Childhood and Culture Reflected Through the Lens of LIS

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Childhood and Culture Reflected Through the Lens of LIS Education: Embedded Practice in Danish Library and Information Science Education Marianne Martens School of Library and Information Science, Kent State University, Email: [email protected]

According to Stearns (2009), culture shapes childhood. The way a society defines culture shapes: (a) how childhood is constructed; (b) the production of literary products and services for young people; and (c) training for library professionals. In 21st century America, children are viewed as a vulnerable population in need of protection, as evidenced by the books that are challenged in schools and libraries every year. In Denmark, however, childhood is constructed differently. While the American-style of helicopter parenting described in Finkel and Fitzsimmons (2013) exists, since the 1980s a cultural shift has occurred, as Danes move from what Juncker (2007) calls a silent, attendant culture to a vocal, participatory culture. Today, young Danes’ right to access culture is mandated through the Ministry of Culture, and libraries and cultural institutions, working in partnership with schools, are largely responsible for providing such access. According to the Royal School of Library and Information Science’s website, Bachelors and Masters degrees in Information Science and Cultural Dissemination emphasize connections between information and knowledge, but also focus on the inter- play between knowledge and culture. As library education changes, children’s library centers in turn are transformed into cultural institutions that incorporate media in all forms, focusing on culture, creativity, and play. This qualitative study uses participant observation gathered in Denmark during summer 2014 at the Royal School of Library and Information Science, libraries and cultural centers, and online analysis. Findings demonstrate how the Danish LIS program addresses changing constructions of childhood and the roles of information and culture, encompassing both aesthetics and play.

Introduction and Context adults are challenged by well-intentioned adults who want to protect young people ur views on culture shape childhood from dangerous content, and the Ameri- O(Stearns, 2009), and the way a soci- can Library Association (ALA) maintains ety socially constructs childhood in turn a list of frequently banned books (ALA, shapes the literary cultural products cre- 1996–2015). In the U.S., “parenting” is ated for young people, and the library ser- viewed as a profession in need of outside vices provided for them. In 21st century guidance and expertise (Stearns, 2009), United States, children are viewed as a vul- from Dr. Spock (1945) to the abundance nerable population in need of protection. of parenting books currently on the mar- Each year, books for children and young ket. This paper uses Denmark as a case study to examine how library service and library and information science education reflects local cultural values. As of February 2015, the United States, Somalia, and Syria are the only countries that have not yet ratified the Convention (UN Office A group of students from Kent State of the High Commissioner for Human Rights, 1989). University visited Denmark for two weeks J. of Education for Library and Information Science, Vol. 56, Supplement 1 ISSN: 0748-5786 © 2015 Association for Library and Information Science Education S69 doi:10.12783/issn.2328-2967/56/S1/8 S70 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE in the summer of 2014 as part of a class cided with a shift from a rural, agrarian called International Children’s Literature society towards an urban, industrialized and Librarianship. Students began the society. In this changing environment, li- course by reading a selection of books braries would serve as centers of enlight- from all continents that were available in enment and personal improvement—for English in the United States, and then vis- educating and uplifting people, and for ited Denmark for an in-depth case study of improving morals. About thirty years af- one country. In Denmark, students visited ter Carnegie libraries began appearing in libraries, cultural institutions, a ministry the United States, the first Danish Public of culture, the Royal School of Library Libraries Act was passed in 1920, but li- and Information Science, a publisher, brary service to children did not start until bookstores, and interacted with Danish 1931. According to Juncker (2007), early families, which allowed them to receive twentieth century library service in Den- many impressions about Danish childhood mark emphasized books; since “children and youth services librarianship. A day- below the school age were illiterates” (p. long visit at The Royal School of Library 157), a commonly-held sentiment was that and Information Science in Copenhagen library service did not need to encompass helped the Kent State University students this population. Much early