Three times a year, library staff do end up talking specifically about what is happening in the library. This can be new activities and services, but more often it is reminding people of the many resources available at the library. This is often a more interactive presentation because people are asking questions throughout or adding bits of information to what is being talked about that they think is particularly important for the other audience members to know. Sometimes the questions are quick but sometimes they are philosophical. “Why are you doing _______,” or “What was the rationale for doing ________?” Not everyone in the audience wants to ask these questions or hear what turns out to be the long answers, but each question is equally important. Often it is the people who ask these questions that staff end up seeing in the library days or weeks after the presentation.

The remainder of the year, two types of presentations occur. Some are technology-based. Either a staff member with a technology background comes to answer individual questions about devices or they talk about helpful websites and apps. The other type of presentation can loosely be described as “saving money or extending your budget with library resources.” The idea with these programs is that a staff member takes a library resource, either a material to circulate or a service we provide, and presents it to the group to help them save money. There is always a handout with websites on the topic, but there is also a list of books or other items people need their library cards to use.

Sample presentations include:

• What else can you do with a cake mix? Discussion centered around the library’s Cake Mix Doctor cookbooks.
• Container Gardening – Highlighted gardening books available at the library as well as the books on upcycling.
• It’s Time to Insulate –  This program focused on the library’s the home improvement books and DVDs.

Finding books to fit different topics is always a challenge, but it can be fun for staff to find ways to relate different materials to each other. Again what makes these presentations enjoyable for the presenter and the audience is when audience members participate, adding their knowledge and insight to the presentation. Regardless, attendees are always invited to visit the library and are always welcome. It is gratifying to library staff when people they met at the food center seek them out in the library to say hi or to ask about where to find items mentioned in presentations.

The post Food Center: Meeting Food Insecure Patrons Outside the Library first appeared on Public Libraries Online.

Editor’s note: This article is based on a lecture delivered at the Tenth International Symposium on Library Services for Children and Young Adults, in Seoul, South Korea, on June 28, 2016.

Public library policy in the United States is largely localized, with each of more than nine thousand public libraries and public library systems setting their own operational and service policies. Still, public libraries across the country operate in many of the same ways, and US public library services for teens exhibit many shared practices and emerging service trends. In thinking about the future of US public library services to teens, it is helpful first to consider the historic ways in which public libraries have served their communities. Evans and Carter suggested that there are four main historic roles of the public library:

Looking at library history, we see that libraries have served and continue to serve their publics, parent institutions, and society in four basic ways. First, libraries meet society’s information needs by acquiring the materials deemed valuable or useful to some or all the people. Second, they provide a physical location and an environment for storing and preserving those items. Third, libraries add value to the items acquired by organizing them in some manner to make access more efficient. Fourth, the library’s staff improves access by providing assistance to individuals in locating desired information.¹

Each of these four historic roles is closely connected to library materials, and together they paint a picture of public library services as tightly focused on library collections. This is a largely outdated view of US public library services, as libraries are increasingly moving toward viewing their communities as their core focus, not their collections.

This ongoing shift is particularly evident in teen services. Over the past few decades, US public libraries have typically served teens in three main ways: (1) as information gateways, with a focus on providing collections and information assistance services; (2) as social interaction and entertainment spaces, bringing teens to libraries for active and passive library programs and social interaction with peers; and (3) as beneficial physical environments, providing physical spaces for refuge, personal improvement, and volunteer or paid work experiences.²

Within these three service roles we see a core focus on library collections as well as on supporting teens’ healthy and happy
lives. While these three roles continue to define many current US public library services to teens, over the past decade many public libraries have been broadening their teen services even more, with an ever-increasing focus on understanding and serving individual communities’ information-related needs. Moreover, the concept of “information” in public libraries is taking on an increasingly broader definition beyond just books, web-based tools, and other traditional information resources, leading to a wider array of teen library services than ever before.

I will describe this ongoing shift in US public library services to teens, focusing on six current trends. These include increasing movement toward:

1. A focus on what the library does over what the library has.
2. An emphasis on information and information services in digital forms and formats.
3. A focus on the library as place.
4. Broadening literacy and learning goals beyond reading.
5. Greater teen involvement in service design and delivery.
6. Increased outreach and collaboration with non-library agencies.

Each of these six trends is discussed below, with examples from library policies and programs to show how they are playing out in libraries across the country.

Trends in US Public Library Services for Teens

1. What the Library Does over What the Library Has

The first trend involves a growing focus on what the library does over what the library has. While the vast majority of the US public tends to equate “books” with “libraries,” leading teen services librarians think in terms of leveraging library resources and services to support teens’ healthy development as their primary service goal, as opposed to focusing on building great book collections.³ This means that cutting-edge teen librarians view positive impact on teens’ lives as the ultimate goal of library programs and services, first analyzing youths’ needs and then designing collections, programs, and services to meet those needs. They think of their collections as just one part of a broader set of resources and services together intended to improve the lives of adolescent community members.

This impact-focused conceptualization of public library services for teens can lead to dramatic changes in strategic planning and daily library operations. For example, in preparation for building a new library, the city of Richmond (CA) oversaw a community needs assessment that involved asking community members from all major community groups what they wanted from their public library. The needs assessment led to the formation of a new strategic goal for young adult (YA)⁴ services at the Richmond Public Library, that “the ‘whole teen’ is nurtured by library programs and services; [and] teens have a distinct area of their own in the library.”⁵ Note that the YA collection is not mentioned in the strategic goal.

Analysis of data collected from community members as a part of the needs assessment further indicated that the library’s teen services priorities should be: “Services that support both the recreational and academic lives of predominantly middle school aged youth; a distinct acoustically isolated teen space with a teen-friendly environment; and constructive activities as an alternative to violence.”⁶ Again, note the absence of explicit mention of the library collection. This does not mean that the Richmond Public Library places little value on its collection. Rather, it means that the collection is just one aspect of teen services, with strategic goals guiding collection development and use, as opposed to aiming to collect the “best” available materials—those judged by professionals to be of the highest literary and artistic quality.

The needs assessment also led to identification of a suite of teen programs to offer, including “SAT preparation, computer instruction with emphasis on gaming and other topics of particular interest to youth, poetry slams,” and programs related to “all aspects of technology, music, writing, [and] public speaking.”⁷ Many of these programs will likely incorporate elements of the library collection, but regardless, all will be designed with the ultimate goal of supporting teens’ happy and healthy development and making positive impacts on teens’ lives.

2. Information and Information Services in Digital Forms and Formats

The second trend in US public library services is an increasing emphasis on information and information services in digital forms and formats. Both teen services and teen collections are moving more deeply into the digital world, with a strong emphasis on social media education and services. We know from the research that high school students use social media for collaborating on homework, organizing school club activities and sports practices, coordinating participation in civic organizations and volunteer activities, creative writing and other creative pursuits, and seeking emotional support from peers and family members.⁸ Recognizing the range of social and educational benefits that teens can derive from social media use, many teen librarians are incorporating it into their teen programs and services, offering homework help, leading book and other media discussion groups, and teaching teens how to be good digital citizens.

The Teen Zone Social Media Ambassadors program at the Lawrence (KS) Public Library (LPL) serves as a good example of a social media–based public library program for teens. The program was designed for teens to volunteer a few hours each week to promote the library via social media, performing tasks such as vetting book reviews, art submissions, and other contributions from teens in the community and posting them on the Teen Zone Tumblr; reblogging web content likely to be of interest to community teens; tweeting out library news and events; and taking and then sharing photos of library events online in any of the library’s various social media accounts. The program was intended to generate publicity to benefit the library, increase interest in the library among community teens, and benefit participating teens by giving them volunteer work experience that they could use as they build their college and career resumes.⁹

LPL recently completed the first year of the new program. According to Molly Wetta, collection development librarian and Ambassadors program supervisor, results from the first year were mixed:

We promoted the program to our older teen library users and reached out to the high school journalism and English teachers to pass it along to potential volunteers, but got zero applications except from one longtime volunteer who I knew was involved in journalism. She did well for a while but then got busy with school and other projects and had to leave the program. We are still contemplating ways to try it again next year, because in principle, it can be a great opportunity for both libraries and teens to have user-generated content. . . However, it really wasn’t a time saver for staff as we had intended. And we thought teens would respond better to teen-generated content and that the ambassador would promote the library’s accounts to peers, which did happen. We were better able to connect with high school social media accounts and got new high school followers because of it. So it wasn’t a total loss, it just didn’t turn out exactly how we had initially envisioned it.¹⁰

The Ambassadors program highlights the importance of creativity, flexibility, and persistence in developing teen library programs that use new and emerging digital information forms, formats, and environments as libraries explore how best to provide teen services in these new information environments.

3. The Library as Place

The third YA service trend is a growing focus on the library as place. Despite the emphasis on the digital world, US public librarians continue to stress the value of the physical library as a place for teens to gather and for individual use as well. Many librarians are thinking about the importance of the library as place even more strongly than in the past.

In one of my past studies, Kuhlmann et al. studied how US teens use public library spaces and why they value libraries as physical places.¹¹ We found teens to use teen spaces in libraries for access to technology, for study space, as places for conducting leisure pursuits such as reading and game playing, and as places to socialize with peers. The emphasis on the library as place can be seen in the Richmond Public Library’s community needs assessment discussed above. In response to what they learned from the community needs assessment, the assessment team built the following service objectives into planning for the new library building:
The new library will have an acoustically isolated, visible, teen-friendly area with computers, lounge and table seating, and collections that are attractively displayed. Programs of all types will be offered regularly, including SAT preparation and computer literacy. A structured volunteer program will encourage youth to contribute to their community. Teens will be given an orientation to the Teen Center prior to using it to explain its use and expected conduct.¹²

Thus, recognition of the role of the library as a physical gathering space led to care in making the new teen space comfortable and inviting to teens. The role of the physical library space is especially important in economically disadvantaged communities such as Richmond, where teens often live in neighborhoods with inflated crime and violence. Public libraries are public buildings, open to all and therefore not guaranteed to be completely safe spaces. Still, with library staff providing adult supervision and watchful eyes, often they are safer places for teens from disadvantaged communities than most other places in their communities where they can go in their free time.

4. Literacy and Learning Goals Go Beyond Reading

The next trend is a broadening of literacy and learning goals beyond reading. Traditional reading and writing skills remain fundamental to literacy, but the definition of literacy has expanded. Teens today must be able to read, write, and interact across a range of platforms, tools, and media from signing and orality through handwriting, print, TV, radio, and film, to digital social networks. Literacy is no longer viewed as a mechanical process, but is understood as the construction of meaning. This expanded definition of literacy impacts the types of services, programs, and collections that libraries provide, as well as the nature of the work that library staff perform.¹³

Again the connection to information and information services in digital forms and formats is key. While most US public libraries continue to promote books and teen reading as a core focus, many are moving toward equal emphasis on digital literacy and “making” (creation activities, such as those occurring in makerspaces and learning labs). As a result, the role of the public librarian is becoming more fundamentally educational than ever before. This movement positions public librarians as public educators and public libraries as public education institutions, with a focus on public librarians as digital literacy educators.

