheartedly agree. There is so much to be gained from stories—whether they are our own or those of others—and through them, we begin to truly understand one another.

One video that particularly stood out to me was The Power of Stories, created by Library 2.0 in collaboration with Michael Stephens and Yarra Library. It chronicles the journey of a librarian who developed innovative programs at her library inspired by her own family’s struggles and joys. This video touched me deeply and motivated me to share my story here.

Fifteen years ago, I was a third-grade teacher, and a mother to both a three year old and a newborn daughter. My life was busy and joyful, and I regularly took my girls to storytime and various events at our local library. But everything changed when, during my youngest daughter’s two-year check-up, we discovered that she hadn’t gained weight for a couple of months. After some tests, we learned that she had a brain tumor. Tragically, due to complications, she passed away just six months later. The grief was overwhelming, and I couldn’t fathom returning to my teaching job and was just putting one foot in front of the other.

During this heartbreaking time, our local librarian showed immense kindness and compassion. In honor of my daughter, she made a special nameplate and placed it on the backs of all of my daughter’s favorite books at the library. Her thoughtful gesture was a small light during a time of darkness. She also encouraged me to apply for a job at the library, suggesting that a change of pace might be helpful. I took her advice and applied for a position as a substitute library specialist. At that time, it was the perfect fit for me. The work provided a sense of purpose during a time when my life felt completely out of control.

As the years passed, my life continued to unfold in unexpected ways. I became pregnant with my third child, and when he was born, we learned he had Down syndrome. Being a parent of a child with a disability has been one of the most profound learning experiences of my life, not only about myself but also about our culture. My son has a visual disability, which means that people can recognize his disability simply by looking at him. He also has a developmental disability, and in our culture, individuals with this diagnosis are often still marginalized and segregated.

In 2017, I transitioned to a new role as a library associate on the reference staff. This position offered me more opportunities to influence programming and contribute to committees. Over time, I was able to help implement changes that made our library more inclusive, such as adding social stories to our website and distributing sensory kits to all of our branches. A year ago, I helped establish the Disability Advocacy Team (DAT), a system-wide group dedicated to working with administration to make changes within our organization. I am incredibly proud of this initiative, which continues to grow and evolve. We now hold two meetings each month: one with a core group of representatives from each branch and department to discuss the team’s direction, and another open meeting for anyone across the system. At these general meetings, we host trainings, often with outside agencies, to provide valuable information about disability services to staff. We also make space for questions, feedback, and suggestions from attendees.

The journey from grief to purpose has been anything but easy, but it has been transformative. The power of stories—our own and those of others—has given me strength and direction in ways I never could have imagined. It’s amazing how sharing our personal stories can lead to growth, understanding, and a sense of community.

 

References:

Library 2.0.(2020, March 11). The Power of Stories. [Video]. YouTube. https://www.youtube.com/watch?v=dvZlTRTVX10&t=16s

StoryCorps.(2015, Sept 15). An Introduction to StoryCorps from our Founder, Dave Isay. [Video]. You Tube. An Introduction to StoryCorps from our Founder, Dave Isay

As a librarian working in a public library that uses the Dewey Decimal System to organize materials, I’ve seen firsthand how helpful—and sometimes confusing—it can be for patrons. The Dewey Decimal System organizes books and resources by subject, but it doesn’t always make the process of locating materials straightforward. One example of this is how Native American creation stories are categorized as folklore or mythology, while Christian creation stories fall under religion. This not only highlights the system’s potential to perpetuate certain biases, but it also raises questions about the relevance of such classifications in today’s world.

Moreover, the Dewey Decimal System can be challenging for users. For instance, if you’re looking for poetry, you’ll need to search under the 811 classification, but how many patrons actually know where to find this number or what it means? This is where the Cracking the Code: Beyond Dewey initiative from Anythink Libraries comes in. In the video, Anythink Libraries demonstrates how they developed a new cataloging system that moves away from numbers and instead uses topics and subtopics. This approach allows patrons to browse shelves based on themes rather than having to rely on the Dewey Decimal numbers.

While Anythink isn’t necessarily undoing the Dewey system, their initiative provides an opportunity for forward-thinking reclassification. It opens the door to a more intuitive, user-friendly way to organize library materials while also addressing some of the inherent issues with the Dewey Decimal System. The video walks you through how this new system was developed and highlights the potential for future library cataloging improvements.

