Screenshot of the outside of the Community Virtual Library in Second Life (Community Virtual Library, n.d.).

Learning no longer occurs solely in the formal learning environment of a classroom, but everywhere, as advancements in smartphones and Web 2.0 technologies have enabled users to access almost any website, regardless of their location, instantly. This “learning on the move” trend has not gone unnoticed by library professionals, who have worked to transform the physical and digital spaces of their libraries from static learning warehouses into dynamic and collaborative environments that facilitate lifelong learning. Further, by embracing “always in beta” librarianship, library professionals can create inclusive, exploration-driven, and technology-focused learning experiences (Stephens, 2014, 2016, 2019, 2025a, 2025b). For example, by teaching users basic digital literacies in the library, library professionals have already unlocked new pathways of learning for those who want to acquire other skills that will help them find better career opportunities (Digital Promise, 2016). Library professionals have also transformed their library websites into learning environments by creating LibGuides on certain subjects or linking to other resources, such as other LibGuides, YouTube videos, open-access databases, etc. Furthermore, certain libraries also offer access to learning opportunities, including Career Online High School, subscription-based databases, and newspapers. Regarding library programming, library professionals have created STEAM-based ones for children and teens that allow them to think critically and creatively, and gain skills that could help them as they transition into adulthood (Breeding, 2019; Stephens, 2014, 2016, 2019, 2025a, 2025b). One of the STEAM programs that was discussed in the library as a classroom sub-module was one where users could create solar ovens to make s’mores (Stephens 2025a). This one stood out to this author because the children’s librarian at his library ran this exact program!

Screenshot of the area outside of the Community Virtual Library in Second Life (Second Life, n.d.).

Libraries have also begun to embrace Virtual Reality (VR) as a way to enhance and create new and innovative programming. One of the most common uses is to allow users the opportunity to play or interact with VR apps such as Beat Saber, Superhot VR, Google Earth VR, and Tilt Brush. While creating technology-focused programming that inspires users and allows them to be as creative as possible through gamification is an important part of librarianship, a group of librarians took technology-driven programming to a new level. In 2007, a group of librarians came together in Second Life, a multiplayer virtual world, to create the Community Virtual Library (CVL) in order to provide programs and services to the users of Second Life (Community Virtual Library, n.d.) The CVL “strives to create a real (albeit virtual) library for digital citizens, fostering community building and virtual networking for librarians. Information professionals maintain the library and appreciate the help of volunteers, educators, and lifelong learners” (Community Virtual Library, n.d.). One of the best things about CVL is that, because it is hosted on Second Life, the library can be accessed through VR! This author did exactly this with his VR headset for a previous class, and it was a great experience. When he visited last year, it was during Banned Books Week, and outside the library, there was a display that had the theme from that year’s Banned Books Week plastered on the front. This showed me that the CVL is a living organism that is constantly being updated. Further proving this, around the hangout pier in the virtual world, there is a commons area where library professionals can network! Inside the actual library was a virtual reference librarian who introduced me to the library’s services and resources. Next to the reference desk was a newspaper stand that hosted articles from current events. Going further into the library were bookshelves organized by genre that linked to ebooks and audiobooks upon interacting with the corresponding digital element. This author could go on, but it was so cool seeing a library hosted entirely in a virtual world, giving users even more access to the incredible resources of a library.

References

Breeding, M. (2019). Public libraries are teaming up to prepare middle schoolers for 21st century careers and increase access to STEM learning opportunities. Urban Libraries Council. https://librarytechnology.org/pr/24146

Community Virtual Library. (n.d.). About us. Retrieved July 29, 2025, from https://communityvirtuallibrary.org/ 

Digital Promise. (2016, January 28). The library as a gateway to 21st century skills. https://digitalpromise.org/2016/01/28/chicago-public-library-the-library-as-a-gateway-to-21st-century-skills/

Second Life. (n.d.). Community Virtual Library. Retrieved July 29, 2025, from https://secondlife.com/destination/community-library-island

Stephens, M. T. (2014). Making the case for the library as space for infinite learning. State Library of Queensland. https://www.dropbox.com/scl/fi/4zt1yliwb2ffzr8euix2p/YLibraryInfiniteLearning.pdf?rlkey=m0v6lkd43ufilkp5aktawhlpr&e=1&dl=0

Stephens, M. T. (2016). The heart of librarianship: Attentive, positive, and purposeful change (1st ed.). ALA Editions.

Stephens, M. T. (2019). Wholehearted librarianship: Finding hope, inspiration, and balance (1st ed.). ALA Editions.