What exactly is digital literacy? ALA’s Digital Literacy Task Force defined a digitally literate person as one who:

• possesses the variety of skills—cognitive and technical—required to find, understand, evaluate, create, and communicate digital information in a wide variety of formats;
• is able to use diverse technologies appropriately and effectively to search for and retrieve information, interpret search results, and judge the quality of the information retrieved;
• understands the relationships among technology, lifelong learning, personal privacy, and appropriate stewardship of information;
• uses these skills and the appropriate technologies to communicate and collaborate with peers, colleagues, family, and on occasion the general public;
• uses these skills to participate actively in civic society and contribute to a vibrant, informed, and engaged community.¹⁴

This focus on public libraries as digital literacy educators is evident in the Seattle Public Library’s Strategic Plan, which states that:

Beyond becoming the source for practical information, the Library must seize the opportunity to become the place where anyone can become tech-savvy. For instance, the Library will develop places where teens can edit and develop audio, video and text for multimedia projects using state-of-the-art technology. Teens aren’t the only ones who want to sample the latest technology, though they are certainly a good group to start with. We see the future Library as a learning lab where people can experiment with a variety of tools to see what might help them to turn ideas into reality and share them with others.¹⁵

Over the past several years, YALSA (the teen services division of ALA) has also made promoting digital literacy a core campaign. YALSA has introduced programs such as Teen Tech Week, which encourages teen librarians to focus one week each year on teaching teens about the ethical use of digital information and on providing high-interest programs that promote improved digital literacy skills. The wide range of the programs participating libraries have offered during past Teen Tech Weeks is impressive, including such programs as: “robotics demonstrations, a Hollywood digital sound effects guest speaker, geocaching, a technology petting zoo, digital photography and photo editing, QR code scavenger hunts, retro technology and gaming events, and teens making their own library memes.”¹⁶ Creative librarians around the country are working to harness teens’ interest in entertainment and technology to devise creative informal educational experiences such as these that can build crucial literacy and digital literacy skills.

5. Teen Involvement in Service Design and Delivery

Next, in line with viewing positive impacts on teens’ lives, as opposed to building high quality library collections, as the driving goal behind library program and service design, the fifth trend is an increase in teen involvement in service design and delivery. Many US public libraries are working toward a vision of including teens as partners in both the design and delivery of teen services. Probably the most current common method for including teens in program design is the use of TABs—Teen Advisory Boards. Increasingly popular in small, medium, and large public libraries across the country, “a teen advisory board creates a specific role for teens in the library and formalizes their inclusion into the decision-making processes.”¹⁷

For example, at the Cherry Hill (New Jersey) Library, my own local public library, Teen Librarian Melissa Brinn runs an active TAB. Teens interested in participating must complete written applications, and interviews are held once each year to select TAB members. The TAB meets about two times a month during the school year to plan library programs and promote the teen department, to play book- and writing-related games, and to socialize as a group. TAB volunteers receive public service (volunteering) hours in exchange for their time. Many local schools have public service hours requirements, making service on the TAB particularly attractive to teens looking to fulfill volunteer work requirements. In past years, Cherry Hill Public Library TAB members have designed and delivered a wide array of library programs, from children’s storytimes to interactive murder mysteries. (See here for a sample TAB application form)

However, TABs and other similar groups only enable small numbers of community teens to play a role in program and service design. Subramaniam, among others, has argued that to meet the needs of more teens, especially teens from disadvantaged backgrounds,

surveys, interviews, and forming a teen advisory council [TAB] are no longer sufficient when designing teen programs. Instead, it is time to involve teens themselves as co-designers of programs and services. Teen services librarians need to apply interdisciplinary approaches to establish equal partnership and learning opportunities that facilitate discovery and use of digital media.¹⁸

As of yet, however, few US public libraries involve teens deeply enough to meet this ideal, and deep and lasting teen partnership in library services remains mostly a future vision.

6. Outreach and Collaboration with Nonlibrary Agencies

Lastly, there is a movement toward increased outreach and collaboration with nonlibrary agencies. To maximize service impact and efficiency, teen librarians are increasingly looking to offer joint services with other agencies that serve teens, often moving library services outside of library buildings to places where teens can be more easily reached. Katz discussed public library and school collaborations, suggesting that there are four characteristics of successful collaborations: communication, cooperation, respect, and practical ideas.19 Schools are probably the most common agencies with which US teen services librarians tend to form lasting collaborations, but some teen librarians collaborate with a range of agencies, such as local businesses, religious organizations, government agencies, and more.

For example, the Richmond Public Library community needs assessment described above establishes plans to collaborate with several community agencies to achieve their new vision of teen library services:

In developing a Volunteer Academy, the library will work with local middle and high schools that require students to do community service, to publicize the program and develop volunteer opportunities that meet school requirements. The Arts & Culture Commission and the Recreation Department will partner in providing programs for teens.²⁰

Each of these community partners—the schools, the Arts & Culture Commission, and the Recreation Department—shares with the library the fundamental goal of improving teens’ lives—a shared mission that leads to a natural partnership. In collaborating with the library, the other agencies can increase the impact of their services by sharing staff, knowledge, and other resources, and together with the library they can reach more teens more efficiently than on their own.

Bringing Teens into This New Library Scene

Although these six trends in public library services are occurring in many cutting-edge libraries across the country, there are challenges to implementing them more broadly and to helping teens move beyond the persistent view of libraries just as paper book providers. Indeed, my own recent research with high school students in a technology-focused public high school showed students to have “a widely held perception that libraries represent an outdated past, whereas technology represents these teens’ everyday reality. Few saw libraries as relevant to their daily lives, yet most saw social media as relevant.”²¹ More effective marketing to teens and adults is needed to make the public aware of these changes. The lack of public awareness of the full range of available teen services is compounded by an ongoing emphasis in the professional writing, which focuses predominantly on the discussion and promotion of books.²² The library field itself must embrace this future vision of broader, impact-based library services before we can hope to convince the public of its significance.

Moreover, these trends are occurring during a period of ongoing tight funding for most US public libraries. In the wake of the 2008 recession, many libraries have experienced multiple years of local and state funding plateaus or even cuts. The recession may now be over, but most public library budgets have yet to rebound. Now more than ever we must work to help the public understand
the changing nature of teen services to ensure future public support for stronger funding of our public libraries and to enable more libraries across the country to meet the powerful potential of public libraries as a fundamental social structure and beneficial influence on teens’ lives.

Still, US public library services for teens are by no means doomed to fail. The single most important element for future success is the potential for teens to develop deep interest and enthusiasm in their libraries. Luckily, this potential remains strong. As the title of this article indicates, when shown the full range of services that today’s public libraries have to offer, teens will often respond positively and become eager public library users. The quote that inspired the title of this article (“Hey! The library is kind of awesome!”) comes from my recent study of high school students in a technology-focused public high school, which I referenced previously.²³ The young woman who made this announcement hadn’t used a public library in several years and had assumed that they were outmoded and useless. One day she happened to visit her local library and realized that it had much to offer her, from leisure opportunities, to homework support, to social engagement, to a welcoming place she could frequent other than home, school, or commercial spaces. If we can spread this message of the broad range of available library services to teens across the country, we can ensure the continued healthy growth of the field, and more importantly, the continued power of US public libraries to enrich teens’ lives for many generations to come.

References and Notes

1. G. Edward Evans and Thomas L. Carter, Introduction to Library Public Services, 7th ed. (Westport, CT: Libraries Unlimited, 2009), 3.
2. Denise E. Agosto, “Why Do Teens Use Libraries? Results of a Public Library Use Survey,” Public Libraries 46, no. 3 (2007): 55–62.
3. To read about the national survey that showed the US public to equate books and libraries, see: Cathy De Rosa et al., At a Tipping Point: Education, Learning and Libraries (Dublin, OH: OCLC Online Computer Library Center, 2014), accessed May 6, 2016.
4. In US public library services, the term “young adult” most frequently refers to youth ages 12–18. This article uses the terms “teens,” “adolescents,” and “young adults” interchangeably, with a preference for the term “teens” since it is commonly used by youth in this age group to refer to themselves. For a discussion of these various terms and their use in library literature and practice, see Denise E. Agosto, “Envisaging Young Adult Librarianship from a Teen-Centered Perspective,” in Transforming Young Adult Services, ed. Anthony Bernier (Chicago: Neal-Schuman, 2013), 33–52.
5. Richmond Public Library, Library Plan of Service: Needs Assessment for the Richmond Public Library, February 2009, p.0.1, accessed Apr. 22, 2016.
6. Ibid., p.0.6.
7. Ibid., p.3.7.
8. Denise E. Agosto et al., “Teens, Libraries, and Social Media: Myths and Reality,” Public Library Quarterly 34, no. 4 (2015): 318–327, doi:10.1080/01616846.2015.1106892.
9. Lawrence Public Library, “Teen Zone Social Media Ambassadors” (2015), accessed May 4, 2016.
10. Molly Wetta, email communication with author, May 5, 2016.
11. L. Meghann Kuhlmann et al., “Learning from Librarians and Teens about YA Library Spaces,” Public Libraries 53, no. 3 (2014): 24–28.
12. Richmond Public Library, Needs Assessment, p.2.16.
13. Linda W. Braun, et al., The Future of Library Services for and with Teens: A Call to Action (Chicago, IL: Young Adult Library Services Association, 2014): 4.
14. ALA Office for Information Technology Policy, Digital Literacy, Libraries, and Public Policy (Washington, DC: American
    Library Association, 2013): 2, accessed Apr. 29, 2016.
15. Seattle Public Library, My Library: The Next Generation, Strategic Plan 2011–2015, Feb. 23, 2011, p.10.
16. Denise E. Agosto et al., “Getting the Most from Teen Tech Week: Lessons from the TTW Survey,” Young Adult Library Services 12, no. 4 (2014): 5.
17. Natalie Houston, “Building a Foundation for Teen Services,” Young Adult Library Services 9, no. 2 (2011): 9.
18. Mega Subramaniam, “Designing the Library of the Future for and with Teens: Librarians as the ‘Connector’ in Connected Learning,” Journal of Research on Libraries & Young Adults 7, no. 2 (In press): 3.
19. Jeff Katz, ”A Common Purpose: Public/School Library Cooperation and Collaboration,” Public Libraries 48, no. 3 (2009): 28–31.
20. Richmond Public Library, Needs Assessment, p.3.8.
21. Denise E. Agosto et al., “Teens, Technology, and Libraries: An Uncertain Relationship,” Library Quarterly 86, no.3 (2016): 261.
22. Agosto, “Envisaging Young Adult Librarianship.”
23. Agosto et al., “Teens, Technology, and Libraries,” 259.

The post Hey! The Library Is Kind of Awesome! Current Trends in US Public Library Services for Teens first appeared on Public Libraries Online.

One issue that recently came up for my library involved appropriate number of open hours. With a population base of a bit over 5,000, my library is open fifty-one hours a week. But one board member felt this was inadequate; they suggested being open sixty hours a week, while another argued that being a small, relatively rural library our resources were already strained and we should reduce our hours. The discussion turned into one of obligations. What began as a discussion of the library’s obligation to patrons evolved into a discussion about the institution’s obligations to staff.  With a small staff (4.5 FTE), increasing hours would put additional strain on library workers and in particular the director, who would in effect, become ‘on call’ seven days a week.

For me, the discussion raised another issue: is the library’s obligation to the existing demographics of the community or to a more diversified perspective?  Specifically, consider collection development, programming, and displays. Should we offer only that which applies to our known community’s demographics? Or should we try to broaden outlooks and horizons? Many times our decisions in these areas are shaped by our users.  We might put up a holiday display because we believe our community expects or supports that perspective. But are we sure? Should we, in fact, be displaying alternative views as part of an obligation to support lifelong learning? Would we draw more users if we expanded beyond our perceived local culture?  Is this not part of obligation, also? While it may be easy to say we should do both–support our community’s demographics and expand on the status quo–the finances and/or politics of many libraries may not allow for such a broad spectrum of activities or materials.

We can also expand this question out to larger professional organizations. Is the obligation of a state agency to all institutions within its jurisdiction? One might answer, yes, of course!  But the question becomes whether this is a feasible possibility.  In most states there are urban and rural libraries, large bureaucratic establishments, and small independent organizations; there may also be municipal libraries and libraries in nonprofit organizations, with differing structures and needs. On a national level, the issue is confounded as there are an even greater number of variations.  Consider something as mundane as where a national event will be held?  The problem arises that no one location can inherently serve everyone.