Scandinavian understand how Danish library training library service for children was modeled addresses the needs of this population, and on American practice. Åse Kristine Tveit connects social constructions on child- (2011) describes how Norwegian chil- hood with library practice. By embedding dren’s librarians were trained at library culture within access to information, an schools in Albany and Brooklyn, New emphasis was placed on the roles of aes- York, from which they imported both or- thetics and play. ganizational techniques (such as Dewey Decimal Classification) and American A Review of the Literature ideologies about providing access to all— including to children. By late twentieth Three areas of literature informed this century in Denmark, views on childhood article: (a) historical perspectives on the had changed drastically, and today, as in emergence of youth services in Danish the United States, Danish libraries empha- libraries; (b) articles on comparative per- size service to children. spectives of international LIS education; As we will see later, the way that Dan- and (c) readings on culture, aesthetics, and ish Library and Information Science (LIS) society. Because of space restrictions, this education inverts the contemporary North article focuses on youth services in pub- American model and alternates theoreti- lic libraries. A future study could examine cal coursework semesters with project practice in school library media centers. semesters actually reflects upon the earliest models for LIS training in the United Historical Perspectives States. Fanette Henrietta Thomas’s 1982 dissertation is a wealth of research on ear- Denmark is a small, Nordic, consti- ly American LIS training, demonstrating tutional monarchy with a population of that historically, practice was embedded 5.6 million people (Central Intelligence in early youth services librarianship train- Agency, 2014). Public education in Den- ing, as is done in Denmark today. At the mark began over 200 years ago, with two turn of the 20th century, in order to enroll Public Education Acts enacted in 1814 in the Pratt Institute’s special course for (“Anordning,” 2012). As in the early part children’s librarianship, “a candidate had of the 20th century in the United States, to pass an examination or have had a year the library movement in Denmark coin- of practical library experience . . . [By] de- Childhood and Culture Reflected Through the Lens of LIS Education S71 voting the program’s morning sessions to relevant: Tisdall and Punch’s (2012) arti- lectures, the afternoons and evenings were cle on children’s rights, Johanson’s (2010) for practical work in the children’s room” article on the role of culture in library (p. 137). According to Thomas (1982), service in Scandinavia, Juncker’s (2007) of all the burgeoning library schools, the work on aesthetics and culture in Den- Carnegie Library of Pittsburgh provided mark, and Andersen, Frandsen, and Hede- the most intensive training for Children’s lund (2007) on empowering youth through Librarians. With a holistic curriculum de- libraries. The 1989 United Nations Con- signed by Frances Jenkins Olcott in 1901– vention on the Rights of the Child (United 1902, candidates “participated in labora- Nations, 1989), which Denmark has rati- tory work in the Central Children’s Room, fied, provides explicit guidelines on the in the branches, and the Home Libraries rights of children to have access to culture. which served the different ethnic and ra- Tisdall & Punch (2012) provide an over- cial communities. Because of the contact view of the move from viewing children with the whole community, the students as passive, dependent, incompetent and were given an opportunity to adjust to the incapable, to modern considerations of various environments they could experi- children as “social actors” (p. 3) who have ence in a professional situation” (p. 140). agency and rights. In addition to considering history of LIS Johanson (2010) provides an informa- education, comparative international per- tive look at library services in Scandina- spectives were sought for this study. via, emphasizing the role of culture for children. The article summarizes changing International Models of LIS Education concepts of children’s culture within the field of childhood studies, describing how Relevant articles comparing interna- connections between childhood studies tional Library and Information Science and policy on children present themselves education, particularly from the youth ser- in understandings of children’s culture. vices perspective, are limited. Adkins and She describes culture on three levels: (a) Higgins (2006) survey youth services in- commercial culture produced by adults for structors about content of youth oriented children; (b) culture produced by adults and classes across three years and five coun- children together; and (c) culture produced tries, and Thompson and Adkins (2012) by children for children, including play. describe barriers to LIS education in Hon- Juncker’s (2007) work on aesthetics duras (and other developing countries) and and culture provides a foundation for an subsequently, barriers to information. The understanding of values inherent in Dan- International Federation of Library As- ish library service, and therefore, is es- sociations is another source. The IFLA pecially relevant to this study. According (2006–2007) Guidelines for library ser- to Juncker, rather than be considered as vices to babies and toddlers and the IFLA work-in-progress “becomings,” children Guidelines for Children’s Libraries Ser- should be considered to be “beings,” com- vices (2003) are sources for international plete with their own needs for agency and library service. empowerment around consuming and cre- ating culture. Unlike previous generations, Readings on Culture and Aesthetics contemporary children are not entertained exclusively by playing outside or by read- An overview of theories of culture and ing books, but seek new media formats as society, particularly work from Childhood sources of entertainment. In fact, accord- Studies, would provide a rich expansion ing to Juncker (B. Juncker, personal com- of this article, but because of space limita- munication, June 10, 2014), in Denmark, tions, the following articles are particularly children’s bedrooms are the largest cul- S72 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE tural institution available, because of high It is a problem area without technologi- levels of access to technology. Addressing cal, virtual, economic, financial, or global this desire to empower youth, Andersen, dimensions. (p. 159) Frandsen, and Hedelund (2007) write, “li- In addition to being seen as empowered braries in disadvantaged neighborhoods individuals, the right of Danish children to have redefined their role from serving as have access to information, art, and cul- ‘containers for books’ to acting as agents ture is integrated into Danish library prac- in community empowerment processes” tice for young people. The United Nations (p. 6). Contemporary LIS education in Convention on the Rights of the Child Denmark focuses on what is perceived as recognizes connections between play and a cultural shift resulting largely from ac- culture and “promotes the child’s right to cess to the Internet, and a resulting move play and respects and promotes the right to a participatory culture. As we will see of the child to participate fully in cultural with the Royal School of Library and In- and artistic life” (Johanson, 2010 p. 390). formation Science’s curricula, the partici- As students learned in Denmark, the term patory culture encompasses children, and “culture” as used herein is three-part, re- includes LIS students. Mandates on chil- ferring to culture as: a) exposure to the dren’s access to culture influence library arts (literature, fine art, theater, and mu- practice, and LIS education. sic); b) children’s participation in culture (as in their own creative endeavors, both Origins of Denmark’s Mandates on using physical and online media); and c) Culture children’s play—all of which can be experienced at the library. In addition to chil- Several international and national agen- dren’s access to culture, Juncker (2007) cies influence children’s librarianship in also describes how in turn understanding Denmark including the United Nations, and supporting the aesthetic dimension the International Federation of Library As- leads to new understandings of children’s sociations and Institutions (IFLA), Den- needs: mark’s Library Association, and the Union for Library Professionals. Like most mem- The insights into the relevance of the aes- bers of the 193 member countries of the thetic dimension in everyday life place the United Nations, Denmark has ratified the focus on new studies in user behavior, user 1989 United Nations Convention on the patterns, cultural interpretive communities Rights of the Child.1 According to Juncker and cultural qualities and on the special (2007), in Denmark, children are consid- knowledge, enlightenment, personal culti- ered to be individuals with rights and a vation and quality-related conceptions and certain amount of agency: the somewhat different learning concepts that form part of this field. Enriching the [Children are] . . . empowered individu- field by cultural theories on playing and als. The United Nations’ Convention on about creative processes would be obvi- the Rights of the Child assigned to them ous. It all becomes important ballast to LIS democratic rights on a par with all others: students who should be able to get on in a Freedom of expression, the right to having culturally emancipated reality. (p. 164) access to media, to information, and to art and culture. This statement of rights high- lights the . . . issue of empowerment facing Professional Associations the public libraries and renders it visible. Other influences on Danish LIS - prac tice and education are the professional !As of February 2015, the United States, Somalia, and Syria are the only countries that have not yet ratified the Convention (UN Office associations, including “Danmarks Bib- of the High Commissioner for Human Rights, 1989). lioteksforening” (Danmarks Biblioteks- Childhood and Culture Reflected Through the Lens of LIS Education S73 forening, 2015), the Danish Library Asso- Methodology ciation, which is the Danish version of the American Library Association. In 2015, In order to understand how the Dan- the annual conference theme harkened ish LIS program connects education to back to ideals of the early library move- practice, this case study used participant ment in both the US and Denmark: “Li- observation at sites visited during a two- braries Change Lives” (Danmark’s Bib- week course trip to Denmark in summer lioteksforening, 2015). Denmark also has 2014. Sites included the Royal School of a Union for Library Professionals called Library and Information Science, a selec- Bibliotekarforbundet (Bibliotekarforbun- tion of libraries, a ministry of culture, mu- det, 2015). Best practices are shared inter- seums and cultural institutions, a publish- nationally via organizations such as IFLA ing company, and bookstores. Observation (2003). included studying programming for young In the United States, Library and Infor- people, examinations of displays and con- mation Science education is guided by the tent for young people in children’s cultural American Library Association (ALA) via institutions, tours of buildings and spaces, its accreditation process, and the require- and guest lectures by librarians as well as ment from job sites that employees have faculty from the Royal School of Library degrees from ALA-accredited institutions. and Information Science. Online research The Association for Library Service to on the Royal School’s website enabled an Children (ALSC)’s competencies guide analysis of the Royal School of Library and training of youth services professionals Information Science’s curriculum. Online in LIS programs. In Denmark the govern- research of the institutions supporting the ment has a role in libraries via the national field of Librarianship in Denmark, such as Ministry of Culture. In recent years, new the national organization, the Danish li- libraries have been built next to culture brarian’s union, and IFLA supplemented houses, emphasizing a government man- the observations. At each site, it was clear date about the role culture should play in that culture had a major role, and the re- children’s lives. search topic emerged.

Research Questions Findings Part I: How is Contemporary Danish Youth The following research questions Services Librarianship Responding emerged from the data collection, one fo- to Cultural Mandates? cused on library practice, and one focused on LIS education: Playing in Danish Children’s Libraries

1. How are Danish librarians putting the- Students experienced firsthand the ory into practice in their libraries and freedom in Danish children’s libraries. In responding to mandates on culture by some of the state-of-the-art libraries vis- incorporating access to information, ited, such as Rentemestervej and Elsinore play, and culture? (Helsingør) Libraries, both of which are 2. How does Library and Information connected to cultural centers, there is an Science education in Denmark match apparent emphasis on play. At Helsingør government mandates on culture and Library, built on the site of a former ship- embed practice into service? What can yard, chairs spun, towers can be climbed, American LIS educators learn from and books are integrated into a playful en- historical and comparative studies of vironment that encourages mobility and LIS education, such as the Danish sys- play as much as reading and learning. tem? Rentemestervej Library, designed as a S74 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE focal point of its community, is housed in similar amount” (Rock, 2012). During the a modern building that looks like stacks of week, library programs for children are books, with rectangular floors piled on top strongly integrated with schools and day- of each other. This library features analog care institutions. An exception is in neigh- and digital maker spaces, including a print- borhoods like Northwest Copenhagen, ing press, computers for design and lay- which houses the Rentemestervej Library. out, a sewing room equipped with dress- This community has a large immigrant maker dummies and sewing machines, population and is ethnically diverse. Ac- and spaces for workshops, performances, cording to Assistant Director Mikkel Hell- and play. The children’s room, nicknamed den-Hegelund, many of the local children the grotto, is designed so that children attend private (often religious) schools, can climb and play on movable shelving and have a mother at home, which means cubes. These portable cubes create a flexi- that they do not attend day care at the same ble space that can be redesigned for events rate as ethnic Danish children. Activities as needed (“Modelprogram,” 2012). Even at the library include events for daycares the way the books are displayed in Dan- in the mornings, after-school programs, ish