Stephens, M. T. (2025a). The hyperlinked library: Library as classroom [Lecture recording]. Panopto. https://sjsu-ischool.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c716d09f-f8cf-4a08-bef8-af34011f855e

Stephens, M.T. (2025b). Module 11: Infinite learning – 1. INFO 287 – The Hyperlinked Library. https://287.hyperlib.sjsu.edu/module-11-infinite-learning-1/

Hidden Cave VR Gameplay Footage (Churchill County Museum, 2022)

Over the last couple of weeks, this author has discussed the ways libraries are implementing Virtual Reality (VR) in order to improve current services and programs or create new, innovative ones. This week, we will continue the conversation by discussing how libraries have implemented VR to improve their storytelling efforts by looking at a project out of Reno, Nevada. If library professionals want to take their libraries beyond just another format that a user can use and into Library 2.0, where the institution is embedded into the community, they must work to “actively seek out and uplift diverse voices, create programs that invite participation, and design environments—both physical and virtual—that are welcoming to all” (Stephens, 2025). Furthermore, by preserving, sharing, and creating stories from diverse communities, libraries can play a role in facilitating community cohesion, as people from other communities will have their explicit and implicit biases challenged by hearing from actual individuals (Aarne-Skidmore, 2021; Stephens, 2019, 2025, n.d.; Wentz, 2013). Increased cultural intelligence (CQ) for the win! To provide a quick example of an excellent non-VR storytelling initiative, the Human Library Organization was established in Denmark, hosting events where individuals can volunteer to become “books” and share their stories with readers who “check them out” (Aarne-Skidmore, 2021; Wentz, 2013). This is a type of program that is scalable to any library, regardless of its size.

To shift the focus back to VR storytelling initiatives, the University Libraries, in Reno, Nevada, partnered with the Nevada State Museum, the American Museum of Natural History, the Churchill County Library, the Churchill County Museum, the Fallon Paiute-Shoshone Learning Center, and the Fallon Paiute-Shoshone Tribe, among others to create a VR experience of Hidden Cave (Arrival 3D, 2021; Churchill County Museum, 2025; Nevada University Libraries, n.d.). Hidden Cave is a prehistoric archaeological cave that Lake Lahontan carved out approximately 20,000 years ago, serving as a cache site for various tribes, including the Fallon Paiute-Shoshone tribe (Churchill County Museum, 2025; Nevada University Libraries, n.d.). The cave has been accessible to the public since the 1980s, but in 2020, due to a successful grant bid and the COVID-19 pandemic, the Nevada University Libraries (n.d.) undertook a project to create a VR simulation of Hidden Cave. Utilizing 3D scanning and LiDAR tools, the team created a VR experience that immerses the user in the cave (Arrival 3D; 2021). Although the cave is empty in the real world, the team also 3D-scanned artifacts that would have been stored in the cave thousands of years ago and incorporated them into the experience, thanks to collaboration with partnering museums and the local native tribe (Nevada University Libraries, n.d.). When a user is loaded into the VR experience, they have access to a “narrative tour of the cave, 3D artifacts you can pick up and handle, and multimedia information about the site, its formation, and its uses by Indigenous people for millennia” (University Libraries, n.d.). One of the best aspects of this project is that it is free to download for anyone with the proper hardware. Furthermore, this is a notable example of libraries collaborating with community organizations to develop a program that tells the story of an ancient site.

References

Aarne-Skidmore, E. (2021, August 4). New study on the impact of the Human Library. Human Library. https://humanlibrary.org/new-study-on-the-impact-of-the-human-library/

Arrival 3D. (2021, October 15). 3D laser scanning services: Creating a VR experience of a hidden cave. https://arrival3d.com/vr-experience-created-with-3d-laser-scanning-services/

Churchill County Museum. (2022, September 16). Hidden Cave VR gameplay footage [YouTube video]. YouTube. https://www.youtube.com/watch?v=yP223VDL2hQ

Churchill County Museum. (2025). Hidden Cave. https://www.ccmuseum.org/visit/hidden-cave/

Nevada University Libraries. (n.d.). Hidden Cave experience. Retrieved July 27, 2025, from https://library.unr.edu/collections/unique-collections/digital-collections/virtual-reality/hidden-cave-experience

Stephens, M. T. (2019). Wholehearted librarianship: Finding hope, inspiration, and balance (1st ed.). ALA Editions.

Stephens, M.T. (2025). Module 10: The power of stories. INFO 287 – The Hyperlinked Library. https://287.hyperlib.sjsu.edu/course-modules/the-power-of-stories/

Stephens, M. T. (n.d.). Office hours: With a little twist & power of the pod. INFO 287 – The Hyperlinked Library. Retrieved July 27, 2025, from https://287.hyperlib.sjsu.edu/office-hours-with-a-little-twist/

Wentz, E. (2013, April 26). The Human Library: Sharing the community with itself. Public Libraries Online. https://publiclibrariesonline.org/2013/04/human_librar/

Virtual reality is the newest way to explore the world around you, and it’s arrived at Fraser Valley Regional Library sites, including Sardis Library (Peters, 2017).

