Aging in (Third) Place | Philadelphia Autism Project | Computational Thinking FOR KIDS | Makerspace DESIGN PublicLibraries A PUBLICATION OF THE PUBLIC LIBRARY ASSOCIATION JULY / AUGUST 2020 INTERESTED IN LIBRARY SOCIAL WORK TOPICS? JOIN THE PLA SOCIAL WORK INTEREST GROUP fullpageconnect.ala.org ad

page C02 JULY / AUGUST 2020 VOLUME 59 NUMBER 4 Contents PUBLICLIBRARIESONLINE.ORG ISSN 0163-5506

Columns FEATURES

2 16 22 FROM THE EDITOR The Wired Library Aging in (Third) Place KATHLEEN M. HUGHES Public Computer and with Public Libraries Internet Access in the NICOLE DALMER, MERIDITH GRIFFIN, 3 Time of COVID-19 KAITLIN WYNIA BALUK, AND JAMES GILLETT FROM THE PRESIDENT NICK TANZI Reimagining the Library for a New World 19 32 MICHELLE JESKE THE BIG IDEA Cooking with May the ZOOM Be with Confidence 6 You! Partnering to Support PLA NEWS KEVIN KING Teenagers and Young Adults on the Autism Spectrum 9 66 MI-YEET WONG, CAITY RIETZEN, By the Book ELIZABETH FITZGERALD, CLAIRE EDISJ MATTERS RICHARDSON, DISHA UPPAL, AND Reimagining the Library Community Voice LINDSAY SHEA as Third Place A Conversation with Cyns Nelson CHRISTINA FULLER-GREGORY CATHARINE HAKALA-AUSPERK 44 Making the 12 72 Connection BEST PRACTICES info-graphic Computational Thinking and Libraries and Virtual Third Libraries Respond Early Learning for Young Spaces after COVID-19 to COVID-19 Children and Their Families KRISTA RIGGS KATHLEEN CAMPANA, CLAUDIA HAINES, JACQUELINE KOCIUBUK, AND PAULA LANGSAM 58 Design Thinking in Public Library Extras Makerspaces STACEY FORSYTH, KATHRYN PENZKOVER, PHYLLIS DAVIS, AND IAN MATTY 4 ADVERTISER INDEX 11 Public libraries online