References

https://www.slideshare.net/slideshow/cracking-the-code/3621760https://www.slj.com/story/The-Trouble-with-Dewey-libraries

Innovation Strategy & Roadmap: Memory Café Program at Community Library

Overview

Memory Cafes are social spaces designed for individuals with memory loss and their caregivers to engage in supportive, enriching activities. These gatherings offer an opportunity for people to connect, share experiences, and partake in fun and cognitive-stimulating activities. For the Community Library, implementing a Memory Café program aligns with our mission to promote inclusivity, foster social connections, and enhance the well-being of our community.

This roadmap outlines the strategy for launching a Memory Café program at Community Library, utilizing a participatory, non-technical service that will positively impact individuals with memory loss and their caregivers. The initiative will also help combat social isolation, which is common among those affected by memory loss, while promoting the library as an accessible, supportive environment for all patrons.

 “This exemplifies the potential of thinking beyond collections to a library space that promotes creativity and collaborative learning. (Stephens, 2016).“

1. The Idea

The Memory Café program will create a welcoming and supportive space for individuals experiencing memory loss and their caregivers. Participants will engage in various cognitively stimulating, emotionally enriching, and enjoyable activities. These activities will include music therapy, art projects, reminiscence sessions, simple games, and more. Designed to enhance social interaction, the program provides a safe and inclusive environment for everyone..

This program aligns with Community Library’s mission to foster inclusivity and connect individuals to resources and social networks. The Memory Café program will extend the library’s community outreach by creating an atmosphere of comfort, interaction, and joy.

What is a Memory Cafe?

2. Goals and Objectives

Action Brief

• Convince library administrators that by hosting Memory Cafes, they will provide a supportive environment for individuals with memory loss and their caregivers, which will reduce social isolation, foster community, and promote inclusion. This initiative aligns with the library’s mission to provide access to resources, support, and opportunities for all.

Program Goals:

1. Connect individuals: Create an environment that facilitates connection among people experiencing memory loss and their caregivers.
2. Combat social isolation: Offer a regular opportunity for participants to engage socially in a structured, supportive environment.
3. Provide enriching activities: Organize enjoyable, cognitively stimulating activities tailored to the needs and interests of participants.
4. Foster a sense of community: Encourage participants to interact with others in their community, promoting feelings of belonging and support.

Memory Café: Social Activities for People with Dementia – DailyCaring

3. Target Audience

The Memory Café program will serve individuals with memory loss (such as those with Alzheimer’s, dementia, or other cognitive conditions) and their caregivers. These individuals often face isolation, stress, and a lack of social engagement. The program will provide them with an opportunity to connect with others facing similar challenges, share experiences, and enjoy activities that stimulate memory, creativity, and communication.

4. Inspiration & Precedents

This initiative is inspired by the CarePartners Initiative in Sonoma, which runs a similar Memory Café program. As the only Memory Café in the county, CarePartners has participants who often travel over an hour to attend. By offering this program at the Community Library, we aim to provide an additional, accessible location for participants. The idea for this project arose when a community member inquired at the reference desk about Memory Cafes. This conversation led us to reach out to local senior centers and CarePartners to learn more.

This program is not led by a formal coalition or action group but is an example of community-driven action, similar to the approach outlined by Audrey Barbakoff and Noah Lenstra in The 12 Steps to a Community Led Library.

Sonoma Index Tribune, July 24, 2024

Memory Kit Collection at the Community Library

The Community Library offers a Memory Kit collection that is available for checkout. These kits provide valuable resources for individuals with dementia, Alzheimer’s, or cognitive impairments and are designed to offer mental and emotional stimulation while fostering connections with caregivers. Participants of the Memory Café will be able to check out these kits, enhancing their experience with tools that spark conversation and recall familiar memories.

Each kit includes:

• Interactive activities
• Large-print books with colorful illustrations, tailored for those with memory loss
• Soothing or nostalgic music
• Audiovisual materials

Kits are themed around specific time periods, such as “The 1940s,” “The 1950s,” and “Just for Caregivers,” and are designed to cater to different stages of dementia. By leveraging this existing collection, the library will seamlessly integrate these resources into the Memory Café program.