Through the use of a Virtual Reality (VR) headset, users can be completely immersed in computer-generated, 3D environments that they can interact with. This differs from Augmented Reality (AR), which superimposes computer-generated elements onto the real world, using devices such as smartphones or specialized glasses. Much like how podcasting has seen a resurgence in recent years, so too has VR after the failed attempts in the 1990s. In 2017, due to price decreases of headsets, content creators using VR headsets, and large investments being made in VR companies, consumers began to purchase headsets at a rate never seen before (Moor Insights and Strategy, 2018). At the time, the primary competitors were HTC, with the HTC Vive, Facebook (now known as Meta), with the Oculus Rift, and Sony, with PlayStation VR (Moor Insights and Strategy, 2018). The aforementioned VR headsets were examples of wired VR, which involves a headset being connected to a computer with a wire. Other kinds of VR headset technology include standalone VR, where users can just use the headset out of the box, and mobile VR, which involves placing a smartphone into a headset and viewing the phone through the headset. Although mobile VR was the least expensive option, this form of VR has fallen out of popularity due to Google Cardboard being discontinued, having poor visual graphics, and the other VR technologies having their costs drastically cut. Wired VR and standalone VR both have pros and cons, and the choice between the two really depends on what the user wants out of the experience. For example, due to being tethered to a computer, wired VR headsets can run experiences at a higher resolution and have access to the entire Steam library of VR applications, but lack the mobility of standalone VR headsets and are often heavier to wear. Standalone VR headsets offer users great mobility in terms of 360-degree tracking and can be used straight out of the box, but they lack the graphical capabilities of wired VR and have a limited number of software applications available due to the proprietary store accessed within the headset. In 2025, users have a wide range of VR headsets to choose from, including the PSVR2, Meta Quest 3 and Quest 3, Pico 4 Ultra, HTC Vive Pro2, Valve Index, HP Reverb G2, and Big Screen Beyond 2 (Greenwald, 2025).

In this author’s Innovation Roadmap, he discusses one way libraries have been supporting workforce development by offering virtual, immersive job simulations that can be accessed through virtual reality (VR) headsets. These headsets, which users can check out from the library, enable users to perform job duties that industry professionals perform in a low-risk, safe environment (Adams Becker et al., 2017; CSU College of Veterinary Medicine and Biomedical Sciences, 2017; Enis, 2024; Felt et al., 2021; Lifeliqe, 2022; McShane, 2018). Furthermore, these simulations also allow users the opportunity to determine if they would like to pursue the field or not. These VR workforce development initiatives are crucial in the context of AI and other automated technologies eliminating jobs that involve repetitive and predictable tasks (Felt et al., 2021; Merisotis, 2020). Users can utilize these initiatives to learn new skills that are valuable in in-demand fields and actually earn credentials along the way to take to future employers. Adults from underserved communities, including minorities, women, the unhoused, and veterans, benefit the most from these types of programs due to their low cost, asynchronous learning, and the opportunity to learn from the comfort of their homes or libraries. Furthermore, adults who struggle to learn in a traditional student-lecturer environment also benefit from a self-directed learning environment. Project SANDI is an excellent example of a VR workforce development initiative, as the Governor’s Office of Workforce Innovation and the Office of Economic Development in Nevada were able to offer VR job training simulations and 360-degree career navigation videos of STEM careers to “dislocated” individuals through a partnership with libraries, credential providers, and workforce partners (Enis, 2024; Lifeliqe, 2022).

References

Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Giesinger Hall, C., Ananthanarayanan, V., Langley, K., and Wolfson, N. (2017). NMC horizon report: 2017 library edition. The New Media Consortium. https://www.dropbox.com/scl/fi/hxs7kuv54vwew0cpg6570/2017nmchorizonreportlibraryEN.pdf?rlkey=h978y9r0bnmnylqbdcmfmud4s&e=1&st=nycjhcpg&dl=0

CSU College of Veterinary Medicine and Biomedical Sciences. (2017, August 14). Virtual reality anatomy lab at Colorado State University [YouTube video]. YouTube. https://www.youtube.com/watch?v=zDrLMgYZcac

Enis, M. (2024, July 25). Nevada libraries launch workforce development program with VR, Librarians-in-residence. Library Journal. https://www.libraryjournal.com/story/nevada-libraries-launch-workforce-development-program-with-vr-librarians-in-residence

Felt, E., Glover, H., Heise, K., Iaukea, E., & Westergard, T. (2021, September 23). Supporting patrons to obtain in-demand credentials that boost employability and career mobility [Webinar]. Public Library Association. https://www.ala.org/pla/education/onlinelearning/webinars/ondemand/credentials