ON THE COVER: ARTWORK BY Elle Maxwell/ADOBE STOCK EDITORIAL EDITOR: Kathleen M. Hughes From the Editor CONTRIBUTING EDITORS: Catherine Hakala-Ausperk, Kevin King, Krista Riggs, Nick Tanzi Kathleen M. Hughes / [email protected] ADVISORY COMMITTEE Kimberly Knight, Chesapeake (VA) Public Library (chair); Keturah Cappadonia, Southern Tier Library System (NY); Mary Ellen Icaza, Stark County (OH) Public Library; Theresa Jehlik, Omaha (NE) Public Library; James Jones, Broward County (FL) Library;  Kathleen is currently reading A Bookshop in Berlin Melanie Lyttle, Madison (WI) Public Library; Theresa Mayer, King by Françoise Frenkel. County (WA) Library System; Alison McCarty, Jacksonville (FL) Public Library; Holly Okuhara, Weber County (UT) Library System; Kristine Springer, St. Joseph County (IN) Public Library; Allison Stevens, Calhoun County (AR) Library PLA PRESIDENT: Michelle Jeske, Denver City Librarian, Public Library Transformation [email protected] PUBLIC LIBRARIES (ISSN 0163-5506) is published bimonthly by the American Library Association (ALA), 225 N. Michigan Ave., s I write this, the COVID-19 pandemic rages on Suite 1300, Chicago, IL 60601-7616. It is the official publication of and social unrest continues to shine a spotlight on the Public Library Association, a division of ALA. Subscription price: to members of PLA, $25 a year, included in membership dues; Apolice brutality and racial inequality. Most librar- to nonmembers: US $65; Canada $75; all other countries $75. Single ies are currently providing services to their patrons in a copies, $10. Periodicals postage paid at Chicago, IL, and at additional mailing offices. limited capacity, while dedicated to meeting the needs of POSTMASTER: SEND ADDRESS CHANGES TO PUBLIC LIBRARIES, their communities in safe yet innovative ways. 225 N. MICHIGAN AVE., SUITE 1300, CHICAGO, IL 60601-7616. While it may not be a physical possibility right now, SUBSCRIPTIONS some of the articles in this issue focus on the library as Nonmember subscriptions, orders, changes of address, and inquiries third place. You’ll find considerations for transforming the should be sent to Public Libraries, Subscription Department, American Library Association, 225 N. Michigan Ave., Suite 1300, library into a new third place that ensures we aren’t leaving Chicago, IL 60601-7616; 1-800-545-2433, press 5; fax: (312) 944-2641; anyone behind (EDISJ Matters, p. 9); ideas for library as a [email protected]. virtual third place in Best Practices (p. 12); and shifting the ADVERTISING For advertising information, visit www.ala.org/pla/publications/ conversation about the library as third place to the library advertise or e-mail Matt McLaughlin, [email protected]. as an integral part of the social infrastructure in the feature PRODUCTION & DESIGN “Aging in (Third) Place with Public Libraries” (p. 22). ALA Production Services We also dive into a few exciting initiatives and ideas in MANUSCRIPTS our other feature articles. Take a look at “Cooking with See www.pla.org for submission instructions. For queries/questions, contact Kathleen Hughes, [email protected]. Confidence: Partnering to Support Teenagers and Young INDEXING/ABSTRACTING Adults on the Autism Spectrum” (p. 32); “Making the Con- Public Libraries is indexed in Library Literature and Current Index nection: Computational Thinking and Early Learning for to Journals in Education (CIJE), in addition to a number of online services. Contents are abstracted in Library and Information Science Young Children and Their Families” (p. 44); and “Design Abstracts. Thinking in Public Library Makerspaces” (p. 58). Public Libraries is indexed, abstracted, and available in full text through EBSCOhost. For more information, contact EBSCO at The main theme that emerges from this issue, while also 1-800-653-2726. reflecting on the current zeitgeist, is one of transformation. Public Libraries is also available from ProQuest Information and As PLA President Michelle Jeske points out in her column Learning. For more information, call 1-800-521-0600, ext. 2888, or visit www.il.proquest.com. (p. 3), these times are actually an opportunity for libraries. © 2020 by the American Library Association Jeske says, “The opportunity is here to transform ourselves All materials in this journal are subject to copyright by the and our libraries to truly work with—not for—our commu- American Library Association and may be photocopied for the noncommercial purpose of scientific or educational advancement nities. Together, we can dream of and work toward a better granted by Sections 107 and 108 and just society.” of the Copyright Revision Act of 1976. For other reprinting, I sincerely hope this issue of Public Libraries leaves you photocopying, or translating, address requests to the ALA feeling hopeful and excited about the possibilities and Office of Rights and Permissions, opportunities that exist for public libraries as we navigate 225 N. Michigan Ave., Suite 1300, Chicago, IL 60601-7616. these unprecedented challenges together. PL

2 PUBLIC LIBRARIES VOLUME 59 Number 4 FROM THE PRESIDENT FROM THE PRESIDENT Reimagining the Library for a New World Michelle Jeske / [email protected]

Michelle is Denver City Librarian, Denver (CO) Public Library.  Michelle is currently reading Intimations by Zadie Smith.

ust a few months ago, before them). This has been nec- jobs in the financial fallout. Too some of us participated essary and tumultuous. many Black people have suffered Jin PLA’s excellent confer- Library staff are reeling from all far too long in a white suprema- ence in Nashville. Shortly after of this and more. There is so much cist culture. Too many people of that, a devastating tornado hit uncertainty, almost an unbearable color have been oppressed by our Nashville, and before we knew amount of pain, and it is natural to racist policies and systems. All of it, COVID-19 had hit most of our wonder where all this is leading. this and more is why we are chal- communities. Personally, I had to How will our nation heal? How lenged in this moment to grow, quickly transition from the high will our cities, towns, and counties act, and change. of introducing Samantha Bee as recover? How will our community We have talked about transfor- our closing conference speaker members survive? How will our mation in libraries but how far to the low of leading my library library staff persevere? How will have we really gone? We have the team in an historic shutdown in we come together when we often opportunity to seize this moment response to this pandemic. stand so divided? These questions as individuals and as libraries. On the heels of that, my library, could be asked of all the crises we While opening back up is import- like many across the nation, is are facing—health, financial, cul- ant and challenging, there is facing staggering budget cuts at a tural, and political. more to discuss than how and time when our community needs This is certainly an historic when to do curbside pickup. PLA us more than ever. Now, just as moment on multiple levels and can assist with this. As it turns we’re preparing to phase in our we have the opportunity to step out, the first goal listed in PLA’s in-person services, our commu- up as individuals and libraries to Strategic Plan is “Transforma- nity members have taken to the meet the challenge. I say that tion: PLA advances public librar- streets for weeks protesting the fully recognizing how difficult ies’ transformation from a library horrific killings of George Floyd, this moment is. Too many people focus to a community focus, to Ahmaud Arbery, and Breonna have lost their lives to this virus. meet the specific needs of people Taylor (and many that came Too many people have lost their and communities.”