children’s rooms, often in bins with the and programs for children and families cover facing out (as opposed to spine out), in the evenings and on weekends. These reflects a focus on children. This display activities very much resemble the types style enables child-friendly selection, even of activities held in American children’s if it inconveniences librarians in terms of libraries. A Lego Mind Storm workshop organization. is very popular, and is led by a volunteer Books, too, reflect more relaxed views science teacher. While most of the activi- on childhood, from how the concept is ties are free, sometimes a nominal fee is constructed in the United States. One ex- charged, such as fifty Danish Crowns ample is a popular series about a boy called (about $9.00 U.S. Dollars) for 10 sessions. Vitello by Kim Fupz Aakeson and Niels A librarian runs a book club for 9–14 year Bo Bojesen (Aakeson & Bojesen, 2008). olds. There is a writing group for 11–18 Despite a language barrier, the U.S.-based year olds, and a summer book club, run students were shocked by Vitello går med in partnership with the Ministry of Cul- kniv (Vitello carries a knife). The illustra- ture and Palles Gavebod, an online gift tions feature Vitello freely carrying his and book store (“Palles Gavebod,” 2010). pocketknife, highlighting a key cultural Upon reading and reviewing three books difference about the relationship between on the site, children receive a certificate of children and weapons in Denmark com- completion. pared to the United States, where weapons Like all Copenhagen-area libraries, are rarely seen in children’s books. Rentemestervej Library shares the website of Copenhagen’s central branch, for which Contemporary Youth Services the mission is to: “offer culture and educa- Librarianship in Denmark tion with ambitions for the whole family” (About children’s libraries in Copenha- In a country where most parents work, gen, para. 1). The ideology of improve- the majority of children in Denmark at- ment, a pillar of library service reflecting tend affordable, public daycare institu- the field’s earliest days in both Denmark tions. According to the Guardian, “In Den- and the United States, remains at the li- mark, 97% of children aged three to five brary, and access to culture is emphasized. and 92% aged one to two are in day care. From Copenhagen Library’s website: While around 55% attend centres, the rest are looked after by registered childmind- Get smarter kids—bring them to the ers in private homes, which costs parents a library. Children can become smarter in Childhood and Culture Reflected Through the Lens of LIS Education S75 many ways, and the children’s library to digest theoretical content from course would like to help. Our employees are semesters, and apply it in practice. In turn, knowledgeable about children’s literature project papers written from the field con- and culture, and can quickly find a book, tribute to shaping the curriculum. a game, or a website that will cover your In recent years, most United States- child’s needs. Books are bought for all age based LIS programs have moved away groups (2–14). . . There are lots of pro- from this level of embedded service, but grams each month for families and institu- many recommend or require that students tions (child-care). You can find everything do a practicum or an internship in a li- from children’s yoga and music, creative brary. Kent State University, University of workshops, author meetings and read- Illinois’ Graduate School of Library and ings. There are usually special children’s Information Science, and Rutgers’ School programs connected to annual festivals and of Communication and Information are a cultural arrangements like “Copenhagen few of the schools requiring such practice. Reads” and “Culture Night.” Welcome to But the idea of embedding library practice the children’s library! (About children’s into LIS education has practical implica- libraries in Copenhagen, 2014) tions for modern North American LIS education. Findings Part 2: Educating Danish Curriculum at the Royal School of Librarians Library and Information Science With campuses in Copenhagen and Ål- borg, and about 1,000 undergraduate and According to the Royal School’s web- graduate students, the Royal School of Li- site, the degree emphasizes connections brary and Information Science is the only between information and knowledge, but library school in Denmark. LIS education also focuses on bringing knowledge and is challenged with meeting cultural man- culture into play (Royal School of Library dates. As Juncker (2007) writes: and Information Science, n.d.). Students who want to study at The Royal School The instructional implications of the no- of Library and Information Science can tion of culture [means that] as LIS faculty pursue a bachelor’s degree, or a master’s members, we should be aware of the degree. While an American LIS degree is challenge posed by a dialogue-centered a master’s degree, in Denmark, a BA in teaching approach: Sessions where teach- LIS allows students to begin