Greenwald, W. (2025, July 4). The best VR headsets for 2025. PC Mag. https://www.pcmag.com/picks/the-best-vr-headsets#

Lifeliqe. (2022, October 4). Project SANDI. https://www.lifeliqe.com/case-studies/project-sandi

McShane, M. (2018, June 13). Is virtual reality the future of field trips? Forbes. https://www.forbes.com/sites/mikemcshane/2018/06/13/is-virtual-reality-the-future-of-field-trips/#626ae5d91809

Merisotis, J. (2020). Human work in the age of smart machines. (1st ed.). RosettaBooks

Moor Insights and Strategy. (2018, January 2). Virtual reality in 2017: A year in review. Forbes. https://www.forbes.com/sites/moorinsights/2018/01/02/virtual-reality-in-2017-a-year-in-review/

Peters, J. (2017, October 5). Library brings virtual reality to life. The Chilliwack Progress. https://www.theprogress.com/community/library-brings-virtual-reality-to-life-1871842

ThompsonInnovationRoadMap.pptx

https://docs.google.com/presentation/d/1bbJSPTGMELhMrF4K5Alty5eJmAr39SKQSyWX1-SYu8M/edit?usp=sharing

Exterior of Deichman Bjørvik, the best library in the world in 2021 (Croissant, 2021)

“A library is not a mean[s] in itself – it is [a] way to empower people, make communities stronger, and a solution to some of the problems and challenges that societies face” (Lauersen, 2021). One of the most salient aspects of the world of librarianship that strengthened this author’s resolve to pursue a career in the field is how libraries are not afraid to share their successes and failures so that other libraries can learn from them. Rather than worrying about how other libraries or other organizations may gain a competitive advantage, libraries that follow the tenets of Library 2.0 want to see their fellow libraries succeed alongside them. No longer do library professionals have to wait for and travel to annual conferences to glean experiences from other libraries and library organizations, as Web 2.0 has allowed video and transcript recordings of conferences; blogs, videos, and newsletters from library professionals; and guidelines from library organizations all to be posted on the Internet. Furthermore, library professionals can also connect with one another via social media to stay informed about current developments. Web 2.0 has also broken down barriers to global communication, enabling libraries to draw inspiration from other libraries beyond their country’s borders. The rest of this blog post will be dedicated to showcasing the innovative services and service models that various libraries outside the United States have created, and what libraries in the United States can learn from them.

The Four Space Model that came out of the Royal School of Library and Information Science in Denmark serves as an excellent service model that any library can utilize to transform their libraries from a “passive collection of books and other media into an active meeting place to create connections between people, experiences, learning and inspiration” (Skot-Hansen, 2017, p. 2). This service model comprises four overlapping spaces: the inspiration space, the learning space, the meeting space, and the performative space, all of which encourage excitement, exploration, creativity, and participation (Skot-Hansen, 2017; Stephens, 2019). Library professionals who are passionate about their collections of books would be mortified upon reading about the Four Space Model, as it makes minimal reference to collection development. Although the model discusses collection development in the learning space, the Four Space Model primarily calls on libraries to serve as a community hub where users can create, consume, and connect with other users. Lauersen’s (2021) article covering the Seismonaut and Roskilde Central Library (2021) report on the true value and impact libraries have on the community serves as an excellent companion piece to Skot-Hansen’s (2017) article. Lauersen (2021) argues that library professionals cannot properly analyze how their library is impacting the community solely by examining usage statistics in an Excel spreadsheet. Rather, libraries must look beyond usage statistics to other insights and understandings that reveal what the library means to its users. From their research, Seismonout and Roskilde Central Library (2021) identified four dimensions through which public libraries impact people, including serving as a haven, encouraging knowledge creation and dissemination, sparking creativity, and fostering community (Lauersen, 2021).

Deichman Bjorvika, a library in Oslo, Norway, that was voted as the world’s best public library in 2021 by the IFLA, is an excellent example of a library that has moved beyond a building filled with a passive collection of books to a cultural hub for the community (Croissant, 2021). The library comprises six floors, flooded with natural light, and is home to a café, restaurant, cinema, and auditorium; further, the library is also equipped with 3D printers, sewing machines, and music studios (Croissant, 2021). Dokk1 is another example of a cultural institution that reenvisioned the library experience with a focus on human needs by “providing space for performances, meetings, children’s activities, art installations, and general public gatherings” (Morehart, 2016). As discussed in a previous blog post, Dokk1 has also embraced radical trust and maker culture by implementing a digital storytelling tool called Multi Touch, which allows patrons to bring in their own content to share, including photos, stories, recipes, and opinions (Boekesteijn, 2011). Library professionals in the United States should examine the innovative services and service models that libraries in Europe are developing. By utilizing Web 2.0, library professionals would be able to break out of their echo-chamber and discover new ways to provide  services to their community.