PUBLIC LIBRARIES JULY / AUGUST 2020 3 From the President / Reimagining the Library for a New World

I have more questions than Unemployment has hit people of anti-racism? It’s not enough to answers and I’m sure you have color the hardest. We’re also see- make a statement. We must take many you could add. How will ing increasing racist sentiments action. What does that look like in we pivot our services and and actions, aimed particularly your library, in your community? resources to meet the changed toward Asian communities. At the I’m asking myself these same needs of our community? What same time, we continue to see questions. During this year when I can we stop doing that is library racial violence and police brutal- have the honor of being PLA pres- focused so we can free up ity targeted especially toward ident, my library will be focused resources to center our work Black people. We know these on these questions. I hope to learn more fully on the community? abhorrent acts are based in per- from you. We can’t waste this Which organizations around us sonal, institutional, and structural moment. The opportunity is here won’t exist because they’ve run racism. We have to do better. We to transform ourselves and our out of funds? What did they do can be better. libraries to truly work with—not that we may need to supplement How will we respond to this? for—our communities. Together, and that fits within our mission? Perhaps your library has already we can dream of and work toward What new partners make sense committed to challenging ineq- a better and just society. to bring assets together in mean- uity; perhaps not. Even libraries To bring it back to Samantha ingful ways? How do we finally leading the way are still early in Bee, she (along with other amaz- agree to stop duplicating efforts? the journey. We know the history ing PLA conference speakers Another PLA goal is “Equity, of our profession is steeped in such as Soledad O’Brien and Diversity, Inclusion and Social racism just as everything in our Stacey Abrams) recognized that Justice: PLA advocates for equity, culture is. In the February 2019 libraries “have a role in getting diversity, inclusion and social Bloomberg CityLab article “A His- the US back on track,” are justice in order to enable every tory of the American Public “where all types of people can member, library, and community Library,” visual storyteller Ariel come together to figure out what group to fully and equally partici- Aberg-Riger depicts the noble and their beliefs are,” and are “great pate in a society mutually shaped the not so charming components unifiers at a time when, frankly, to meet their needs.” This pan- of our public library history. In we don’t have a lot of stuff we demic is disproportionately this moment, what can I as an can point to that’s unifying.” affecting people of color. Native individual do to learn, grow, and Keep your chins up and your Americans are facing some of the act? What can our libraries do to heads high, colleagues! We have worst effects of this disease. move forward on our journeys of work to do. PL

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4 PUBLIC LIBRARIES VOLUME 59 Number 4 TEN ESSENTIAL

PROGRAMS EASY PDF PLA 2020 FORMAT!

PLA 2020: Ten Essential Programs consists of ten articles highlighting educational programs that took place at the PLA 2020 conference. Chapters include: An Empathetic Approach to Customer Service; We’re Doing WHAT?! Working Through Transitions and Institutional Change; Library Spacfullpagee Designed by Librar yad Staff; What Your Onboarding Says About Your Organization; Socialized Justice; Mentoring to Diversify Librarianship; Bookpage Matchma k5er; Early Literacy in Unexpected Places; Navigating Hot Topics with Media Literacy Skills; and Pitching and Producing a Library Podcast.

Available via the ALA Store. To order your copy visit bit.ly/3ccl8O2. PLA NEWS FULL COVERAGE OF ASSOCIATION NEWS AND EVENTS AT PLA.ORG

2020 Census Ending Early COVID-19 Response Surveys The 2020 Census count is PLA coordinated with several ALA units and ending a month early, on Sep- other organizations to survey the library commu- tember 30. Find tips and ideas nity to learn and share information about the for getting a complete count impacts of COVID-19 on libraries, library staff, in our free, on-demand webinar (https://bit. and our work serving our communities. On June ly/33XJysS). A complete 2020 Census count is 3, ALA released the findings from the “Libraries essential to make sure libraries and their commu- Respond: COVID-19 Survey,” where more than nities don’t miss out on billions of dollars in 3,800 K–12 school, college/university, public, and needed funding, as well as political representa- other libraries from all fifty states responded tion. Learn how the US Census Bureau, libraries, between May 12–18. Public libraries represented and community partners have adapted their oper- about 2,900 of all responses, with an estimated ations and outreach in response to COVID-19, and 30% response rate. The results can be found at how libraries can support a complete count before www.ala.org/pla/issues/covid-19/surveyoverview. the Census ends in September.