working as ers and students—conscious about the dif- professional librarians, and those complet- ferent subject-specific backgrounds—are ing the bachelor’s degree in good stand- participants and jointly explore a field, call ing who wish to continue with their stud- for insights and a specific practice meth- ies, are eligible to continue at the master’s odologically, analytically and in terms of level for a more research-oriented degree. transmission and communication. (p. 165) The BA in Library and Information Sci- ence is comprised of six semesters, which This approach of embedding education alternate between course work semesters in practice is reflected in the curriculum. and project semesters, and culminate in a Students work in the field as they - com BA project. The project semesters allow plete their projects, and their input from students to take the theoretical knowledge the field informs education at the school. gained in coursework semesters and ap- In Denmark, by alternating project semes- ply it in practice through an independent ters with course work, the education is study. According to the school’s website, grounded in practice and kept current. It is such projects must focus on a concrete a two-way exchange, as students are able problem at a site, and should result either S76 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE in a product that serves as a solution, or the name reflects the fact that the library, as a paper (Royal School, Project Guide- cultural center, and a seafaring museum, lines, 2012). Sample projects listed in the are all built on an abandoned shipyard appendix reflect some of the same issues north of Copenhagen. In Elsinore, an an- faced in the United States, such as studies nual art budget of about 700,000 Kroner on library use, however there is a strong (about $120,000 US dollars) is enough to focus on technological implementations fund free art projects for school classes dur- in service, and on young people’s engage- ing the academic year. In addition, there is ment with online cultural production, in- money for cultural events for tweens and cluding user-generated content and social teens at the local “ungdomskole,” and media usage. money for other projects connecting artists with children in the community. In Culture and the Library 2014, renowned Danish poet Søren Ulrich Thomsen, led an event with children on In 2001 to ensure Danish children’s performance set design, which gave chil- access to culture, the Danish Ministry of dren exposure to the poet as well as infor- Culture established cultural consultants in mation about how set design works. This fourteen Danish municipalities. Kent State project is part of the “Kunstskab” project University students spent a day at Elsinore in which teachers and artists partner up to Public Library north of Copenhagen, visit- work with children between second and ing both the impressive Elsinore Library seventh grade covering art, design, music, “Kulturvaerftet” (Elsinore Library Culture and dance, and “the idea and the vision of Yard) and one such cultural consultant. the project is to create the conditions that Art historian Ida Wettendorff is Elsinore’s will stimulate and promote children and Children’s Cultural Consultant, respon- young people’s encounters with art and sible for cultural programming for chil- the artistic process” (Kunstskab, 2012). dren in the community of 61,000 inhabit- ants. According to Wettendorff, in 1961, Conclusion the Ministry of Cultural Affairs focused on democratizing art and culture and pro- By inverting the model found in North viding access to all Danish citizens. The America, and alternating theoretical library law of 1964 stipulated that all Dan- coursework semesters with project se- ish municipalities had to have a library, mesters, LIS education in Denmark drives and there is strong collaboration between students out into the field to work on proj- school libraries, public libraries, and cul- ects while they are in school, and creates ture houses. Elsinore has a special music a flexible, participatory model for library and theater school (Teaterskolen) for chil- school. Students contribute to shaping the dren from Kindergarten to sixth grade. curriculum via projects, which creates a While families must pay a 1,700 Dan- timely, flexible, and intuitive model for ish crown fee for an annual membership LIS education. The project semesters al- (approximately $300 USD), there is also low for an active examination of the role a mandate that all municipalities have a of libraries in a changing society, provid- music school. An added bonus of exposing ing a way for future librarians to under- children to traditional cultural institutions stand emerging issues in the field before at a young age is that it builds sustainability they are working in it, and to use their li- for such institutions. As those children be- brary school education as an opportunity come adults, they continue to seek such cul- to collaboratively work toward solutions. tural experiences on their own, and eventu- Some