Personally, I believe all public library organizations of any size have the obligation to provide a broad base of perspectives, as reflected in materials and activities, and the obligation to strive for as much diversity as is feasible. To that end, on the national level, I support organizations that make mindful efforts to rotate conference location. On a local level, I support state agencies that offer diversified support to different levels and kinds of libraries.

On the daily level of library operations I make a conscious effort to assure my collection is diverse in terms of the topics and peoples it represents. I seek out programs that are unique or unusual. I am ecstatic when I find things that most people have not encountered and thrilled when I hear patrons speak of finding something they never knew about before. I am considerate of all holidays and celebrations–not only putting out the materials or iconic images of those who most participate or that which is most common.

When I consider my obligations for my library I think about challenging common thought patterns, offering a path into places unfamiliar, and helping to support diversity; those considerations shape my obligations to my library.  I see this as my obligation not only to my library, but to my community and the well-being of our world.

The post The Obligation of Libraries first appeared on Public Libraries Online.

The Library as Refuge
A recent Public Libraries Online, The Little Library That Lent a Hand, detailed how the Ferguson Municipal Public Library District in Missouri remained open during the recent protests, encouraging protesters to take refuge in the library as a quiet place to ponder, a safe area, and even as a space for learning and meals when schools were closed. We celebrated the library director, Scott Bonner, for remaining open as an oasis to those exercising their rights. He is amongst the 2015 Library Journal Movers & Shakers.

The Library as Educator about Rights
Public libraries across the country have gone even further to aid communities working for social change. The New Orleans Public Library has hosted “Know Your Rights” seminars for teens and adults in partnership with the New Orleans Police Department. It offered an opportunity for communities to meet and foster relationships with officers from the local precinct. Moreover, residents could ask real world questions such as those listed on the publicity flyer, “Do I have to show my ID?”, “What does reasonable suspicion mean?,” and “When does an officer need a warrant to perform a search?”

Oakland Public Library responded with “Listen, Learn, Participate: #BlackLivesMatter,” an ongoing series of programs. OPL has placed itself directly into the center of the community, providing information and discussion on issues surrounding racial inequality. They are hosting lectures, documentary films, and maintaining an online finding aid for researchers seeking to learn more through the libraries collections. Read more about their work at http://www.oaklandlibrary.org/blogs/from-main-library/listen-learn-particiate-blacklivesmatter-event-series. Similarly, the Multnomah Public Library in Portland, Oregon established a resource page for researchers studying the issues at https://multcolib.org/blog/20141211/%E2%80%9Ci-can%E2%80%99t-breathe%E2%80%9D .

William “Billy” Martin,  renowned civil rights attorney and guest on MSNBC’s Politics Nation, presented “Is Stand Your Ground Law a Great Idea Today?” at the DC Public Library. In Wisconsin, public librarians partnered with the ACLU to host “Know Your Rights! AN ACLU Workshop at Milwaukee Public Libraries,” a series of discussions in English and Spanish.

The Library as a Launch Pad for Civic Engagement and Civil Rights
A group called “Utah Against Police Brutality” held a series of planning and organizing meetings at the Salt Lake City Public Library. Partnering with the Salt Lake City Tribune, the group held the “Town Hall Meeting on Deadly Force:  A Community Response to Police Shootings” also at the Salt Lake City Public Library.

Minneapolis high school students gathered in front of the Minneapolis Central Library on Nicollet Mall to share poetry and remarks before marching around the downtown area to protest the recent deaths of unarmed black men Michael Brown in Ferguson, MO and Eric Garner of New York City. A group of Activists calling themselves “First Night against Police Violence” planned a “die-in” to protest police brutality in front of the Boston Public Library in the Copley Square Area during the First Night celebration to celebrate the New Year.

Customers are turning to public libraries as an oasis for information, and even as a place to express their civil rights. Many public libraries are taking the lead in educating customers about their civil rights and supporting the community. How is your library responding?

Sources

“Is Stand Your Ground Law a Great Idea Today?,” http://dclibrary.org/node/46956

Kristina G, on Jan 13, 2015 (8:30 AM) “Know Your Rights! An ACLU Workshop at Milwaukee Public Libraries / Conozca sus Derechos! Un Taller en Milwaukee Public Library,” http://www.mpl.org/blog/now/know-your-rights-an-aclu-workshop-at-milwaukee-public-libraries-conozca-sus-derechos-un-taller-en-milwaukee-public-library

Lonetree, Anthony. “Students rally in Minneapolis against police brutality,” Star Tribune Updated: December 8, 2014 (5:15AM) http://www.startribune.com/local/minneapolis/285041591.html

“Police Brutality Town Hall,” Salt Lake City Weekly. http://www.cityweekly.net/utah/police-brutality-town-hall/Event?oid=2720511

Quinn, Garrett “Protests against war, police brutality planned around Boston First Night activities,” December 29, 2014 (6:31 PM) http://www.masslive.com/news/boston/index.ssf/2014/12/protests_against_war_police_brutality_first_night_boston_2015.html

“What Libraries Do: Scott Bonner, Ferguson Municipal Public Library, MO,” Library Journal, Movers and Shakers 2015, Community Builders: March 15, 2015. p. 58 Volume 140, No. 5.

Zeman, Marybeth. “The Little Library That Lent a Hand: Ferguson Municipal Public Library,”: Public Libraries Online, February 12, 2015. https://publiclibrariesonline.org/2015/02/the-little-library-that-lent-a-hand-ferguson-municipal-public-library/

The post Public Libraries are the Place to Learn and Exercise your Rights first appeared on Public Libraries Online.

Hidden Disabilities
Inclusion and acceptance are key themes for our ASD community. Often ASD families simply feel unwelcome, judged, or on display in public venues, due to some atypical behaviors and sometimes the appearance of their kids. Often both patrons and staff judge kids and families on the spectrum because their disabilities are less obvious than a wheelchair. Libraries especially can be difficult to navigate for spectrum families due to its quiet or perceived quiet atmosphere.

In Colorado
The Longmont Public Library in Colorado serves over 86,000 residents and is the only public library in the city. Longmont has a rich tradition of cultural and social-economic diversity. Our Children and Teen’s Services department reflects this wide range of patrons. Fostering opportunities for inclusivity is a tradition and priority for the City of Longmont government which supports our library.

David Kling shows kids our Lego display

Safe and Accepting
The Children and Teen’s Services Department wrote a grant through the Library Services and Technology Act (LSTA) through the Institute of Museum and Library Services (IMLS). This allows us to offer materials beyond books, movies, and music. Some of our materials include noise cancelling headphones, developmental toys, and iPads with special ASD Apps.  We also have programs in Spanish available. While these special materials and programs are wonderful to offer, most of our ASD families are just thrilled to be in the library with our plain books, movies, and computers. Trained volunteers such as Special Education Teachers are usually willing to help. The feedback from our ASD families has been that they just want to use library materials—like our other patrons—in a safe and accepting atmosphere. Special Access Browsing allows this population to do that.

Inclusion
We’ve offered Special Access Browsing for a couple of years now. Our ASD patrons and their families are starting to come into the library and use our services at non-Special Access Browsing times. We’ve earned their trust. Our entire staff is eager and interested in providing the best service and materials possible to every patron population, including people and families affected by ASD. Inclusivity must be championed in direct and meaningful ways for all our patrons. Begin to serve your ASD families by hosting a Special Access Browsing time. It all starts at the library.

The post Special Access Browsing for Kids with Autism Spectrum Disorder first appeared on Public Libraries Online.

There are two components to our everyday speech that affect how people perceive our tone: the words we use and their inflection. Choosing the wrong words to speak—those that discount the service you’re trying to sell—can leave patrons feeling poorly about your library, even if they are communicated in a happy tone of voice. Similarly, speaking only in positive language but sounding unsure or impatient will make it difficult for patrons to trust what you’re saying. In short, when we speak to patrons at a service desk or anywhere within the walls of our library, we are trying to sell them on a particular service—using a database, signing up for a program, or requesting an item through ILL, for example— or the library itself. This is now the case more than ever thanks to the library’s changing role in its community.

So how can we tweak our everyday language to sell ourselves better? Avoid negative phrases like “I don’t know.” Instead say something like “Great question! Let me look into that.” or “Let me connect you with…”  It’s perfectly fine not to know something, but offer to find out the necessary information, or direct the patron to someone else who can help. Further, avoid overly formal expressions such as “Please be aware…” and “I just want to make sure you know…” A more personalized alternative to very formal speech such as will make each patron feel valued as an individual rather than a number. No need to state that you’re going to tell them something. Just tell ’em!

Also, never say your library does not offer something without offering an alternative. This could be something as simple as “Birdman is checked out right now, but I would be happy to place a reserve for you” or “We don’t subscribe to Database X, but you can get similar information from Database Y; would you like me to show you?” One phrase that I find myself repeating almost weekly at my library is, “Unfortunately we do not offer passports here, but I know the post office does. Would you like their phone number?” Ending every conversation in a positive way will empower patrons to leave your library feeling optimistic, even if you could not provide them with exactly what they hoped to find.

Which phrases have you found particularly helpful –or detrimental—at your library?

[1] Do YOU Have a “Happy” Voice? (2015, February 11). Retrieved February 17, 2015, from http://zarbmeansbusiness.com/2015/02/11/do-you-have-a-happy-voice/

The post Finding Your “Happy Voice” first appeared on Public Libraries Online.

Here is some background on Salt Lake City Public Library’s 24/7 proposal. The idea of remaining open all night came out of a discussion with Jason Mathis of the Salt Lake City Downtown Alliance; Bill Evans, former director of government relations for the Church of Jesus Christ of Latter-day Saints; and Bruce Bastian, one of the founders of WordPerfect software. The three of them were concerned with Salt Lake City’s teenage homeless problem, and inquired if it was feasible for the library to provide space for the teens at night. SLCPL Executive Director John Spears did not want to open the library up at night for only the homeless teens, but instead suggested keeping the library open at night for everyone. When queried , the library board was receptive to a formal assessment of this possibility as well.

For those of us working in public libraries we may be thinking that this 24/7 proposal seems like a potential logistical nightmare, but Spears has clearly put a lot of thought into it. He aims to keep only the bottom two floors open at night, while utilizing runners to fetch items from floors three to six. Security will also be on hand to alleviate concerns over drug use, prostitution, and patrons camping out.  He hopes to use a grant to fund this initiative, and the grant will pay for a permanent set of staff to work the night shifts. The period of the grant as proposed is for two years. After that time has elapsed, the program will be evaluated to see if it will be made permanent.

As expected, there are some concerns from the community. These concerns are primarily about security, the homeless, and alcohol/drug use. Anybody who has ever worked in an urban library knows something about each of these issues. One way to alleviate these concerns is Spears’ desire to fund the two year grant solely with private and corporate donations—no public money will be involved. Regardless, these are still some serious considerations to factor in. Along with. . . Who will really use the library at these hours? Will it be the desired late shift workers, night owls, hipsters, and college students? Or will it instead be a haven for those with nowhere else to go and those looking for trouble? We keep hearing how libraries need to adapt or risk becoming obsolete, but is there really a demand for our urban libraries to be open 24/7? I suspect the majority of patrons who will take advantage of this new implementation will be the displaced, and those looking for a last minute movie rental. For now, this is getting the library some publicity, and creating many conversations in the media. We will all have to stay tuned to see what happens.

Until then, what do you think? Would a 24/7 schedule help serve your community?

The post Up All Night at the Public Library first appeared on Public Libraries Online.