Memory Kits | Sonoma County Library

5. Program Guidelines & Policies

• No Diagnosis Required: Participants do not need to provide a formal diagnosis or documentation of memory loss. The focus will always be on the person, not the disease.
• Open to All: There will be no reservations or RSVPs required. The café will be a drop-in event, making it accessible to those who may be unable to commit to regular attendance.
• Safety First: Activities will be adapted to the participants’ individual needs, ensuring a comfortable and safe environment.
• Inclusivity: The Memory Café will be a space where all participants feel welcome, regardless of their cognitive level.
• 

Memory Cafe – Catholic Charities San Francisco

The library staff will collaborate with community partners, such as local senior centers and memory care organizations, to ensure the program’s success. Policies will be developed with input from both staff and external stakeholders to maintain accessibility, safety, and enjoyment.

6. Timeline for Implementation

1. Planning Phase (1-2 months):
   • Secure community partnerships (e.g., local senior centers, Paws for Life, and guest musicians).
   • Obtain approval from co-workers and managers.
2. Proposal Phase (1 month):
   • Write a program proposal, including the budget and partnership agreements.
   • Submit a proposal to the library administration for approval.
3. Program Launch (3-4 months):
   • Host the first Memory Café event, incorporating feedback from participants and staff to refine future sessions.
   • Ongoing promotional efforts to raise awareness and encourage participation.
4. Ongoing Operations:
   • Monthly evaluations of program effectiveness.
   • Adjust activities based on participant feedback and engagement.

7. Marketing the Initiative

To effectively promote the Memory Café program, we will utilize the following strategies:

• Cross-promotion with senior centers and community organizations: Partner with local senior centers and caregiving organizations to spread the word and encourage participation.
• Online Promotion: Use the library’s website, social media platforms, and email newsletters to advertise the Memory Café. This will include sharing testimonials, photos from events, and upcoming session details.
• Flyers and Posters: Distribute flyers and posters at local community hubs, such as hospitals, senior living facilities, and cafés.
• 

What is a Memory Cafe? | Recent News | DrydenWire.com

“We must capitalize on these opportunities to use everything at our disposal-technology, our buildings, evolving services- to reach all users wherever and whenever they need us.(Stephens, 2016).”

8. Staff Training & Involvement

 

Staff training will be essential to ensure employees understand the needs of participants and can create a welcoming, supportive environment. Staff interested in attending or interacting with program participants will be encouraged to do so. The Care Partners representative assured us that the program requires minimal training, focusing mainly on planning activities and interacting with attendees.

Training Content:

• Overview of memory loss conditions and the needs of affected individuals.
• Best practices for creating a supportive, inclusive environment.

Training Delivery:

• Training sessions will be held before the program launch, conducted by experienced program coordinators or guest trainers from partner organizations.

The following book will guide the planning: The Alzheimer’s and Memory Café: How to Start and Succeed with Your Own Café by Jytte Lokvig, PhD.

 

9. Evaluation & Expansion

So, What’s a Memory Cafe? – Caring Professionals Home Care & CDPAP

 

Evaluation Metrics:

1. Attendance numbers: Monitor participant attendance and track engagement over time.
2. Participant feedback: Gather qualitative feedback from both participants and their caregivers on the effectiveness of the activities and overall experience.
3. Partnership success: Evaluate the effectiveness of partnerships with local organizations and their contribution to the program’s success.

Future Expansion:

As the program grows, we can:

• Expand activities to include more sensory-based programs, like nature walks or pet therapy.
• Introduce virtual Memory Cafe events for homebound individuals and caregivers.
• Foster additional partnerships with health professionals, artists, and musicians to enrich the program.

10. Conclusion

It’s their place: Memory Cafe serves dementia clients, families | Local News | gvnews.com

 

The Memory Café program at the Community Library will create a welcoming, engaging, and supportive environment for individuals with memory loss and their caregivers. This initiative reflects the library’s commitment to inclusivity, community, and lifelong learning. By thoughtful planning, partnering with local organizations, and evaluating success, the Memory Café will become an integral part of the library’s offerings, contributing to participants’ well-being and fostering a stronger sense of community.

 

References:

Caring Professionals Inc. (2023, May 11). So, What’s a Memory Cafe? – Caring Professionals Home Care & CDPAP

Catholic Charities. (2025, March). Memory Cafe – Catholic Charities San Francisco

Lenstra, N & Barbakoff, A. (2024, March 1).  Working Hand in Hand | American Libraries Magazine

Lokvig, Jytte. (2016). The Alzheimer’s and Memory Café: How to Start and Succeed with Your Own Café. Endless Circle Press.