Interior of Deichman Bjørvik, the best library in the world in 2021 (Croissant, 2021)

References

Boekesteijn, E. (2011, February 15). DOK Delft takes user generated content to the next level. Tame the Web. https://tametheweb.com/2011/02/15/dok-delft-takes-user-generated-content-to-the-next-level-a-ttw-guest-post-by-erik-boekesteijn/

Croissant, M. (2021, September 1). This library was just named the best in the world. Matador Network. https://matadornetwork.com/read/best-library-world/

Lauersen, C. (2021, April 19). A haven in our community: The impact and value of public libraries. The Library Lab. https://christianlauersen.net/2021/04/19/a-haven-in-our-community-the-impact-and-value-of-public-libraries/

Morehart, P. (2016, August 17). Moving beyond the “third place”. American Libraries. https://americanlibrariesmagazine.org/blogs/the-scoop/library-design-moving-beyond-third-place/

Seismonaut, & Roskilde Public Library. (2021). A guide to the impact compass: The impact of public libraries in Denmark: A haven in our community. https://287.hyperlib.sjsu.edu/wp-content/uploads/2022/03/en_brugsguide_06.05.21_0.pdf

Skot-Hansen, D. (2017). Library development: From collection to connection. University of Copenhagen: Faculty of Humanities. https://287.hyperlib.sjsu.edu/wp-content/uploads/2025/02/4-Spaces-Model-from-Univ-Copoenhagen.pdf

Stephens, M. T. (2019). Wholehearted librarianship: Finding hope, inspiration, and balance (1st ed.). ALA Editions.

Through numerous partnerships, the Nashville Public Library was able to bring the Civil Rights Room to life. (Berry III, 2017).

This week’s module on hyperlinked communities did a great job showcasing the humanistic aspects of Library 2.0. Rather than just being a place to go to or a format to use, library professionals should work to embed libraries within the very communities they serve. By becoming “facilitators of dialogue, creators of inclusive spaces, and active participants in the lives of those we serve,” libraries can transform their communities from static to “dynamic, inclusive, and deeply connected” (Garcia-Febo, 2018; Stephens, 2016, 2019, 2025). To this author, hyperlinked communities serve as a descendant of information communities, if viewed from a hierarchical perspective. Information communities are defined as “constituencies united by a common interest in building and increasing access to a set of dynamic, linked, and varying information resources” with five characteristics, including “emphasis on collaboration among diverse information providers,” “capacity to form around people’s needs to access and use information,” “capacity to exploit the information-sharing qualities of emerging technologies,” “ability to transcend barriers to information sharing,” and “capacity to foster social connectedness” (Fisher & Fulton, 2022, p. 43). What separates these two types of communities is that hyperlinked communities place a greater focus on users utilizing Web 2.0, and there is less emphasis on constituencies needing to share a common interest (Stephens, 2019). Because of this emphasis on users utilizing the Internet, libraries must ensure that they are training their users on the basics of computer and phone use. More than just basic computer training, however, library professionals must also be prepared to advocate the benefits of getting online to reluctant adults, as a vast majority of offline adults have no interest in getting online (Boyd, 2016; West, 2014).

An excellent example of a library fostering meaningful community connections is the North Carolina State University’s James B. Hunt Jr. Library. By collaborating with Digital Library Initiatives, External Relations, the Special Collections Research Center, and the Hunt Opening and Dedication Committee, the library created an activity that allows patrons to document their library experience on Instagram using the Ruby on Rails application #HuntLibrary (NC State University Libraries, 2024). Going further than just simple tagging, however, the application allows contributors to be a part of the library’s history, as users can vote on which images they want to see permanently added to the digital collection (NC State Libraries, 2024). Some libraries have even showcased hyperlinked initiatives during the height of the COVID-19 pandemic when the building was closed by extending their Wi-Fi range, placing Wi-Fi nodes out in the community for free access, or transforming the bookmobile into a mobile Wi-Fi transmitter (Williams & Muller, 2021). Making the Internet accessible to the public outside the library was a groundbreaking initiative that enabled users to apply for jobs, obtain housing, pursue degrees, connect with family and friends, and access local resources at a time when physical library buildings were closed.

Regarding in-person hyperlinked initiatives, the Nashville Public Library (NPL) created a Civil Rights Room in the library where conversations about Nashville’s role in the Civil Rights Movement are held (Dixon, 2017). Using well-trained library staff to facilitate the conversations, each individual community member has the opportunity to share their unique perspectives on not only historical Civil Rights issues but also contemporary issues related to Civil Rights. Showcasing their hyperlink skills, the NPL was able to partner with “poets, authors, and those who participated in the Freedom Rides” to assist in facilitating conversations (Dixon, 2017). As this blog post is about hyperlinked communities, this author does not want to stray too far from the scope, but he could not help but notice how the community conversations in the Civil Rights Room also serve as an excellent opportunity for the community and library staff to increase their cultural intelligence (CQ) and cultural competencies. Librarians at the Richland Library in South Carolina created a task force that hosted similar conversations regarding challenging topics (Dixon, 2017). One of these challenging topics included the trial of Dylann Roof, the perpetrator of the 2015 Charleston church shooting, which resulted in the deaths of nine African Americans. Both the NPL and the Richland Library demonstrated how a library can successfully transform its community into a hyperlinked one, as well as engage in local or national issues.