A few months ago, Arlington Heights Memorial Library’s Shannon Distel, Business Services Supervisor; Julie Kittredge, Business Services Advisor; and I ventured out to Chicago to visit five different coworking spaces. Our goal was to better understand the needs and values of entrepreneurs. If you aren’t familiar with coworking spaces, they are shared workspaces where entrepreneurs can have a place to work, meet, create, and collaborate. Chicago boasts more than 100 coworking spaces.[2] Some are geared toward start-ups while others cater to long-time entrepreneurs; you’ll find kitchens and showers in some and gyms in others. Additionally coworking spaces can act as tech-friendly incubators or artsy blank canvases.

Regardless of the space, the trend and message is clear: entrepreneurs want to work where it is quiet but also allows for collaboration; where they can get creative but have business meetings with clients. It is so important for libraries and librarians to recognize this fundamental need of so many entrepreneurs. The good news is that meeting entrepreneur needs simply means ascribing to the coworking concept. Here are some steps that Shannon, Julie, and I have taken:

• Host networking sessions. Shannon and Julie are starting networking sessions that are open to all small businesses, solopreneurs, entrepreneurs, and business enthusiasts. At these sessions, either Shannon or Julie will be in the library’s Business Center to provide information on business services and resources like the business book collections, business magazines and newspapers, investment newsletters, and library databases. Additionally, they will encourage these professionals to network and share business information. Something else that you can do before a business program or workshop is to encourage the participants to introduce themselves and share a little bit about their business and expertise. The important thing is that you are encouraging people to make connections. See more information on networking sessions at http://www.ahml.info/business.

• Rethink programming. This winter, I will have fashion students from a local community college bring their designs and collections to the library. In a casual environment where people can mix and mingle, participants will have an opportunity to talk at greater length with these fashion entrepreneurs and form meaningful relationships. Additionally, Shannon and Julie host quarterly networking book discussions for professionals to exchange business cards and have a thoughtful conversation.

• Share stories. At the Barrington Area Library, I have an ongoing entrepreneur podcast series in which I interview local entrepreneurs about their business path.[3] These recordings are posted on our website and social media. Additionally, in the ongoing Business: It’s Better in Barrington series, local business owners can share their story with the community in the form of videos.[4] Again, this is shared on our website and social media.

Human connections are the main reason that entrepreneurs are drawn to coworking spaces. These professionals do not want to work from home or at an anonymous coffee shop; they want to develop meaningful relationships, share their opinions, and receive feedback from peers. The library has an opportunity to be one of those places where entrepreneurs can succeed and thrive.

Works Cited:

[1] “The Difference Between a Solopreneur and a Side-Gigger (Infographic).” Entrepreneur. Web. 14 Dec. 2014. <http://www.entrepreneur.com/article/239522>.

[2] “Has Co-working Jumped the Shark in Chicago?” Crain’s Chicago Business. Web. 14 Dec. 2014. <http://www.chicagobusiness.com/article/20141108/ISSUE02/311089997/has-co-working-jumped-the-shark-in-chicago>.

[3] https://soundcloud.com/balibrary

[4] http://www.balibrary.org/business/videos.html

The post Working Outside the Box: Meeting the Needs of Entrepreneurs first appeared on Public Libraries Online.

If anyone doubts that libraries respond to their communities in times of emergencies, the Ferguson Municipal Public Library remained the one calming and stable constant in this Missouri town’s tumultuous life as schools, businesses, and other government agencies closed after the shooting death of teenager Michael Brown.

Even when sometimes violent protests erupted, the only librarian on staff, Scott Bonner, kept the library doors open. And when he reached out for help via social networking, many volunteers as well as supporters around the nation joined him in preserving the one glimmer of light during a very dark time in this community.

Although Bonner had only assumed his position in July, he had already developed a relationship with local businesses and the community by opening the library as a meeting space. During a recent interview Bonner explained he had “a very broad definition of librarianship.” [2] That’s why the Small Business Administration, through Bonner’s invitation, had previously used the Ferguson Library as a staging point to meet with business owners affected by storm damage in order to offer emergency loans.

As Ferguson’s sole librarian with a staff of several part-time librarian assistants and one part-time administrative assistant, Bonner operates in much the same way as many small public library directors.  Bonner wears many hats, library director, children’s librarian, reference librarian, all rolled into one.

In August, however, he could never have anticipated how broadly he would define that concept of librarianship, and as a result, elevated that concept, too.

As SWAT team police officers swarmed the streets of this divided community, the news media from around the world occupied every inch of space in this small town, and the Governor of Missouri declared a state of emergency, Bonner made the decision to keep the library open and hung this sign in its window instead:

During difficult times

The library is a quiet oasis

Where we can catch our

Breath, learn and think

About what to do next.

Please help to keep our oasis

Peaceful and serene.

Thank you.[3]

When area schools closed, with the help of volunteers, the library offered classes to up to 200 school children with nowhere else to go.[4] It offered computer access to residents who had none. It offered the news media a place of respite. With the help of some volunteers, Bonner created healing kits for children.

In one of many interviews, Bonner conceded that “if I had any sense, I should have shut down.” Yet he has continued to deliver an important message about libraries and being a librarian.  He emphasizes that what he did was “not notable, just noticeable”.[5]

In interview after interview, Bonner reveals the character, values, and strength of conviction that shaped his decision to remain open and that also shape his role as a librarian.  As he responds to the many questions asked about his decision, his responses always speak to the need to serve the community, to provide information services, and to foster free and open communication.[6]

In an interview with BuzzFeed, he explained that “this is totally, exactly, right in the wheel house of what any library does, what every library does. We have a dramatic moment, and a dramatic circumstance caught the nation’s attention, but this is exactly what libraries do every day.”[7]

Ashley Ford of BuzzFeed tweeted that the Ferguson library would be open and solicited donations.  “We all know that books save lives, please donate…”  Saves lives.  That resonated with the world in the midst of a town infuriated by the loss of life. Authors Neil Gaiman and John Greene joined her as did Reading for Rainbows.  It seemed that everyone admired this little library’s courage.

Donations keep coming in. Right now, donations exceed Ferguson’s $400,000 yearly operating budget. Bonner looks forward to hiring a Children’s Librarian this year.

Angie Manfredi, head of youth services for Los Alamos County Library System, NM, started a Twitter campaign soliciting books for the library. She created a wish list for FMPL on Powell’s,[8]

“Thanks to her efforts, we’re going to have one of the strongest collections in the state for civic engagement, civil rights history, and recovering from trauma,” beams Bonner.

No one can dispute his courage during the chaos and conflict in Ferguson.  Buildings burned several blocks from the library building and the doors still remained open.

As a librarian, Bonner’s courage extended well beyond physically opening those doors.  His actions, along with his insights about librarianship might have opened minds about the role of libraries.  It certainly highlighted the important role the Ferguson library played in the lives of that community in crisis.

One little library, one big librarian, one shared vision and dream:  Libraries can transform lives. They serve communities.Every day.

References

[1] Bonner, Scott. 2014. Twitter message from Ferguson Municipal Public Library. (#Ferguson Library@ferguson library). August 15, 2014, 6:07 PM.

[2] An Interview with Scott Bonner. (2014, January 1). (2014, January 1). The Magpie Librarian: a librarian’s guide to modern life and etiquette. Retrieved December 17, 2014, from Magpielibrarian.wordpress.com

[3]Ibid.

[4] Axelrad, J. (2014, December 10). Ferguson library, a community pillar during unrest, gets $350,000 in donations (video). The Christian Science Monitor. Retrieved December 17, 2014, from http://www.csmonitor.com/USA/USA-Update/2014/1210/Ferguson-library-a-community-pillar-during-unrest-gets-350-000-in-donations-video

[5] Miller, R. (2014, September 15). It’s What We Do: Service and sanctuary in Ferguson. Library Journal. Retrieved December 17, 2014 from http://lj.libraryjournal.com/2014/09/opinion/editorial/its-what-we-do-service-and-sanctuary-in-ferguson-editorial/

[6] An Interview with Scott Bonner. (2014, January 1). (2014, January 1). The Magpie Librarian: a librarian’s guide to modern life and etiquette. Retrieved December 17, 2014, from Magpielibrarian.wordpress.com

[7] Ford, A. (2014, November 25). Buzz Feed Books. Retrieved December 17, 2014, from http://www.buzzfeed.com/tag/books

[8] Axelrad, J. (2014, December 10).

Cover Photo Credit: Loavesofbread (CC BY-SA 4.0)

The post The Little Library That Lent a Hand: Ferguson Municipal Public Library first appeared on Public Libraries Online.

The Westport Library in Westport, Connecticut, has contributed a great deal of resources towards several expensive high tech purchases. One such acquisition is the SolidWorks computer-aided design software.[1] This was used to reach out to a niche community—primarily postgraduates trying to hone their skills—a purchase that benefits a fairly small audience.  Funding such projects could be controversial in some communities since it is funneling general funds towards a service that requires a fair amount of expertise to use and hence is fairly limited in reach.  The other way to view this is that the library is providing value to a group that might not otherwise look to the library for services.  It can also be a way to create advocates in the community from different sectors, particularly in this instance where it was in response to a suggestion from a local biomedical engineer.[2]

Generally, these decisions might be difficult to gain support for, but outside funding sources can greatly impact how an idea is sold to the Board of Trustees and the broader community.  The funding for a pair of programmable NAO Evolution robots was provided by a family foundation.[3]   While the funding for the robots was provided, it still required time and effort to promote these purchases, create programming around them, see that they are used in a manner that keeps them in good repair, and avoid any usages that might cause harm to patrons or the device.  This is not for every library, but it seems to have been well utilized by Westport.  The library received a great deal of media attention from news services throughout the country and from Russia, Spain, and Vietnam.[4]  This publicity can greatly enhance the library’s visibility and can inspire community members to look to the library for non-traditional services.

Yet investing in makerspaces is not only about creating media coverage. The high tech resources allow the library to create and share knowledge in new and unconventional ways.  Maxine Bleiweis, executive director for Westport Library, has noted how these additions are in line with the latest information on learning theories and how creating new content shows a high level of understanding of a given concept. She also correlated these costs to subscription costs for databases.[5]

Libraries should consider whether they can and should contribute part of their collection development budget towards new learning technologies. A key question that every library needs to consider when making a large investment of time and resources is how it relates back to the institutions mission.  The mission of the Westport Library “to empower individuals and strengthen the community, providing a welcoming destination that stimulates curiosity, encourages lifelong learning and promotes the open and lively exchange of information and ideas.”[6]  The high tech additions of the makerspace seem to effectively fit into this mission, and they have the resources to support this new technology.

A recurring question in library circles is what the library of the future will look like.  A key aspect of this is the extent to which makerspaces and particularly high tech makerspaces are a part of this future.  While it is unlikely that every library will have highly technical, expensive equipment, it should not be inconceivable that a library can provide this type of support if there is the community desire and the available resources.

Works Cited

[1]    Enis, Matt.  “Westport Maker Space Expands with Robots, SolidWorks Courses and Volunteer Training.”  Library Journal.  Accessed November 22, 2014.  http://www.thedigitalshift.com/2014/10/hardware-2/westport-maker-space-expands-robots-solidworks-courses-volunteer-training/

[2]    ibid

[3]    ibid

[4]    ibid

[5]    ibid

[6]    “About WPL.”  Westport Library.  Accessed November 22, 2014. http://westportlibrary.org/about

Cover Photo Credit: CSM Library CC BY 2.0

The post High Tech Makerspaces first appeared on Public Libraries Online.