Peacetown. (2025, March). Peacetown

Sebastopol Senior Center. (2025, March). SEBASTOPOL AREA SENIOR CENTER

Sonoma County Library. (2025, March). Memory Kits | Sonoma County Library

Sonoma County Library. (2025, March). Mission and Vision | Sonoma County Library

Smith, Kelly. (2023, August 24). Green Valley News.It’s their place: Memory Cafe serves dementia clients, families | Local News | gvnews.com

Stephens, M. (2016). The Heart of Librarianship: Attentive, Positive, and Purposeful Change.ALA Editions.

Whitham, Trisha. (2017, September 30). What is a Memory Cafe? | Recent News | DrydenWire.com

https://docs.google.com/document/d/1z9c85K9vEa5_7yet4O0MdS51zpEryihs626u1Rj4B-g/edit?tab=t.0

As library professionals, we are continually seeking innovative ways to meet the needs of our communities. Our goal is to serve current library users more effectively while also reaching those who have yet to utilize our services. By adopting a holistic approach, we strive to deepen connections with people and provide innovative means of access to the library. In The Heart of Librarianship, Michael Stephens states, “We must capitalize on these opportunities to use everything at our disposal—technology, our buildings, evolving services—to reach all users wherever and whenever they need us” (Stephens, 2016).

Through community participation and library-led initiatives, libraries have increasingly integrated technology into their public spaces, allowing for greater patron autonomy. Self-checkout machines, for example, offer patrons the convenience of quickly picking up and checking out materials, reducing wait times and minimizing interactions. This fosters a sense of privacy and independence. It increases the number of patrons that can be served at one time while allowing staff to focus on readers’ advisory, programming, and reference services.

Additionally, Automated Material Handling (AMH) systems improve sorting and material handling processes behind the scenes, increasing efficiency and reducing repetitive tasks for employees.

Book lockers, such as the Sonoma County Library Bibliobox, allow patrons to pick up holds 24/7, enabling them to scan their card, open a locker, and retrieve books already checked out to them. This service makes library materials more accessible to those whose schedules do not align with standard operating hours.

Laptop kiosks further streamline library operations and enhance user experience by offering laptops that patrons can use in flexible work spaces, whether in private pods or group settings, rather than traditional computer terminals that do not allow for collaboration or flexible seating. Laptops also benefit patrons with disabilities who may have difficulty accessing desktop computers.

Some libraries have taken self-service a step further by allowing patrons access to facilities even when staff are not present. For example, the Gwinnett County Public Library offers a service called “Open Access,” which enables library cardholders to enter the building a few hours before staff arrive and after they leave by simply swiping their library card. In its first year (2016), the Open Access program served over 8,000 patrons, according to the article Automatic People: Self-Service Libraries.

By expanding self-service options, libraries can continue to function as vital community spaces, providing access to resources even outside of staffed hours. While this concept is still gaining traction in the United States, many European countries have already embraced it. Denmark, for instance, adopted the “Open Library” strategy as a means to keep libraries accessible despite budget constraints that limited staffed hours. As Jan Holmquist explains, “The ‘Open Libraries’ framework has made our libraries even more active learning spaces in the community. It has given us a broader reach and expanded our opportunity to do what libraries do everywhere: make their communities smarter” (Holmquist, 2016).

As with any innovation, there are concerns. Issues surrounding access for children under 18, safety, technological hiccups, access to people with disabilities, and security must be carefully addressed to ensure that self-service models remain inclusive and equitable. However, with thoughtful implementation and ongoing evaluation, participatory and self-service libraries can play a crucial role in expanding access, fostering community engagement, and adapting to the evolving needs of library users.

 

References

Gwinnett County Public Library, (2025, February 16). Open Access. Open Access – Gwinnett County Public Library

Holmquist, Jan. (2016). Open Libraries: Self- service libraries- The Danish way. Open libraries: Self-service libraries – The Danish way. – Jan Holmquist

Public Libraries News-What’s Happening to Your Library?November 2024. List of Staffless Libraries in the United Kingdom and beyond

Stephens, M. (2016). The Heart of Librarianship:Attentive, Positive, and Purposeful Change. ALAEditions.