References

Berry III, J. N. (2017, June 6). 2017 Gale/LJ library of the year: Nashville Public Library, TN. Library Journal. https://www.libraryjournal.com/story/2017-galelj-library-of-the-year-nashville-public-library-tn

Boyd, D. (2016, January 25). What world are we building? Medium. https://medium.com/datasociety-points/what-world-are-we-building-9978495dd9ad

Dixon, J. A. (2017). Convening community conversations. Library Journal, 142(17), 41. https://287.hyperlib.sjsu.edu/wp-content/uploads/2023/02/CONVENING_COMMUNITY_CONVERSATI.pdf

Fisher, K. E., & Fulton, C. (2022). Information communities. In S. Hirsh (Ed.), Information services today: An introduction (3rd ed., pp. 41-52). Rowman & Littlefield.

Garcia-Febo, L. (2018, November 1). Serving with love: Embedding equality, diversity, and inclusion in all that we do. American Libraries. https://americanlibrariesmagazine.org/2018/11/01/serving-with-love/

NC State University Libraries. (2024, October 17). My #huntlibrary. https://www.lib.ncsu.edu/projects/my-huntlibrary

Stephens, M. T. (2016). The heart of librarianship: Attentive, positive, and purposeful change (1st ed.). ALA Editions.

Stephens, M. T. (2019). Wholehearted librarianship: Finding hope, inspiration, and balance (1st ed.). ALA Editions.

Stephens, M. T. (2025). Module 5: Hyperlinked communities [Module overview]. INFO 287 – The Hyperlinked Library. https://287.hyperlib.sjsu.edu/module-5-hyperlinked-communities/

West, J. (2014). 21st century digital divide. Librarian.net. https://www.librarian.net/talks/rlc14/

Williams, A., & Muller, C. (2021, March 17). Libraries are bridging the digital divide. Internet Society. https://www.internetsociety.org/blog/2021/03/libraries-are-bridging-the-digital-divide/

Picture of a public library engaging with the community (Monk, 2017)

Libraries of the 21st century have evolved to be more than large storehouses of books with cranky librarians sitting at desks telling patrons to quiet down. They have transformed into community hubs that promote lifelong learning, enhance community engagement, support social infrastructure, and serve as a third place by providing services, programs, and collections that meet the needs of the communities they serve. Although many libraries have made significant strides in providing essential services, a considerable number of people remain ignorant of the value that libraries can bring to the community. There were many concepts, models, and themes discussed in the foundational modules that all library professionals should be aware of in order to take their library to Library 2.0, but this blog will focus on one key concept: participatory service. From the various lectures, readings, and videos, this author found that the concept of participatory service encompasses two separate, but interrelated, aspects of library work: community involvement and maker culture. By embracing participatory service, libraries can provide services that various communities are looking for, thus increasing library usage and community support (Casey & Savastinuk, 2007; Stephens, 2016, 2019, 2025).

Participatory Service and Community Involvement

(Mikwaukee Public Library, 2024)

While getting community feedback is something that many libraries have already been doing, participatory service transforms community feedback into community involvement. In an era of Web 2.0, smartphones, and emerging technologies, libraries have a limited amount of time to capture a patron’s attention to encourage them to interact with the library. When creating or analyzing library services, library professionals can no longer rely solely on the notion that “well, this is how it has always been done.” Community involvement allows users and non-users of the library to not only give feedback on every aspect of the library, including collection development, programs, services, and the physical and digital space(s), but also involves them in the entire project lifecycle from the planning phases all the way through the evaluation stages (Casey & Savastinuk, 2007; Stephens, 2016, 2019). It is essential to note that although library professionals should evaluate the project after it has been implemented, evaluation should occur throughout the project’s lifecycle. Correcting the course later in the project’s stages is much more expensive and time-consuming than it is in the earlier stages. This concept may be intimidating to some, but reluctant library professionals must remember that human beings are the sun around which the library revolves (Kenney, 2014; Schneider, 2006).