The mission of the DRC program is to “provide select probationers and parolees the opportunity to change criminal thinking and behavior through a combination of  counseling, educational programming, and close supervision.”¹ It is a non-resident prison alternative for people with drug addictions who have committed nonviolent crimes. Participants in the programs attend regular Alcoholics Anonymous or Narcotics Anonymous meetings. They also attend and participate in classes designed to help them change criminal behavior, take responsibility for their actions, and see how their behavior affects their lives and the lives of their families. Over the course of the program, clients learn what triggers their addictive behaviors and they develop positive coping strategies. They also work on basic life skills. They may take anger management training, parenting workshops, GED prep classes, and basic adult literacy classes if they need them. The program works hard to involve family members and other supporting individuals in their reintegration process. It also puts clients in touch with services in the community that they might use either while as part of the program, or when they leave. People from vocational rehabilitation programs, Alcoholics Anonymous or Narcotics Anonymous, Behavioral Services, the Department of Labor, the public library, and other area resources come and speak about the various services their programs offer. All programming used by the DRC is driven by the “What Works” body of research that identifies programming and principles that reduce recidivism and promote public safety.

All of these programs are available to clients free of charge while they are participating in the program. If clients consistently test positive for drugs, have attendance problems, or do not progress satisfactorily in the program, they can be reassigned to a traditional jail or prison for the duration of their sentence. The program lasts approximately one year and it has proven very effective. A Georgia State University study determined that a graduateof the program has a three year reconviction rate of 7 percent.² People completing a traditional jail sentence are reconvicted at a rate slightly over 25 percent. And, the program is an effective use of scarce funds. In 2012, it cost $16.40/day for a client to participate in a Day Reporting Center program. In comparison, it costs $50.17 a day to house and feed an inmate.³

A new group of clients begins the program in Tifton every four weeks. Classes vary from four or five parolees to no more than fifteen. The first day in the program can be daunting for many of the DRC’s new clients. They are drug tested and told that drug testing will be an integral part of their lives for the next nine to twelve months. They have new rules to follow, a new schedule to learn, and they receive a large amount of information about the resources that are available to them. Luckily, most clients bring a family member or close friend to act as their sponsor and advocate during this tumultuous period.

Introducing Library As Partner

TTCPL staff were invited to speak to incoming classes in the fall of 2011. The director of the center knew that the library offered a great deal of free programming for children and the idea was that a librarian would come out and tell the clients about activities they could do with their children that would be inexpensive and also help with their rehabilitation. A significant part of addiction rehabilitation is the substitution of good habits for bad, and since many people are strongly motivated by the desire to be good parents for their children, it is often possible to influence people by including their children in the discussion. Library staff spoke briefly about what was necessary to get a library card, and we handed out bookmarks and brochures explaining our services.

As the library staff listened to the introductory lectures that new clients received, it became evident that we had a great deal more to offer these people than a schedule for storytimes. We also realized that the library message was just one of many the clients received that first day and that, if we expected to make more of an impact, we needed to do something more interesting and dramatic than yet another presentation. We were seeing a few of the DRC clients in the library, but we did not think we were doing as good a job as we could to get them in the door and involved in what we offer other community members.

A New Level of Engagement

In late 2013, library employees John Mack Freeman and David Styer were able to work out a system by which we could register library patrons anywhere we decided to set up. The system employs Wi-Fi or Ethernet connections that allow a laptop-based integrated library system (ILS) to remotely hook into our server for instantaneous registration. The ILS that we use also features a stand-alone system to register people in locations that lack an Internet connection. TTCPL is a member of the PINES consortia of Georgia libraries that run the Evergreen ILS. Library staff members have now done library card drives at elementary and high school functions, nursing homes, and assisted living facilities in the area. After a discussion with DRC Director Kay Simpson and her staff, we now offer that service during our monthly presentations to the DRC clients.

Now, instead of a five- to ten-minute talk where some people’s interests may wander, we have a tightly regimented program that introduces DRC clients to the library quickly and easily. About a week before the new orientation, we receive a call from the DRC, letting us know when the event will be. The day before, the staff going to the event packs all of the items they will need, including a laptop, power cord for the laptop, extension cord, Ethernet cord, barcode scanner, pens, blank forms, blank cards, Sharpies (to write names on cards), brochures, and bookmarks.

Because the DRC program is not based in a prison/jail facility, the library staff does not have to undergo the same screening process that many outsiders encounter when attempting to enter a traditional prison. The staff knows us, we are allowed complete access to the facility, and the material we bring to the program is not screened for contraband. This streamlines the process greatly and contributes to the feeling that the staff and external organizations are working in partnership with the clients to help them achieve something positive and worthwhile. We are proud to contribute to that effort.

We arrive at the center about ten minutes before their 9 a.m. start time. During this time, one person will set up the laptop and load the ILS while the other person introduces themselves to the clients and their family members, passing out library card application forms. As people finish the forms, they are passed off to the person with the laptop so that they can immediately begin to register them. Because the ILS is available anywhere, any previous accounts, overdue balances, or other problems can immediately be seen and rectified.

As the tech person continues to register patrons, the other staff person is introduced by the DRC director. Then, that staff person introduces the library and delivers our five minute talk about the library that typically focuses on three main points: education, employment, and entertainment. After the talk, the presenter passes out the new library cards with brochures and bookmarks while the tech person tears down the registering station and packs it back up. Overall, the event takes about one hour of prep time and about one hour of staff time to attend each month. We know that taking much longer than this to explain services to people is probably wasted—the clients are overwhelmed with the amount of information they are receiving (some of it critical to them being able to remain in the program). The carry-home message from our presentation should be “The Library CAN and WILL help you do all sorts of great and useful things. Come see us.” Some groups of clients have more questions than others, and we will stay and talk to people as long as they have questions. The most common questions concern issues around getting library cards for clients’ children, borrowing times, and computer help. In addition, some people ask about programming for their children.

Both clients and their sponsors are able to get valid library cards before the library staff packs up and leaves. The DRC staff strongly encourages all participants in the program to apply for a card during this opportunity, though it is not required. We have noticed that while there are some people in the program that will already have a library card, the majority of the class will not. If we find a client with a card, we will make sure that it is valid and up-to-date and thank the client for supporting the library. Although we have discovered some patrons with outstanding materials, this has been a very small portion of the clientele. If the client has a card with a few fines on it, we will forgive the fines and issue a new card. We believe giving people another way to succeed is an important part of this program.

Best Practices

We have discovered a number of things working with the DRC. Many of their clients have not finished high school and many of them believe a public library is where educated people go to check out books that are not relevant to their lives. They need to hear someone say that the library is full of computers they can use to apply for jobs—they are not likely to read the brochure you handed out or left in a rack for them to pick up. They need to hear someone say that the public library has DVDs they can borrow as well as books and programming for their kids. They need to hear someone say that public library staff will help them do what they need to do, whether that is get an email address, find a book on how to raise a child with a disability, or apply for a job. Most of these clients are not well off, and the DRC staff has heard many comments from clients on how helpful having the library available to borrow materials has been to them. This feedback is, in our minds, another strong indication that the program is worthwhile.

We don’t look at this program as an instance of the wonderful public library coming to the aid of people down on their luck. The clients of the DRC are part of our patron base, and not meeting their unique needs would be a disservice to our community. Although we could use the DRC to help us find a client that has lost or overdue materials, we have never wished to do so. We also do not indicate on any of the clients’ paperwork received from the DRC that they were registered there. As members of our community, they deserve all of the benefits that come with having a library card. And, for people who have typically had negative experiences with authority figures and government agencies, forming a positive connection with these patrons may help their overall community connection in the long run.

The library staff is often asked to do community presentations for funding, service organizations, and other groups, and we try to work in our relationship with the DRC as often as possible. The local library board has been very supportive of a program that grew very quickly from a one-off presentation to a marginalized group to a scheduled monthly event. Since there is very little budgetary impact and minimal staff requirement (the DRC site is less than half a mile from the library and we do our program in approximately an hour first thing in the morning, so there is little impact on library staffing), we feel that this program is nothing but a win for us.

Since we have been registering DRC clients for library cards during their program orientation, we have seen an increase in library visits by program participants. One of the unexpected perks of the program is that DRC staff members have become loyal library supporters. A number of staff members have registered for cards while we were registering clients and have started coming to the library and using services they had not previously known we offer! DRC staff members often hear comments from clients surprised at what they find when they come into the building. Both DRC and library staff members are very pleased with this collaboration and have every intention of continuing to work together.

Bringing This Program to Your Area

If you are interested in starting a program like this in your area, here are a few things you might like to know.

Understand the Programs Near You

If there are groups in prison settings, make sure the people in the program actually get to go home at night. Also, there may be many restrictions as to who is allowed to go into a prison, how many people, what they are allowed to bring into the facility and/or leave there. Prisons sometimes have their own libraries, and there are prison librarians. There may be opportunities to form partnerships that are completely different than the program we do, but they will still be worthwhile. As is the truth in so much of library work, the more flexible you are, the more likely you are going to be able to do something successful and worth doing.

What Kind of Flexibility Do You Have With Your ILS?

Can you search your patron database when you are not in the building? Although we do forgive fines attached to patrons and will issue a new library card free of charge to people in the program, we are not able to forgive outstanding library property. Not being able to search the patron database in real time leaves you open to giving a card to someone who may owe you a significant amount of property.

Find the Right Staff

There may be some judgmental people working in your library; you should leave them there when you go out to do programs such as this. Cultivate a positive attitude. The staff at the Tifton DRC are dedicated professionals who spend their lives coaching, cajoling, and being cheerleaders for people who may never have had anyone on their side before. We need to do the same. We tell the clients, “We are here to meet you where you are now and help you get where you want to go”—just like any other patron that might come in the building.

References

1.  Georgia Department of Corrections, Day Reporting Centers & DRC Lite Fact Sheet, accessed Sept. 30, 2014.
2. Ibid.
3. Ibid.

The post It’s What Works: Outreach to Probationers and Parolees first appeared on Public Libraries Online.

The discussion, for me, was proof that library funding is more political than I ever imagined. A mayoral task force, countless staff meetings, and three public forums highlighted that there were no easy solutions. In the end, I imagine the decisions are the same for any library: it’s either people or materials. Either way you look at it, the patron loses. While it’s easy to suggest that slashing the materials budget or getting rid of highly-paid librarians will solve the problem, there is a fundamental misunderstanding of their symbiotic relationship. If there aren’t enough people, services and processing suffers. If there aren’t materials, the public has nothing to read and the staff has nothing to do; as we all know, overstaffing is incredibly upsetting to taxpayers.

I have also never been too close to the political realities of library funding. Elected officials campaigned on revitalizing our neighborhoods. Home owners were livid at the thought of a library closing (or reducing hours) in their neighborhood. But, while the cries of, “How can the library do this?” rang loud, it was countered by voices asking, “What would you have us do?” Fiscal responsibility is tossed around everywhere these days. I’m all for it. We have a responsibility to be careful and deliberate with taxpayer monies.

The most telling comments were to fire “overpaid” master-level librarians. Why this bothered me was not because I’m one of these master librarians, but rather, what does the public gain by not having trained, educated, and professional staff to serve the information needs of the community? The library community and constituents suffer. We all want the library to succeed. This makes me wonder how we failed to communicate what we do and why we do it. We try to be responsive but we are either hindered by funds, personnel, or technology.

I suppose when this rolls around next year (oh, this year’s discussion didn’t solve any long-term funding issues) that I will try to keep smiling and remember that at least the library community wants three locations, even if we can’t agree on how to sustain them.

Cover Photo Credit: San José Library

The post Maintaining Library Services During Hard Economic Times first appeared on Public Libraries Online.

Former executive-director of LIT and a former school librarian in a juvenile detention center, Jessica Fenster-Sparber, observes that “jails, detention centers, and prisons provide a unique opportunity to address young people’s literacy gaps…excellent school libraries are in dire need at these sites.”[2]

The Challenges

There is a lot more to consider than just encouraging reluctant readers to read. Challenges include:

1. Collection development.
2. Institutional compliance and cooperation.
3. Inclusion of incarcerated teens as part of the public library’s young adult/outreach services.
4. Collaboration with school, correctional facilities and public libraries.