NEW List of Children’s Books Relating to Racial Justice The Black Caucus of the American Library Association (BCALA) and The Association for Library Service to Children (ALSC) have created an extensive list of children’s books relating to racial justice. The “Community, Connecting, Cultivating & Con- structing Conversations through Literacy” list highlights books for pre-K, elementary, and middle school ages. Titles on this list were compiled by members of BCALA and members of ALSC’s Quicklists Consulting Committee. ALSC’s Board of Directors endorses BCALA’s statement condemning increased violence and racism toward Black Americans and people of color and stands in solidarity with Black Lives Matter, BCALA, and those working to dismantle racial capitalism and white supremacy in all of its forms. See the complete list at https://bit.ly/3iwg60W.

PLA Social Work Interest Group Join the PLA Social Work Interest Group (membership not required) on ALA Connect for conversations, documents, and resources that will help your library provide the best service to patrons. Visit http://bit. ly/36FdQyb for more information.

6 PUBLIC LIBRARIES VOLUME 59 Number 4 ALA 2021 Midwinter Meeting will be HELD VirtualLY The American Library Associ- tion and housing will open on November 5, 2020. ation (ALA) Midwinter Meet- “This Midwinter would have been ALA’s last ing & Exhibits scheduled for before we introduce a totally new convening that I January 22-26, 2021, in India- think will truly excite members and the larger field,” napolis will be held virtually. ALA Executive Director Tracie D. Hall said. “It “It is clear that as we continue to coexist with coro- would have been great to have a sense of closure navirus, we need to adjust our approach to meetings and to generate collective excitement in a face-to- and events,” said ALA President Julius C. Jefferson, face setting for what’s to come. But I am inspired by Jr. “In the last few months, we have successfully piv- the more than 10,000 attendees, authors, speakers, oted our delivery to present the Virtual Event in June and stakeholders who came together for the June and ALA’s Holding Space tour series this summer. Virtual Event and related business meetings, con- Though we very much hoped to be able to meet in venings, and award ceremonies. We had people person in Indianapolis, the health and safety of con- who were able to attend an ALA conference for ference attendees, ALA members and staff, exhibitors, the first time in their careers connecting with the and other stakeholders are the priority.” Association and all that we offer. So, from my van- The preliminary speaker roster will be announced tage point, I am also looking at the members and early this fall, along with ongoing announcements of new constituents our virtual convenings are allow- programs, sessions, meetings, and exhibits. Registra- ing us to reach.”

PLA Call to Action for On-Demand Sessions: PLA Public Library Workers 2020 Virtual Conference to Address Racism The PLA 2020 Virtual Con- ference took place during PLA Statement Condemning Systemic Racism PLA 2020 in Nashville. The and Violence Against BIPOC People Virtual Conference consisted The Public Library Association (PLA), a division of live programming on of the American Library Association (ALA), Thursday, February 27 and calls on public library workers to commit to Friday, February 28, 2020, including five 60-min- structural change and to taking action to end ute programs each day. Programs were chosen systemic racism and injustice. PLA thanks from among the highest rated in PLA’s session members of its Task Force on Equity, Diversity, preference survey. These on-demand sessions Inclusion, and Social Justice for their guidance are archived recordings of those five programs and leadership in development of this statement available 24/7 for viewing at your convenience and call to action. The statement recognizes and and are priced separately for individual and supports ALA’s statement condemning violence group access. Individual rate is for personal against BIPOC, protesters, and journalists, and viewing only. Group rate is for viewing by staff at ALA’s statement acknowledging ALA’s role in a single library, including all its branches/outlets. perpetuating structural racism. You’ll have access to the program recording for See the entire Call to Action and Statement one year from date of purchase. Visit http:// at https://bit.ly/348NJCj. www.ala.org/pla/education/onlinelearning/ pla2020/ondemand for more details.

PUBLIC LIBRARIES JULY / AUGUST 2020 7 NEW! MAGAZINE IS GOING DIGITAL

fullpage ad page 8 In order to be more accessible, responsive, and sustainable, Public Libraries magazine is going digital for the July/August and September/October 2020 issues. Instead of a paper issue, PLA will produce and email to you an easy-to-access digital flipbook and pdf version.