Without our patrons, libraries would not exist; therefore, library professionals must open as many channels of communication as possible to meet our patrons where they are and to show that the library is transparent. Because many of our users are taking advantage of Web 2.0 technologies and utilizing social media to create and consume content, libraries should also be there, on multiple platforms. Libraries having accounts on social media is not a new concept, but library professionals running the accounts should do much more than just post announcements on what the library is currently doing. The posts should be regularly scheduled, creative, match the platform’s format, and also invite communication from the community. A notable example is the Milwaukee Public Library’s (MPL) Instagram account, which boasts 228,000 followers, with some posts garnering nearly one million likes (Milwaukee Public Library, n.d). On a personal note, this author was a little disheartened researching all the wonderful outreach opportunities that social media provides, as the stakeholder that his library is beholden to does not allow individual departments to run their own social media account. A library interested in in-person communication should consider holding meetings with political leaders, community leaders, staff, and patrons to understand what these multiple stakeholders truly want from the library. Furthermore, the library should also consider establishing advisory boards, such as a Teen Advisory Board (TAB), comprising diverse community members, to provide a reliable source of information when considering the creation of new programs or services.

Participatory Service and Maker Culture

Picture of the entrance to The Mix at the San Francisco Public Library (Koozmin, 2015)

When brainstorming programs for any age group, library professionals should move beyond creating ones that involve participants following a set of rules to produce a singular product that resembles everyone else’s. These modules introduced the term radical trust to this author for the first time, and he absolutely loves this idea. While the term is more applicable to participatory service and community involvement, as radical trust involves trusting community feedback to guide the library into the future, this term can also be applied to actual programming. Mattern (2014) envisions libraries as open platforms where people can utilize the tools and physical spaces provided to develop software, knowledge, and community, allowing them to do more than just consume media or follow specific instructions (Casey & Savastinuk, 2007; Stephens, 2006, 2016, 2019). The Dokk1 library has done and continues to do an excellent job of embracing radical trust and maker culture by implementing a digital storytelling tool called Multi Touch, which allows patrons to bring in their own content to share, including photos, stories, recipes, and opinions (Boekesteijn, 2011). This library also sets a great example of how to incorporate technology in a meaningful way that contributes to community building, rather than for the sake of having the newest technology. The San Francisco Public Library (SFPL) is another library that excels at embracing radical trust and maker culture through The Mix, a teen space where young adults can engage in various activities, including playing board games, recording music, hosting group activities, playing video games, studying, and utilizing the maker space room (O’Brien, 2019). Not only does this excellent space at the SFPL provide teens with the opportunity to be creative, but it also helps them become familiar and comfortable with the library’s resources as they transition into adulthood. Furthermore, O’Brien (2019) emphasizes that the SFPL maintained constant communication with the community regarding the creation of The Mix, ensuring that this initiative was something the community wanted.

References

Boekesteijn, E. (2011, February 15). DOK Delft takes user generated content to the next level. Tame the Web. https://tametheweb.com/2011/02/15/dok-delft-takes-user-generated-content-to-the-next-level-a-ttw-guest-post-by-erik-boekesteijn/

Casey, M. E., & Savastinuk, L. C. (2007). Library 2.0: A guide to participatory library service (1st ed.). Information Today.

Kenney, B. (2014, January 27). The user is (still) not broken. Publishers Weekly. https://www.publishersweekly.com/pw/by-topic/industry-news/libraries/article/60780-the-user-is-still-not-broken.html

Koozmin, M. (2015). Mayor celebrates opening of The Mix teen center at SF public library. San Francisco Examiner. https://www.sfexaminer.com/multimedia/photo-galleries/mayor-celebrates-opening-of-the-mix-teen-center-at-sf-public-library/article_f67da5d9-bdf6-596e-9484-cce3e31a8550.html

Mattern, S. (2014, June). Library as infrastructure. Places. https://placesjournal.org/article/library-as-infrastructure/?cn-reloaded=1 

Milwaukee Public Library [@milwaukeepubliclibrary]. (n.d.). Posts [Instagram page]. Instagram. Retrieved June 22, 2025, from https://www.instagram.com/milwaukeepubliclibrary/

Milwaukee Public Library [@MilwaukeePublicLibraryHome]. (2024, March 18). Sassy manga grandma [YouTube short]. YouTube. https://www.youtube.com/shorts/Lyp-ZMBsWRI

Monk, J. (2017, June 7). Public libraries in the 21st century: A new home for community engagement. Samuel Centre for Social Connectedness. https://www.socialconnectedness.org/public-libraries-in-the-21st-century-a-new-home-for-community-engagement/

O’Brien, C. (2019, June 24). How San Francisco’s public libraries are embracing their changing role. Shareable. https://www.shareable.net/how-san-francisco-public-libraries-are-embracing-their-changing-role/

Schneider, K. G. (2006, June 3). The user is not broken: A meme masquerading as a manifesto. Free Range Librarian. https://freerangelibrarian.com/2006/06/03/the-user-is-not-broken-a-meme-masquerading-as-a-manifesto/

Stephens, M. T. (2016). The heart of librarianship: Attentive, positive, and purposeful change (1st ed.). ALA Editions.