Books for Incarcerated Youth

Public libraries need to recognize literacy’s role in empowering incarcerated teens. Dr. Ernest Morrell, Director of the Institute for Urban and Minority Education (IUME) at Teachers College, Columbia University, explains it best: “Literacy is not just about decoding text. It’s about becoming a superior human being that can act powerfully upon the world.”[3]

Public librarians can access many specialized lists such as The New York Public Library’s Incarcerated Teens: A Booklist and School Library Journal’s From the Underground column.

The good news, however, is that young adult librarians already have the tools to work with this population. Dr. Alfred Tatum, current Director of the University of Illinois Chicago Reading Clinic, calls for the use of enabling text, ”texts that [minority students], (60% of incarcerated teens), find meaningful and that will help them…move beyond some of the tur­moil-related experiences they encounter outside school.” Dr. Tatum stresses that enabling text can “serve as a road map for being, doing, thinking, and acting.” [4]

Incarcerated teens do not want a “one size fits all” collection. Yes, they want urban fiction, but fantasy and other young adult genres appeal to them also. It is up to the librarian to get to know each individual audience.

School Libraries/Public Libraries Partnerships

Collaborative efforts between school districts and public library systems increase programming efforts, too.

In St. Paul, Minnesota, Boys Totem Town, a juvenile detention center, was able to host Young Adult author, Francisco X. Stork, through a partnership with the Ramsey County Library, which helped fund the project. Stork spoke to students about his novel Behind the Eyes (Dutton, 2006), which deals with reform school. The Ramsey County Library’s outreach regularly visits the facility with both books and programs.[5]

Sabrina Carnesi is school librarian at a STEM magnet school in Newport News, Virginia. She promotes literacy services to many formerly detained youth. Her school library’s “Young Gents and Young Ladies” book discussion group addresses tough topics that these kids confront outside of their academic day. [6]

Young adult librarians and school librarians need to be attuned to teens inside facilities and those recently released. They share the same literacy concerns.

Innovation Gained Through Cooperation

Correctional facilities and public libraries are teaming up for pilot programs as new technologies emerge in library services. The correctional facility is a very important stakeholder in planning and is vital to program success.

Presently, Passages Academy has become the first school library to get iPads into the hands of its incarcerated students with, of course, the cooperation of the New York City Department of Corrections.[7]

Through the Urbana Free Library, the University of Illinois School of LIS and IMLS Mix IT Up, Joe Coyle offers a Teen Open Lab, a weekly digital music production program at the Champaign County JDC . The library and JDC hope that these pre-adjudicated teens will continue their library association through this program.

Promoting a Life-long Activity

In many states, teens as young as sixteen, are incarcerated in adult jails. Reading and literacy skills can be the one positive thing they leave jail with.

Barbara Roos, coordinator of teen services for the East Baton Rouge Parish Library in Louisiana and outreach coordinator to the local juvenile detention, gives them another—a Library Exit Packet. It includes an information packet about her library and its services, bookmarks for Text-a-Librarian and online databases, a coupon worth $5 at the library book store, a Fresh Start coupon to erase any fines they had, a previously approved library card, and a free book.[8]

Ms. Roos’ philosophy: We want to keep them reading.

Literacy and Education—The Better Alternatives

Whatever the reasons why they became incarcerated, promoting literacy and education are far better solutions than incarceration. One million dollars invested in incarceration reduces 300 crimes; one million dollars invested in education reduces 600 crimes.[9]  Literacy works.

[1] Chung, S. (2014). Literacy for Incarcerated Teens. School Library Journal, Fall (September). Retrieved October 13, 2014, from http://www.slj.com/2014/09/literacy/literacy-for-incarcerated-teens/#_

[2] Ibid

[3] Morrell, E. (Keynote Speaker) (2014, June 3). Cultivating Youth Voices: Literacy and Agency for African American Males. Building a Bridge to Literacy. Lecture conducted from School of Information and Library Science at UNC, Chapel Hill.

[4] Tatum, A. (Keynote Speaker) (2014, June 3). Bridge to Literacy. Building a Bridge to Literacy. Lecture conducted from School of Information and Library Science at UNC, Chapel Hill.

[5] Marta, M. (2013). Partners In Success. School Library Journal, 11(1) (January 2013), 23-28.

[6] (E-mail interview, 10/09/14).

[7] Fenster-Sparber, J. A.Kennedy, C.Leon, & Schwartz. (2012). E-reading Across the Digital Divide. Young Adult Library Services, 10(4) (2013, Summer), 38-41.

[8] Roos, B. (2012, Spring). Beyond the Bars Serving Teens In Lockdown. Young Adult Library Services, 10(2), 12-14.

[9] Knewton, Breaking the Prison Cycle through Education. Infographic. Houghton Mifflin Company, Inc. 2013. http://www.knewton.com/prison-education/.

The post When the Prison Doors Slam Shut On a Teen: Hope in Literacy first appeared on Public Libraries Online.

Public libraries are not immune to crime. Library directors and administration have a responsibility to ensure their staff has a safe place to work. Library staff members have a responsibility to ensure their library is a safe and welcoming place. How can we ensure our libraries are welcoming places?

Policies

Establish clear policies and guidelines. It is important to clearly communicate to both staff and patrons what is acceptable and appropriate library use. Consistently enforcing the standards is fundamental in creating a library culture that is welcoming to all. Whether it is an argument or a fistfight, rules around disruptive behavior are essential in creating a welcoming atmosphere. It is difficult to feel welcome if other patrons are allowed to engage in disruptive behavior.

Does your library have an unattended child policy? Under what circumstances might children be allowed in the library without supervision? Be clear with parents that the library is a public place, much like a park. Let parents and caregivers know that staff do not control who might be present in the building.

Be proactive

Create a relationship with law enforcement officials or security personnel before you are in the middle of a major incident. Start a conversation with your local police department. Let them know about the types of incidents that may come up in the future. Discuss how best to handle them and what resources are available. Talk to them about issues you’ve seen in the past or trends they are seeing in the community.

Check your state’s privacy policy and be sure you understand what information you are allowed to share about a patron’s library activity. Does your state limit sharing of information about a patron’s presence in the library? What types of information does data privacy law limit? It is important to understand these boundaries before a situation arises.

Most library school curriculums do not spend a lot of time covering what to do if a patron is found defacing library property or engaged in a sex act in the bathroom. Train yourself in how to deal with difficult situations. The Black Belt Librarian and Verbal Judo are both great resources for developing skills and strategies.

Address situations

Smaller disruptions can be gateways for bigger issues. A minor argument in the teen area can become a heated fight if allowed to escalate. Patrons need to be empowered to speak up if they see someone committing a crime. Staff should be open to hearing about questionable incidents and address or report them. Make observing activity in the library part of your routine workflow.

Tackling crime in the library is a long-term ongoing process. Focus should begin in changing perceptions about the library. Educate your patrons and let them know that the library is not a “safe” place to leave children unattended. Deal with inappropriate behavior whenever it occurs. Be observant and vigilant in dealing with smaller situations. This sends a message that inappropriate behavior is not tolerated. Keep the bar for disruptive behavior low to discourage more serious activities.

As libraries, our mission is to promote free speech and idea sharing. As librarians, we have a responsibility to serve the public each day. We are charged with creating an inviting environment that is safe for patrons. By setting high standards for appropriate behavior, being proactive in dealing with situations, and involving law enforcement or security personnel when necessary, we can help to prevent crimes and create public spaces where respect is a basic expectation.

Additional Resources

ALA Tools: Safety and Security

American Libraries Live: Library Security

Graham, W. The Black Belt Librarian: Real World Safety & Security, American Library Association, Chicago, IL, 2011.

Difficult Patron Behavior: Success Stories from the WebJunction Community

Thompson, G.J. and Jenkins, J.B. Verbal Judo: The Gentle Art of Persuasion, HarperCollins, New York, NY, 2013.

Cover Image Credit: Ildar Sagdejev

The post Library Security is Everybody’s Job first appeared on Public Libraries Online.

Entitled “Building Inspiration: 21st Century Libraries Initiative: Reimagining The City’s Gateway To Information, Literacy, Economic Opportunity, And Civic Engagement,” this initiative is a model for collaboration among a large public library system, city government, and a local foundation. The William Penn Foundation contributed $25 million, with an additional  $35 million in total given by city and state government, and private gifts.

Strategic Priorities

How did this major gift take place? The William Penn Foundation’s Grant Overview application says it has “strategic priorities” for closing educational opportunity gaps, and that “it is more important than ever for us to allocate scarce resources for maximum impact.”  As the FLP press release emphasizes, this initiative will incorporate improving physical spaces through renovation and supporting outreach with new programs. The Free Library of Philadelphia is in a unique position to meet critical needs in the community, which makes it an ideal recipient for a significant grant.

In the library’s press release, Janet Haas, MD, Vice-chair of the William Penn Foundation Board of Directors, confirms that libraries are a logical entry point to strategically create meaningful change in communities.  “The community libraries, in particular, are becoming vital neighborhood centers, places where people come together to build community, engage with one another and use tools and resources needed to be successful. Libraries are places of life-long learning, which is why we are so pleased to be a partner in this important work.”

Here are some highlights from the initiative:

Central Branch

The FLP will construct two new areas at the main Parkway Central library, both of which have an entrepreneurial focus. One new area, The Common, will “serve as an active community space where individuals can gather to create, collaborate, and share.” The Business Research and Innovation Center will offer “incubator space for new projects and ideas” and support.

Neighborhood branches

The initiative will fund renovations and programming innovations at five city branch locations, by creating “hubs” to support specific community needs. For instance, the Tacony branch is “situated in the heart of a re-emerging commercial corridor,” so the FLP will focus on developing resources and space for small businesses and entrepreneurs. It should be noted that the five branch locations are prototypes, suggesting that evaluation and further development will continue to develop.

Partnership with City Schools

In addition to other partnerships with community organizations, the Free Library will strengthen its work with the School District of Philadelphia, “to ensure that all public school students receive the academic support they need to succeed.”  The FLP has already taken large steps to collaborate with the School District, including summer and after school reading programs, as well as completing an effort to make sure that all School District students have library cards.

For a deeper look at the initiative, see the FLP press release, or visit www.21stcenturylibraries.org for detailed plans.

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FCPL is a pilot site for a newly developed program by SirsiDynix. According to Justin Swain, end user services consultant for SirsiDynix, FCPL was one of the library systems chosen to try the pilot program because of its openness to innovative services. “FCPL stays ahead of the game when it comes to providing new and unique services to their patrons,” says Swain. FCPL initially offered the dual use card just at their main branch but rolled out the program to all locations in the beginning of September.

I Love My Library Card is a Visa® prepaid card that has few additional fees for the cardholder, compared to many of the traditional options out there. Currently, about sixty cards have been given out at FCPL and about a third of the recipients have registered to use the debit side of the program. There’s hope those numbers will expand as the community becomes more aware of the platform.

“Customers have plenty of choices for prepaid debit cards, but this one offers a couple perks. For one, customers know that a portion of their fees are donated back to the library. For two, the card offers ‘Linkable,’ which is a rewards program that allows customers to get special deals from local and national businesses,” says Marie Slaby, FCPL’s interim manager of community and corporate partnerships office.

Swain agrees. He adds that patron privacy is upheld. It is up to library card customers to sign up for the debit card services. Library card information is not shared with the producers of the debit card and vice versa. “We ensure that all of our products comply with the most stringent privacy standards,” says Swain.

A third perk of the card is the involvement of the library with financial literacy programming. The card can be part of a larger lesson on financial responsibility. There are a number of “unbanked” individuals in the country and in Frederick County. Lower fees allow struggling patrons, who may lack the financial resources and knowledge many of us take for granted, to use the card. Also, no credit check is required.