Take advantage of this opportunity to insure that PLA has permission to email to you. Check your communication preferences in your ALA member profile and contact [email protected] if you have not been receiving PLA emails. EDISJ MATTERS EDISJ MATTERS AUTHORED BY PLA’S TASK FORCE ON EQUITY, DIVERSITY, INCLUSION, AND SOCIAL JUSTICE

Reimagining the Library as Third Place Christina Fuller-Gregory / [email protected]

Christina is Assistant Director of Library Services, South Carolina Governor’s School for the Arts and Humanities, and co-chair of PLA’s Task Force on Equity, Diversity, Inclusion, and Social Justice.  Christina is currently reading Transcendent Kingdom by Yaa Gyasi.

hen I first read Ray a home away from home. equitable, and diverse library as Oldenburg’s book, Yes, libraries are a third place. I third place should rank high on W The Great Good would argue that we are in fact the list of must-have conversa- Place: Cafes, Coffee Shops, Book- the third place. This mindset has tions. stores, Bars, Hair Salons, and grown to inform the ways in Let’s spend this time together Other Hangouts at the Heart of which I develop programming, starting the conversation with a Community (Da Capo Press, services, and support for the the understanding that the com- 1999), I instantly felt that, in patrons I serve. But can the cur- plexities around this discussion fact, the great, good place that rent iteration of libraries as third will require continued problem he described was the library. Of place—a highly transactional con- solving and ideating. course, there were other spaces struct with physical proximity, that invoked the attributes that connectivity, and collaboration at Moving Beyond the Oldenburg detailed, but no one its core—work for the current and Constraints of Physical Space environment quite embodied possibly future state of libraries? Back in February ( the “before” the completeness of the third The very nature of our work times), as many of us enjoyed place mindset like the public requires us to proactively begin PLA Nashville, we couldn’t have library. Libraries checked off the building ideas and momentum imagined that, just a few short descriptors like the list had been around the idea of libraries as weeks later, we’d be closing our made specifically for us—neutral third place 2.0. As we evaluate the doors to the public. It was shock- ground, regulars, accessibility, internal and external structures of ing, unfathomable, and it all hap- and accommodation, an easygo- our libraries post-COVID, the idea pened so quickly that it left us no ing environment where conversa- of reimagining, reigniting, and time to fully process. But as resil- tion is key, and most significantly, reconfiguring a more inclusive, ient as ever, libraries began

PUBLIC LIBRARIES JULY / AUGUST 2020 9 EDISJ MATTERS / Reimagining the Library as Third Place

implementing creative ways of connections that drive and define connecting with patrons. what many consider to be their reLATED RESOURCES As libraries begin the slow only sense of community. Richland (SC) Library is process of reopening, we’ve got And while we’ve shifted to finding new ways to connect much to consider. In addition to virtual platforms in a reactive with job seekers. In addition thinking through best practices attempt to maintain our connec- to curating a resource list, for how to safely open our spaces, tion with patrons and provide a they’ve also created a hub of information allowing job we have the additional responsi- seamless continuation of our ser- seekers to schedule time to bility of thinking through how to vices, we’ve in many ways com- work with a learning coach. configure these spaces to equita- pounded the disconnect between Learn more about their bly support newly identified com- library services and the very resources at www.richland munity needs. patrons who have depended upon library.com/i-am-employee. Many libraries may find that the library as a lifeline for human Skokie (IL) Public Library while they have the ideas, energy, connection, connectivity, and is creating a platform for and workforce needed to serve the information. inclusive conversation with community they may not have the As we reimagine the idea of its Civic Lab. The lab offers physical space (at present) to sup- how third places can transform information, activities, and port this work. It’s important that libraries, we have to ensure that discussion on issues facing we give ourselves permission to we aren’t leaving anyone behind. the community. While the negotiate the idea of transitioning We must find a balance between program was traditionally from libraries as spaces of com- engaging new patrons through offered in-person, the Civic munity collaboration and conven- virtual platforms and finding Lab team was able to pivot ing to turn outward, leveraging ways to continue to build con- and move these important the community partnerships that nections with the often marginal- community conversations we’ve built. If we embrace the ized patrons who’ve consistently first to Twitter, then to Zoom. Learn more about the Civic mindset that our physical space utilized library services. Lab at https://skokielibrary. isn’t what makes the library a We center equity when we info/resources/civic-lab. third place, we open up possibili- take the time to ensure that we ties to forge new paths. continue to think of safe and Looking for inspiration to innovative ways to provide reimagine your organization? How Can We Ensure That options for those patrons who Check out nonprofitOF/BY/ We’re Centering Equity? rely heavily on our in-person FOR ALL’s “Five Steps to Reimagine Your Organiza- One of the primary descriptors of services. Doing this helps us to tion,” www.ofbyforall.org/ the third place mindset is the idea remain wholly engaged in the updates-feed/2020/6/12/five of “regulars” and the accompany- process of helping our communi- -steps-to-reimagine-your ing feeling of being made wel- ties to rebuild, reconnect, and -organization. come. As we navigate the barriers heal. Consider the Race Equity to accessibility and safety caused and Inclusion Action Guide by COVID-19 the regulars that (2015), developed by the Annie E. find place in the library have lost Casey Foundation, to guide your access to resources, services, and work (www.aecf.org/resources/ for implementing the libraries as support. To a greater extent, race-equity-and-inclusion-action third place mindset may impact patrons who consider the library -guide). BIPOC (Black, Indigenous, and to be their third place have also Be thorough and thoughtful in People Of Color) individuals as lost access to the interpersonal examining how your future ideas well as other marginalized mem-