Zulkey, Claire. (2019). Automatic for the People. American Libraries, September 3, 2019. Automatic for the People | American Libraries Magazine

 

Hyperlinked Environments create spaces that are safe and welcoming in a divided world. Libraries can play a crucial role in this by offering support during times of need. For instance, during environmental crises such as fires, heatwaves, or freezing temperatures, libraries serve as sanctuaries, providing filtered air, a warm space, or a cool refuge. Libraries remain “open” during challenging times, ensuring that people have a safe place to go.

Recently, I came across an article in my local newspaper titled “Sonoma County Library Launches Yearlong Diversity Program Amid Uncertain Political Climate.” It was heartening to see our library administration publicly declare that the library is welcoming and safe for everyone regardless of race, ability, gender, or sexuality. Gestures like these create connections and reach people in a holistic way, allowing them to access resources.

Other ways that libraries create hyperlinked environments and eliminate barriers to library access—Include offering extended hours, eliminating fines, providing electronic library cards, and accepting various forms of ID in order to get a card, making it easier for anyone to get a card.

Additionally, our local library recently installed Biblioboxes at all the libraries, allowing patrons to pick up physical materials that they put on request, 24/7. The Bilbliobox  program makes it possible for users to easily request and receive materials, further breaking down barriers to library access. These efforts exemplify how libraries can act as vital, inclusive hubs in our communities by creating an environment that allows people to link in to them.

Public libraries are meant to be inclusive and welcoming spaces for everyone. At the library branch where I work, we continually ask ourselves who we’re not reaching and how we can connect with them. As I reflect on this, I want to celebrate the work my system is already doing, while also considering new ways to engage more people.

Recently, I partnered with a local organization, The Common Ground Society, which supports families with loved ones who have disabilities and educates the community on inclusivity. Together, we created a book club focused on books by and about people with disabilities. The Common Ground Society helps with publicity and sends a representative to each meeting, while the library takes charge of planning, promoting, facilitating, and hosting the events. This partnership and book club have been incredibly successful and have taught me valuable lessons about facilitation and the nuances of hosting inclusive spaces.

Everyone who has attended our meetings is deeply grateful for a place where disabilities can be discussed openly and where people’s voices are heard. The majority of participants are parents of children with disabilities. However, a few individuals with disabilities have shared that listening to parents discuss their challenges has been triggering, as it reminds them of the strain they may have caused their parents. We also noticed that people with disabilities weren’t speaking as much as the parents of children with disabilities. In response, we implemented a plan where each person has the opportunity to speak at the start and end of each session. Additionally, we introduced a wait timer to ensure everyone has enough time to respond, considering that some people are using a communication device or need extra processing time.

I’m grateful that everyone who attended was able to provide feedback, especially suggestions for improvements and change. 

Looking ahead, we’re exploring ideas to further include people with disabilities in these conversations. One idea is for the library system to host a virtual disability book club, which would be facilitated by staff members with disabilities from our DAT (Disability Advocacy Team). The club would continue to focus on books written by and about people with disabilities. The online format will ensure that those who can’t visit the library in person can still participate, and it will make the book club accessible to people throughout the entire county.

Last semester, I completed my required courses and am now focusing on classes that align with my interests as I work toward becoming a public librarian.

I am interested in this course because I’ve enjoyed Dr. Stephens’ lectures in INFO 200, The Hyperlinked Librarian was recommended to me by several colleagues at work, and I enjoy classes that make me feel excited about the work that I do.

Before transitioning into the library field, I worked as an elementary school teacher for 11 years. In 2013, I decided to make a career change and began working at the public library near my home. Over the years, I’ve held various roles, including shelver, specialist, and for the past eight years, I’ve been a library associate on the reference team.

I am especially passionate about disability services, and currently, I run a book club that focuses on books by and about people with disabilities. This experience has been incredibly rewarding, as I’m learning so much about community engagement, facilitation, and communication.

Outside of work, I love going on walks and hikes. Recently, I completed the Camino de Sonoma with a group of friends and family, and we’re planning to start the Bay Area Ridge Trail in a couple of weeks. At home, I share my life with my spouse, our two kids, our dog, and our three chickens (who live in the coop outside). I am looking forward to this semester and learning from each other.