It can be a bit of a challenge to educate library staff on the positives of this program. Although libraries and fundraising often go hand in hand, staff can be reluctant to understand the value of such a card. Slaby says, “Librarians are wary of offering any product that has a cost. We’ve offered things for sale before—t-shirts, used books, tote bags—but never a financial product. We are having to do a lot of education so that librarians know what prepaid debit cards are and how our card compares favorably to others that are available. But librarians often rise to the challenge of learning new roles in their communities.”

Swain says he is working with libraries in Mississippi and Illinois to implement similar programs, with the hope that other library systems will come on board in the future.

For a more in-depth article on this partnership, visit here.

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I’ve written before about the value of redefining libraries by repurposing them in the outside world. In these instances, inventive librarians have reconsidered the traditional idea of library and instead, brought books and information to the people. Such cases range from bookmobiles of all varieties roaming both urban and rural environments, to library workers setting up shop in various public spaces with the Volunteer Library Brigade. Yet now, librarians have broached a new frontier: libraries on water.

The Floating Library in Cedar Lake, Minneapolis, Minnesota, is a lake-based library of artist-made printed matter. It was conceived in 2013 by Sarah Peters, an artist, writer, and art administrator who sought to create an “experimental public art project that introduces the creative genre of artists’ books and printed matter to people recreating on an urban lake.” Peters resurrected the idea in 2014 and the library spent the last two weeks of August floating on Cedar Lake.

The collection encompasses both circulating and reference items, and a diverse selection of books have been submitted by artists, both local and international. Here are a few examples: “Martine Workman’s Prince Food outlines all of the food mentioned in Prince songs; Caitlin Warner’s Untitled (Mirror Book) is made entirely out of reflective Mylar; and Ady Olson’s (quite useful) contribution is a waterproof instructional manual on how to tie sailing knots.”

How it works: The library may be accessed by canoes, kayaks, paddle boards, or other small watercrafts. Simply paddle up to the 8 foot by 8 foot raft, and peruse the collection on shelves that have been built around the periphery of the raft. It’s designed so you can access the collection from the comfort of your boat! Borrowers receive a plastic bag to protect their items, and are given the option of returning borrowed items at one of four designated locations in Minneapolis.

Check out Peters’ Flickr photo set for more images of the Floating Library. And if you think about it, the idea isn’t actually so strange; after all, spending time engrossed in a book at the beach is a delightful way to spend an afternoon. Do you know of any floating or unusual libraries in your community? Please share in the comments.

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• Are they prepared in terms of collections, services, spaces, programs, staffing and communications?
• Do they have the visibility, identity, and partners necessary to connect with Boomers?
• Are they ready and able to allocate the resources necessary to respond to the age wave?

The traditional paradigm, equating senior services with sedentary and retired adults or homebound individuals, has been replaced by a healthier and more active 55+ population, one that is not restricted to a “one size fits all” description. Some Boomers are still in the workforce, while others are looking to engage in the same activities as their younger counterparts.

Diantha Dow Schull, principal of D.D. Schull Associates and author of 50+ Library Services: Innovation in Action (ALA Editions, 2013) emphasizes that “chronological age is less important than individual preferences and circumstances.”

In some communities, libraries are creating new relationships with older adults by re-branding themselves as lifelong learning centers as well as establishing themselves as vibrant community centers where older adults can engage in and interact with one another.

Many libraries have developed innovative and creative programs and approaches to working with these Boomers including:

• Next Chapter, @ New York Public Library: special programming, new classes, multiple partnerships, grant-funded projects, a blog, and a Facebook page.

• Senior Moments blog (http://www.bklynlibrary.org/blog/senior-moments ), Brooklyn Public Library’s blog that showcases unique programs for Boomers, such as Xbox gaming classes, poetry readings and computer training at the library.Book to Action (PDF), Multnomah County (Oreg.): book-discussion model where participants read a text concerning a particular social issue, such as local farming or domestic abuse, and then visit a local nonprofit working on that issue to help with a service project or community event.

• The Creative Aging Public Libraries Project, a program developed by Lifetime Arts in a partnership with the Westchester (N.Y.) Library System: an arts education program for older adults.

• Connect Care, Queens Public Library: educational health programs and free health screenings at eight Queens library branches in partnership with Albert Einstein Medical Center.

Still, many libraries lag behind; some continue to offer limited “senior” services. Schull says that large-print books, weekly movie programs, and outreach to senior centers or nursing homes are important and certainly merit attention in order to meet the needs of the frail and isolated elderly.

However, Schull emphasizes that libraries need to acknowledge the demographic changes taking place across the country and the potential for libraries to become community centers for the many independent, active, engaged older adults who are redefining aging in America.

The ALA Office of Literacy and Outreach (OLOS) Toolkit, Keys to Engaging Older Adults @ your library: Libraries can empower older adults with engaging programs and services, offers suggestions for programming, key terms, links to resources and partner agencies as well as funding resources and tools for writing a successful grant. It is an invaluable resource for library systems that want to improve or develop a program that keeps pace with the changing face of the Baby Boomer population.

The Baby Boom population has changed the world many times in the last 70 or so years: a 1950s population boom, the advent of Rock and Roll, as well as a Civil Rights and War protest that changed the face of history.

Now, they are demanding changes in library services.

James Welbourne, City Librarian Director at the New Haven, Connecticut Free Public Library, describes the challenges that libraries have in meeting these demands: “There is a new language addressing this population and it is not “senior.” It is about being mature adult, the third age, the next challenge, productive aging, and much more…We have a lot of ground to cover.”

Whatever word we eventually choose, there is no debate—library services for individuals 55+ need to be re-defined in new and creative ways.

*Blogger, Marybeth Zeman, writes from firsthand experience—a “Baby Boomer”, born in the 1950s, she returned to get her MLIS at St. John’s University in 2009 and is presently pursuing a second career in library science. She intends on providing library services as well as receiving them.

Works Cited

[1] Baby Boomer Generation Fast Facts. (2013, November 6). CNN. US. Retrieved August 18, 2014, from http://www.cnn.com/2013/11/06/us/baby-boomer-generation-fast-facts/

[2] Schull, D. (2013). 50+ Library Services: Innovation in Action. Chicago: ALA Editions.

[3] Outreach and Diversity. (n.d.). American Library Report 2014. Retrieved August 18, 2014, from http://www.ala.org/news/state-americas-libraries-report-2014/diversity

[4] Ibid

The post Baby Boomers Aren’t Called “Seniors” Anymore – Next Level Programming for Older Adults first appeared on Public Libraries Online.

At the outset, I would like to point out that there is value in working with different age groups.  A teen may actually benefit more (both educationally and with regards to self-efficacy) by tutoring a tween in a particular subject than by being taught the information by an adult.  In creating activities, however, a librarian needs to consider if opening an event up to a wider public will alienate some of the potential participants.  An example might be creating a coding class that is open to everyone ages 10-18.  If there are teens ages 15 to 18 with some coding experience and then younger attendees with no coding experience, the instructor is going to have a difficult time keeping everyone engaged.  In this instance, there might be greater value in creating both a beginner and an intermediate class.  Will teens engage differently in a book group that is more selective or more inclusive?

To some extent this is about knowing the community you serve.  Some communities find it impossible to reach those between the ages of 15 and 18. If that age group comes into the library at all, it is only to checkout a book and be on their way.  In these communities it makes sense that a teen event might be catered to those between the ages of 10 and 14, because that’s the population who attends.  It can, however, be difficult to determine whether these older teens are not attending because they feel the library does not cater to their needs, or because they simply do not wish to be involved with the library.  For this reason, it is incredibly important for teen librarians to reach out to local high schools and other places where teens are and ask how they can best support what teens want.  Increasingly the library is becoming a place where teens can learn about vocations, college, and other educational opportunities, but that does not mean that they will naturally be drawn to the library.  “Teen” events that do not speak to their interests will reinforce this devaluation of the library.

I am not advocating for every program to have a very specific community in mind, with a different book group for those aged 10-12, 13-15, 16-17, and 18-25 (the growth of “new adult” programming is another topic that was brought up and whether or not this group should be under the direction of young adult or adult librarians).  Firstly, there are very few libraries that would have the space, personnel, or budget to make this a viable option. Secondly, not all programs would benefit from this exclusivity.  Yet, seventeen and eighteen year-olds may face very different issues from younger teens as they get ready for college, leave home, and/or start a vocation.  Focused outreach to this group might not only be of benefit to them, but could also create events that are well attended and future supporters for the library.  Similarly, a program bringing together incoming freshman with those entering their sophomore year could help first year high school students make a smoother transition.

Perhaps my greatest takeaway from this session was that none of these changes happen overnight, but if we can achieve even moderate success, some of these changes can last generations.  Teens have friends and siblings, and if a librarian can convince a few teens that the library can be an ally to them, this can have a rippling effect.  Perhaps, the libraries that have teens attending their events are the ones who listened to the needs of their teen community five or ten years ago and have been flexible enough to meet their changing needs in the ensuing years.  Successful programming is not about what we create, but how we respond. Particularly with teens, we only get a response if we can grab their attention.

Cover image credit: SCA Svenska Cellulosa Aktiebolaget

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Some of the typical methods of linguistic learning have included books, audiobooks, videos, and online subscription services. These online options can create a more interactive learning environment, as well as be readily available to a larger audience on demand. Some of the top programs include Mango, Pronunciator, and Rosetta Stone.  With developers constantly working to make their services more responsive to people’s desired methods of learning, these programs will continue to become increasingly user friendly. Some of them already offer accent and pronunciation correction.[2]

Even if your library can’t afford one of the subscription services, you can direct people to some of the free language websites available. BBC Languages has online videos, grammar, vocabulary, and slang for forty different languages. For the traveler, they also have some essential vacation (or holiday, as the BBC puts it) phrases. LiveMocha is another free online language learning option. Users have to sign up for a free account, but then can access lessons and converse with native speakers from around the world! The social interaction extends to the ability to post your language exercises online for feedback from other members.

Because people greatly benefit from forming relationships and having immediate feedback, face-to-face classes or language groups are a wonderful option. Sometimes it can be a task finding someone qualified to lead a sustainable language program. Paying a teacher can be expensive, and finding the right volunteer can be difficult. At Pikes Peak Library District, Colorado Springs, Colo., one rewarding partnership we made was with a local college. One of the language professors wanted his students to have the experience of teaching others, so we were able to have regular student volunteers with their professor running the group. Unfortunately, when the professor left the school, we were unable to sustain that language group. For ESL learners, we have a strong force of volunteer tutors who work one-on-one or in small groups with patrons, as well as classes taught by adult literacy staff.

If the demand for language materials continues to grow, we will need to continue to do more to provide these services to patrons. Even with scant funding, we can still be creative to help our population become prepared for and better able to succeed in our increasingly global world.

Works Cited

The post Language Learning @ Your Library first appeared on Public Libraries Online.

My library system (Palm Beach County Library System) has two programs scheduled for September called Be Scam Smart. Tasha Carter, Director of the Division of Consumer Services under the Florida Department of Financial Services, will be leading an informative workshop for seniors, their families, and caregivers. The 90-minute workshop is part of Operation S.A.F.E. (Stop Adult Financial Exploitation) and will cover how to spot a scam, outsmart the scam artists, avoid identity theft, and more. Libraries are a valuable resource for patrons on many topics, and assisting senior citizens with keeping their finances and identity safe, is another opportunity for libraries to step up in our communities.