10 PUBLIC LIBRARIES VOLUME 59 Number 4 Reimagining the Library as Third Place / EDISJ MATTERS bers of your community. If you reimagining libraries as third includes mapping your current don’t know how to identify the place, rather there will be many library space to identify ways in marginalized individuals in your stories that start with the com- which you can safely support community, start by asking: mon narrative of community. community engagement. Maybe your idea for the library How will you reimagine your Q Who am I welcoming? as third place 2.0 involves finding library as third place? I look Q Who am I excluding? new ways to support job seekers. forward to the challenge of Q Who am I asking to take on You may turn outward to identify finding new ways to enrich this additional risk? safe and wide-open spaces in your mindset and support the human community to facilitate socially connections that make librarian- Charting the Path Forward distanced programs. Perhaps your ship so rewarding. Won’t you There is no one path forward in reenvisioned third place concept join me? PL

PublicLibrariesONLINE publiclibrariesonline.org Digital Highlights

“Collections May Be Low Risk but Public Spaces are Not” by Nadine Kramarz Posted AUGUST 24, 2020 “Research Shows Virus Undetectable on Five Highly Circulated Library Materials After Three Days – Findings are Part of REALM Project to Produce Science-Based Information to Help Mitigate Exposure to Virus,” reads the press release headline put out on June 22, 2020 by the Institute of Museum and Library Services (IMLS). According to the press release, the five materials are hardcover book sur- faces, softcover book surfaces, the pages of circulated materials, mylar protective book jackets, and DVD cases. This research implies that it is highly unlikely to transmit COVID-19 through borrowed materials and provided data that made many public libraries feel comfortable re-opening over the sum- mer with curbside contactless material pickup, limited library hours and services, or embracing a full- time library schedule. Read the entire article at http://publiclibrariesonline.org/2020/08/collec- tions-may-be-low-risk-but-public-spaces-are-not.

“Libraries Launch BLM Book Clubs” by Suzanne LaPierre Posted AUGUST 7, 2020 As indicated by the ALA’s response to the Black Lives Matter (BLM) movement, libraries have an obli- gation to act on behalf of racial justice with genuine systemic change, not just statements or book lists. Hosting a book club on a topic that explicitly addresses race relations in the United States is among the items on the ALA’s plan for action. One example is the Toledo Lucas County Public Library (TLCPL) BLM Book Group in Ohio, facilitated by King Branch Assistant Manager, Franco Vitella and Teen Librarian, David Bush. The first meeting was on July 30. They agreed to answer some of my questions about the initiative. Read the entire interview at http://publiclibrariesonline.org/2020/08/libraries- launch-blm-book-clubs.

PUBLIC LIBRARIES JULY / AUGUST 2020 11 M BEST PRACTICES COVID-19 Third Spaces after Libraries andVirtual trusted information, electronic to connectthecommunity with ence asawelcoming third space are redefining theirvirtualpres- draw peoplein,public libraries materials, andmeetingspacesto the allure ofphysical buildings, to offer by late summer. Without what levels ofaccesswe’ll beable ited services. It’s hard topredict for phasedreopening withlim- and we’re onlystarting toplan ing from administrative leave, closed, my staff isjust return- possible. My library iscurrently programs andserviceswillbe when afullreturn toin-person ual phases. It’s hard topredict to reopen tothepublicingrad- COVID-19 andare just starting LIBRARY CHALLENGES WORLD NEW SOLUTIONS ANDBETTER FOR BEST PRACTICES 12 PUBLIC LIBRARIESPUBLIC try are closeddueto throughout thecoun- any publiclibraries