of this is happening in the Unit- ally, with their own children. ed States at a grass-roots level. An orga- Kulturvaerftet means cultural yard, and nization called Hack Library School, “a Childhood and Culture Reflected Through the Lens of LIS Education S77 collaborative project begun in the Fall a parallel structure that has implications of 2010 . . . [which] was founded on the for 21st century Library and Information principle of students taking the future of Science education, and there is much to be librarianship into their own hands” (Hack- learned from the field’s early roots. Per- LibrarySchool.com, n.d.), is one way LIS haps it is time to re-examine the earliest students are subversively influencing -li US models of LIS education to see what brary school education. A future study can be learned. It seems the contemporary could examine the influence of this or- model for LIS education is already doing ganization within institutions, and actual so. impact on LIS curriculum. Tripp (2011) In addition, it may be time to have a se- advocates for another way of connecting rious dialogue about the North American students with working professionals, by LIS degree, and evaluate whether it is time allowing library school “courses [to] be to consider an undergraduate LIS degree, designed to teach both digital media con- focused on services. By restructuring the cepts and production skills and to do so in North American LIS degree to match the ways that emphasize new media literacies Danish model, a two-tiered model for LIS and participatory media culture” (p. 337), education in the United States could be and this might involve more student inter- constructed with an undergraduate degree action with working professionals. focused on practice, and a graduate degree Research presented here introduces op- that adds a strong research component. Fi- portunities to open dialogue around the nally, in addition to looking at historical future of LIS education in North America. models of LIS education, more internation- There much to be learned from the Royal al comparative studies of LIS education are School of Library and Information Sci- needed, as well as considerations of move- ence’s embedded model, but a look back ments, such as the Hack Library School at library training in the United States at model, to see what we can learn from other the early part of the 20th century reveals existing models, and grassroots efforts.

Appendix

Table 1. Samples Projects Related to Youth Services Librarianship. Bachelor’s Projects (Danish Titles) Bachelor’s Projects (English Titles) Børn og unge på biblioteker: En brugerundersø- Children and teens at the library: A user-study gelse der forsøger at udvikle ideer til hvordan that creates ideas for how Allerød Library can Allerød bibliotek kan fastholde og øge børn og maintain and increase children and teens’ use unges brug af biblioteket of the library. Stephanie Lindner Skog Stephanie Lindner Skog Bibliotekar DB, Erhvervsrelaterede projekt, 2014 Librarian DB, Professional Project 2014 Studenteropgave: Erhvervsrelateret projekt Student project: Professional Project. iPads og tablets i børneudlån på Avedøre bibliotek Lending iPads and Tablets at Avedøre Library Malene Jensen Malene Jensen Bibliotekar DB, Erhvervsrelaterede projekt, 2014 Librarian DB, Professional Project 2014 Studenteropgave: Erhvervsrelateret projekt Student project: Professional Project Biblioteket på Rentemestervejs vaerksteder: kultur- Rentemestervej’s Library: Cultural production at produktion på biblioteket the library Mette Kirstine Gamst, Ingeborg Nielsen Mette Kirstine Gamst, Ingeborg Nielsen Bibliotekar DB, Erhvervsrelaterede projekt, 2014 Librarian DB, Professional Project 2014 (continued) S78 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE

Table 1 (continued). Samples Projects Related to Youth Services Librarianship. Master’s Projects Danish Titles Master’s Projects English Titles #Hahstagging på Instagram: Et speciale om unge #Hashtagging on Instagram: A special project on og medier youth and media Kathrine Bach Pachniuk Kathrine Bach Pachniuk Kandidatuddannelsen, Speciale, 2014 Master’s Degree, Specialization, 2014 Slip fantasien løs: Et studie af det sociale lærings- Let your fantasy go: A study of the social learning potentiale i fanfiktion potential in fan fiction. Studenteropgave: Speciale Student project: Specialization Pernille Thoustrup Jensen Pernille Thoustrup Jensen Speciale, Kandidatuddannelsen Master’s Degree, Specialization Online communities på Palles Gavebod: En un- The online communities of Palles Gavebod: dersøgelse af disses formål og hensigt, anven- A study of its goals, intentions, and use and delse og videreudvikling med Facebook som further development with Facebook as a social socialt medie-forbillede media model Studenteropgave: Speciale Student project: Specialization Sanne Mendel Sanne Mendel Kathrine Hartzner Kathrine Hartzner Speciale, Kandidatuddannelsen Master’s Degree, Specialization (IVA Student Projects, n.d)

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