I encourage you to visit the FTC website and order their free folder with six articles and six bookmarks that you can display at your library. The materials are available in English and Spanish. It is possible to order more as needed. Maybe you do not have the time or resources to conduct a program, but you can link your library website (or blog) to the informational video that is also on their page. If your library has conducted a similar program, or you plan to conduct one, please reply in the comments section below with anything you feel is valuable to report to other library professionals. I believe we can all agree that it is unfortunate that rip-off artists exist, but it would also be unfortunate not to take advantage of these free resources to educate our local citizens.

The post Pass It On at Libraries to Help Seniors Avoid Scams first appeared on Public Libraries Online.

Library outreach services to the incarcerated aren’t just about the people inside the jail. Their children and families benefit from library outreach services as well. Long before our nation’s current shift of attention toward its broken prisons and jails, our leading library systems were focused on serving those in jail and their families within the communities.

Children of the Incarcerated

The National Family Resource Network estimates that there are at least 2 million children with an incarcerated parent. Yet that figure doesn’t count the close to 10 million children who have a parent who is under some form of criminal supervision such as probation or parole. [1]

Nicholas Higgins, Director of Outreach Services at Brooklyn Public Library, was well aware of those figures when he started the “Daddy and Me” program while serving as the “jail” librarian on Rikers Island. That program, which fostered family literacy, included children’s visits with incarcerated fathers at Rikers and DVDs of fathers’ reading aloud books sent home to their children. Suddenly, an incarcerated father didn’t seem so far away, thanks to library outreach services.

Televisit

Now, thanks to Nick’s vision, the BPL, a lot of shared collaboration, and an innovative CISCO telecommunications system called Televisit, those “Daddies” are even closer to home.

Televisit, located at the BPL Central Library branch, is a shared video feed between Rikers Island and BPL where inmates and families participate in a shared family literacy program. It is meant to supplement, not replace, in-person visits.

Having Someone In Jail Is Not Something To Be Ashamed Of

Children, from birth 10 years-old, can participate in “televisits” in one of seven semi-private rooms in the Shelby White and Leon Levy Information Commons at the Central branch of the library. The rooms, filled with Muppets, stuffed animals, books, crayons, and giveaways, are inviting and welcoming. Sesame Street characters from the Little Children, Big Challenges: Incarceration video series have been donated by Lynn Chwatsky along with support material from the program.[2] The Televisit rooms, off to one side, offer privacy, but in no way are hidden—BPL wants to reinforce the message that having a loved one in jail is not something to be ashamed of.

Offering Children of the Incarcerated Support

According to Families Left Behind: The Hidden Costs of Incarceration and Reentry, children of the incarcerated experience PTSD symptoms and experience the same grief as a child who has lost a parent—with good reason, too.[3] The 2013 Sentencing Project Annual Report found that 59% of parents in state prisons and 45% in federal prisons had not had any personal visits with their children while in prison.[4]

And children of the incarcerated receive very little support—often they receive just the opposite—teasing, bullying, shame. Through the Televisit program and BPL’s Children’s Services, the children of the incarcerated are being offered that support.

Televisit Overcomes The Obstacles of Time And Distance

Televisit offers the child and the parent help in overcoming the obstacles that the Women’s Prison Association counts as ways to discourage children from visiting a parent in jail[5]:

• Inadequate information about visiting procedures.
• Difficulty scheduling visits.
• Geographic location of prison facilities.
• Family’s inability to afford transportation.
• Visiting procedures that are uncomfortable or humiliating.
• Visiting rooms that are inhospitable to children.
• Foster parents or caregivers who are unwilling to facilitate visits.

Instead of a “drug dog” sniffing a baby stroller in the visitor’s room, Televisit offers the child both a comfortable, safe, and welcoming environment as well as a shared literacy experience with a parent.

Nick Higgins understands that shared moments between a child, a parent, and a book are ones that a child never forgets and he wants to create those moments despite a parent’s incarceration. He wants to expose both parent and child to the library services available to them at the public library. For both parent and child, this shared moment can be a lifelong learning opportunity.

Library Outreach Services Is Where It All Begins

The touchpoint to the parents and the children is at New York Public Library’s and now Brooklyn Public Library’s collaborative jail book services at Riker’s Island. Outreach library services to the incarcerated, book services, literacy programs, and re-entry information services provide the connection to their families.

The services to the incarcerated at Riker’s along with services to their children and families converge at the intersection of what we call “outreach services.” Televisit is a perfect example of services interfacing with each other in order to fulfill the needs of more than one part of the library community.

No One Forgets Being Read To

Nicholas Franklin, Coordinator of Transitional Services at BPL, recently sat in at Rikers with one of the inmates while the inmate visited via Televisit with his one and a half year old at BPL. She excitedly ran around the Televisit room picking up toys to show her father as he responded: he read her a book, he sang a song, he played peek-a-boo. All the while, other inmates passed by; some correctional officers peeked in. The inmate was as engaged as his daughter, oblivious to his surroundings or any interruptions. Finally, his daughter ran up to the large screen and began to blow kisses at the screen. He blew kisses back.

The inmate’s lack of inhibition and his engagement manifested his concern for his daughter and Franklin observed, “I think this experience helped him realize what a positive effect he could have on her life.”

Televisit and Jail Library Outreach Services

BPL’s Televisit embraces the family’s role in early literacy and embraces the library’s role in re-entry and outreach services to the incarcerated.

Televisit recognizes the stark reality that you don’t have to be arrested to be caught in the cycle of incarceration.

The post Library Outreach Services Helps Families of the Incarcerated Stay Connected first appeared on Public Libraries Online.

Because of course a library would hire a social worker. It’s kind of a no-brainer, isn’t it?

As public library professionals, we do our best to serve whomever walks through our doors as ably and as knowledgeably as we can. If we don’t have the answers, we’re committed to finding them so our patrons leave happy, satisfied, and better for having interacted with us. That’s how we roll.

But despite our very best intentions, we can’t always work our magic. Homeless patrons sometimes need more immediate, skilled, or complex assistance than what we can provide during a single library visit. So kudos to DCPL for realizing it just makes sense to have a staff member on board who knows her stuff and wants to share it with colleagues.

Rather than working directly with homeless patrons like her counterpart in San Francisco, DCPL’s newly appointed Health and Human Services Coordinator (i.e. social worker) operates on a system-wide level to develop programs and partnerships that build awareness and sensitivity within the library. Better still, this smart cookie is involving staff in the process. What better way to develop workshops and trainings that adequately address real-life scenarios and questions about serving homeless patrons?

Insights and guidance from a trained human services professional could have made a critical difference in a recent interaction I had with a patron I’ll call Jeffrey. He visited the library on a sweltering evening this summer and asked to speak privately with me, the person in charge that day. After explaining he was homeless and in need of a meal and toiletries, Jeffery handed me what he considered his most valuable possession—his photo ID—and asked me to hold it as collateral in exchange for a loan.

I was stunned. What in the world was I supposed to do? Our library policies strictly prohibit patrons from asking for money and staff from giving it them. But enforcing library policies is one thing, and treating human beings with dignity is sometimes another. After all, I’m a librarian. I help.

What I ended up doing left Jeffrey hostile and me frustrated. I gently explained I’d be happy to help him, but I couldn’t grant his request for money. Instead, I could call a few of our local shelters and arrange for a free city shuttle to give him a ride. I thought I was doing the right thing by helping him find the meal and shower he said he wanted. I wasn’t.

Jeffrey replied angrily that he wasn’t interested in shelters because he’d already gone that route—what he really wanted was cash. You can probably guess things didn’t end well. Man, it all went wrong so fast, and even now I feel like just another person who let Jeffrey down.

Ever since that night, I’ve been thinking about some sage advice I once received: “Don’t try harder. Try different.” I tried my hardest with Jeffrey from within my comfort zone. What I really needed to do was step outside of it and try a different approach. Someone like DCPL’s social worker could have helped me explore more informed strategies that might have made me a better, stronger resource for Jeffrey before he even visited my library.

Now I’m wondering why more public libraries aren’t following the lead of San Francisco and D.C. I don’t know about you, but I could use a little help. I want to try different for Jeffrey, for my other homeless patrons, and for everyone who walks through my doors.

I still think having social workers in the library is a no-brainer. How about you?

Cover Image Credit: http://commons.wikimedia.org/wiki/User:Danielteolijr

The post A Little Extra Help – Why Public Libraries Need Social Workers first appeared on Public Libraries Online.

Along the way, we repeated our standard jokes on how we didn’t learn about this in library school and that this wasn’t really in our job description. The whole process got me thinking: particularly if you are a librarian in a small and /or rural public library, ‘other duties as assigned’ can take on a vast degree of meaning.

In addition to the recent chair, we’ve also assembled tables, desks, bookcases, speaker stands, a lawn bench, signage, and storage containers. I’ve chased bugs and chipmunks out of the library and snakes off our outside walk ways. I’ve cleaned bathrooms, weeded gardens, mopped up leaks, and trimmed hedges. I’ve driven across town to deliver materials and chicken soup to a patron recovering from surgery. We’ve helped our neighbors catch their runaway pet. We’ve cajoled the difficult and ejected the angry. We’ve disengaged as the babysitter, gracefully letting our patrons know that we are not their babysitters. We offered tissues to the distraught.

One might think these duties came about because I work in a fairly small and rural library, but I know that’s not the case. I have also worked in a large urban library, and the (mis)adventures were much the same. It wasn’t chipmunks I chased around the stacks with a trash can, but baby mice. Snakes were not sunning themselves on the walk way, but stray cats. I didn’t weed the garden; instead, I picked up trash from the lawn. But these things were in kind.

I don’t really mind these ‘other duties’ most of the time. They make the day interesting. So now, curiosity prompts me to ask – what has been the oddest thing you’d needed to do that was not mentioned in library school?

The post Who Knew? What They Don’t Teach You in Library School first appeared on Public Libraries Online.

One source of inspiration is the work of Rebecca Howard and Laura Raphael. In 2013, they offered Rethinking Readers’ Advisory: An Interactive Approach as an ALA online workshop. The presentation highlighted Your Next Great Read at the Tulsa County Library. TCL uses SurveyMonkey as a patron intake form. They then use the information gleaned from the form to develop personal reading recommendations. The patron receives detailed information about recommended titles, authors, and related library events. Patrons also receive the resources used to compile the recommendations.

Another option for enhancing your library’s services is by turning to social media. This spring, Your Next Book is on Facebook: Using Social Media in Readers’ Advisory, was offered as a PLA Virtual Conference session. The presenters described how they have enhanced reader services through social media like Facebook, Pinterest, and Tumblr.

In the session, Andrea Gough described how the Seattle Public Library has successfully coordinated social media campaigns to enhance reader services. Posting conversations on Facebook about books allows the library to “crowd-source” suggestions and create lists for others to use. They have hosted weekly chats to generate discussion and highlight areas of the collection. You can see examples on their Facebook page.

Stephanie Anderson of the Darien Library in Connecticut described her library’s use of Pinterest boards to create book lists. One example is their Real-Time Book Recommendations board. Darien Library manages this board as part of the service desk workflow. They allow staff to add titles as they interact with patrons. They have found using Pinterest appeals to an audience that does not typically use the catalog. Darien Library also creates links to their catalog from Pinterest.

Other social media examples highlighted in the PLA Virtual Conference Session include:

• Tonganoxie Public Library Facebook
• Darien Reads on Tumblr
• Darien Library Vimeo
• Denver Public Library Teen Twitter

Even simple ideas can enhance the library user experience. Last fall, the library where I work, Great River Regional Library, launched an Educator Request Form. Through the webform, teachers and homeschoolers can request materials on a specific topic. We developed the form after hearing that this type of virtual service would be useful to educators. It allows our library to offer targeted services to this audience.

Regardless of which idea appeals to you and your users, virtual readers’ advisory is a new and growing area of public library services. Explore these examples to see what might be useful to your patrons.

The post Moving Readers’ Advisory Online first appeared on Public Libraries Online.