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image, andaccesslinkages. uses andactivities, comfortand create a“great space”:sociability, (PPS) definesfourattributesthat The Project for PublicSpaces Great Space/Third Space created invirtualreality.) with others, notaroom orspace of aplatformtogatheronline cle, “virtualspace”willmean use and services. (Note:For thisarti - resources, andonlineprograms 1. qualities: spaces tendtoshare fourmain interactive. PPSnotesthatgreat easily accessible, inclusive, and porch” ofpublic life, onethatis A great spacebecomes the“front places. connected tootherlocal Each spaceisaccessibleand  Krista iscurrently reading Camino Winds by JohnGrisham.

Krista isLibrary Director, Madera County (CA) Library. Krista Riggs / 1

third spaceby being free, easily libraries meetthedefinitionofa munity livingrooms, public selves.” and peopleare most them - and “community ismost alive where, “theunrelated canrelate,” munity. He describes aspace Hangouts at theHeart ofaCom- Bars, Hair Salons, andOther Cafes, Coffee Shops, Bookstores, book, The Great GoodPlace: coined thephrase inhis1989 Sociologist Ray Oldenburg first beyond thehome orworkplace. “third place”isagatheringplace 4. 3. 2.

Similarly, a“third space”or It attracts repeat visitors. and socialize. It draws peopleintogather comfort andsafety. The spaceprojects animageof [email protected] 3 Often considered com- 2 Libraries and Virtual Third Spaces after COVID-19 / Best Practices

accessible, and open to everyone. mento to Red Bank, New Jersey, authenticity. Features of a As Diane Bruxvoort describes, host library happy hours on selected online platform should “The set of characteristics that Zoom as a space to discuss books create the most ideal third space are used to define a third space and movies with a favorite bever- environment for a program while are well within the library envi- age and virtual company. Red maximizing participation within ronment: a third place provides a Bank Public Library has patrons a specific community. Lives- level playing field, has long register in advance to prevent treaming allows participants to hours, is low stress, interactive, “Zoombombing,” while Sacra- type in questions and comment and has a loose structure. The mento shares the meeting ID and in real time, but interaction primary characteristic of a third password on their online calen- might be limited depending on place is the idea of the level play- dar. Brooklyn (NY) Public the platform. YouTube channels ing field. . . . This is, of course, Library offers a virtual English allow material to be viewed and the very definition of a library.”4 conversation circle via Zoom, shared multiple times while pro- while Oak Park (IL) Public viding space for commenting, yet Creating an Online Library hosts virtual conversa- restricts interaction with per- Third Space tion circles to practice other formers and presenters in real Developing a virtual presence is languages such as Spanish and time. Form should follow func- common practice for public French. tion when choosing the ideal libraries, pre- or post-COVID-19. Iowa City Public Library hosts platform to host an online space. Most already excel at offering a Virtual Craft & Chat program on Consider the level of interaction access to information and elec- Zoom for participants to “grab a needed among participants, and tronic resources through their cup of tea, your latest craft proj- choose the platform with optimal websites. Some libraries also offer ect, and your digital device to join features to maximize connection. live chat for reference help, and fellow local crafters online as we For example, platforms such many engage with their commu- gather for casual conversation as Zoom allow for “breakout nities through social media plat- about what we are working on rooms” where large groups can forms. The adventurous set tests and anything else that strikes our be divided into smaller ones. the waters with livestreamed fancy.”5 They also require regis- While this feature is becoming author talks and online teen advi- tration in advance for the pro- more common for work meetings sory group meetings. Yet, during gram. Offering these programs and online schooling, it also has the pandemic, public libraries live via Zoom allows participants useful implications for public have reconsidered virtual spaces to bridge geographic barriers to library programming. If a large as an alternative place to provide see, hear, and connect with each number of participants attend a social connection and interaction. other in real time. In addition, Zoom meeting for a book discus- PPS’s four attributes of a great many public libraries are experi- sion, the host can divide the space can be applied when creat- menting with virtual story times, group into breakout rooms for ing and maintaining virtual third science demos, and craft projects smaller groups to better facilitate spaces to optimize community for children, teens, and families conversation. After the breakout participation. via Zoom, Facebook, or library groups have a discussion, they YouTube channels. can be reunited as a large group 1. Sociability to share and compare. PPS uses the term “sociability” to 2. Uses and Activities label a space that is welcoming, PPS lists aspects under “uses and 3. Comfort and Image diverse, neighborly, and coopera- activities” that include vitality, As with the physical environ- tive. Public libraries from Sacra- usefulness, uniqueness, and ment within a library, the “com-