Stephens, M. T. (2019). Wholehearted librarianship: Finding hope, inspiration, and balance (1st ed.). ALA Editions.

Stephens, M. T. (2025). The hyperlinked library: Participatory service and transparency [Recorded lecture]. Panopto. https://sjsu-ischool.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=2a19a4b6-e945-4d2e-abf1-aef3014172a5

This author (left) is providing outreach for the Victorville City Library at an event hosted by the City of Victorville.

Hello everyone!

My name is Brandon Thompson, and I am currently in the sixth semester of the Master’s of Library and Information Science (MLIS) program at San Jose State University (SJSU), where I am following the public librarianship career path. My journey in libraries started in 2011, when I volunteered for the Friends of the Library (FOL) at the Woodward Park Library (WPL) in Fresno, California. One of my duties as a volunteer was to help develop programs, and one of the ideas we came up with was a haunted attraction based on the poems of Edgar Allan Poe, where each scene featured a different one. This program was extremely popular and was an essential step in showing me that libraries were more than just large warehouses of books, but rather a social institution that supports lifelong learning, civic engagement, and social infrastructure. Unfortunately, I ended my volunteer tenure in 2015, due to wanting to devote my entire focus to my undergraduate career, and in 2019, I graduated with a B.A. in History. The academic library liaison was vital to my research needs, as he taught me how to navigate the databases, how to evaluate sources, and advanced research techniques. Further, I often used the physical library space as a safe haven. This part of my library journey showed me how important libraries are in the world of information literacy and as a third place. After graduating, I knew I wanted to work in libraries professionally, so I applied for and got a library aide position at the Victorville City Library (VCL) in 2021, where I was responsible for general circulation desk duties, such as creating library cards, shelving library materials, processing transactions, and filling out book request forms. I was also entrusted with working on various special projects, such as creating a DVD display and assisting with programming. In 2o23, I was promoted to library clerk, and I am still in this position as of writing this post. Just last week, I interviewed for a library associate position at the VCL, and I am anxious to hear the results, as it would be my first full-time position. As a library clerk, I am responsible for cataloging DVDs and Playaways and accepting passport applications as a passport agent.

I chose this class for two reasons. The first reason is that I really enjoyed the lectures given by Dr. Michael Stephens when I took INFO 200; the lectures were filled with great information, and Stephens seemed wholeheartedly passionate about libraries. The second reason is that the course name and description really piqued my interest. From previous courses, I have, of course, learned about the importance of keeping up with emerging trends and technologies, and I feel this class will take a deeper dive. However, after reading the foundational readings covering Library 2.0 and the Hyperlinked Library, I can already tell that this course is going to be transformational in our perception of library work. Embracing constant and purposeful change, user and staff participation, creativity and innovation, outreach techniques, constant self-reflection, and chaos will help library professionals transform their libraries into user-centric organizations that focus on what people actually want, rather than what we think they want (Buckland, 1998; Casey and Savastinuk, 2007; Stephens, 2016; Stephens, 2019). My favorite section, in particular, was the discussion on how to communicate with “reluctant” stakeholders who do not share the vision of Library 2.0, as presented in Casey and Savastinuk (2007) and Stephens (2016). This has always been a concern of mine, as the VCL’s main stakeholder, the City of Victorville, has a fairly conservative chain of command that would not embrace the kind of change Library 2.0 is calling for. I hope to learn more about how to communicate with these “reluctant” stakeholders in the future!

As for my personal interests, I have been going to the gym for about three years now, and I have thoroughly enjoyed every second of it. It has even reached the point where I no longer have a primary motivator driving me to go; it has just become part of my daily routine now! I particularly enjoy running, and even took part in my first ever non-treadmill 5K during a May the 4th Star Wars event. Pictured below is an image of me after the run. I also enjoy cosplaying, and have cosplayed as Darth Revan, Draco Malfoy, an OC pirate character, an OC horror character, and an OC post-apocalyptic character. I have not gotten the opportunity to cosplay as him yet, but I recently received a cosplay of Qimir, a character from The Acolyte Star Wars show. Pictured below is me in some of these cosplays.

                 Darth Revan:                          Draco Malfoy                                          OC Pirate Character (Far Right):

This author (center) after the May the 4th 5K

References

Buckland, M. (1998). Redesigning library services: A manifesto. American Library Association.

Casey, M. E., & Savastinuk, L. C. (2007). Library 2.0: A guide to participatory library service (1st ed.). Information Today.

Stephens, M. T. (2016). The heart of librarianship: Attentive, positive, and purposeful change (1st ed.). ALA Editions.

Stephens, M. T. (2019). Wholehearted librarianship: Finding hope, inspiration, and balance (1st ed.). ALA Editions.