PUBLIC LIBRARIES JULY / AUGUST 2020 13 Best Practices / Libraries and Virtual Third Spaces after COVID-19

fort and image” of a virtual space and navigation difficult. One offerings. The library’s website determines how welcome and at main access point, typically a and social media platforms also ease a person feels upon enter- banner or button featured on the help reach users that already ing. PPS lists “sittable” as one of library website, can simplify interact with the library online. the corresponding intangibles access and linkage to all virtual/ Reaching regular visitors to phys- under this attribute. Although online resources, programs, and ical locations, as well as new audi- furniture isn’t a concern within services in a single location. ences while library buildings are virtual spaces, this aspect can be During the COVID-19 out- closed, is more of a challenge determined by how long a user break, many public libraries have while sheltering in place. Posting wants to pull up a virtual chair to temporarily replaced regular signs on building entrances stay and interact. Virtual meeting content on their homepages to reminds patrons to connect with spaces such as Zoom or Google highlight online offerings. Wid- library staff via the website and Hangouts don’t always allow gets and links to online calendars social media. Encouraging com- much customization of the plat- help advertise virtual programs. munity partners to share library form’s appearance, but libraries As with web design during ‘nor- links and posts on their websites can control the background and mal’ times, the most popular and and social media accounts also environment portrayed in their necessary links should be kept helps libraries reach more people webcam frame. Safety is also an “above the fold” to avoid the end- online while physical locations aspect of comfort and image, less scroll of bogged down web- are closed. which includes being transpar- sites. Analytics can measure the ent and protecting privacy con- most popular links and typical Sustainability cerns for online participants. behavior on a site to weed out Once buildings reopen, libraries unused or unpopular material. must decide how much of the 4. Access and Linkages Robertson argues that “personal virtual offerings should be PPS uses “access and linkages” to observation is the best way to retained, and how much can be describe the physical and visual gauge how people interact with a sustained. Answers may vary connections a place has to its public space.”7 The same argu- depending on what is best for the surroundings, such as walkabil- ment can be made for online/ community each library serves. ity, parking options, and traffic virtual spaces, with observation Offering mostly virtual programs and transit patterns. For virtual occurring through surveys, met- and services creates barriers for spaces, access and linkages have rics, and analytics in addition to people in areas experiencing a an even more important role in standard measurements of pro- digital divide. Oldenburg argues creating trust and visibility for a gram outputs and outcomes. that virtual spaces also lack the third space. However, too much authenticity of in-person interac- information in one location can Promotion tions, stating, “Third places are overwhelm users. As Claire Rob- To quote the movie Field of face-to-face phenomena. The idea ertson describes of place-making, Dreams, “if you build it, they will that electronic communication “It is argued that modernist come” does not always relate to permits a virtual third place is architects designed buildings and virtual spaces. Active promotion misleading. “Virtual” means that areas that were so large that they is necessary to increase awareness something is like something else forgot about the people they of online offerings. Public librar- in both essence and effect, and were serving.”6 Public libraries ies with active e-newsletter sub- that’s not true in this instance.”8 tend to strive to be everything to scription lists can reach estab- Conversely, while not always an everybody, but offering too much lished patrons electronically to ideal substitute for a physical third virtually may make accessibility share news and promote virtual space, virtual spaces can expand a

14 PUBLIC LIBRARIES VOLUME 59 Number 4 Libraries and Virtual Third Spaces after COVID-19 / Best Practices library’s scope to reach people buildings are closed, patrons that may not be able to visit a continue to seek psychological physical location, or those that are comfort and combat isolation FURTHER READING Ray Oldenburg, Celebrating more comfortable interacting through shared experiences via the Third Place: Inspiring online. As Colleen Reilly notes, virtual spaces. Public libraries Stories about the “Great Good “Introverts, homebodies, and across the country have met this Places” at the Heart of Our anyone unable to travel to a third challenge in creative and innova- Communities (Cambridge, place also need what the third tive ways to continue serving the MA: Da Capo Press, 2007). place offers those who are mobile: needs of their communities. PL Jay Walljasper, The Great accessibility, connectivity, a space Neighborhood Book: A Do-It- for to be vulnerable and authentic, References Yourself Guide to Placemaking 9 and safe.” Going forward, public (Gabriola, BC: New Society libraries should consider their 1. “What Makes a Place Great,” The Project Publishers, 2007). organizational vision and priori- for Public Spaces, www.pps.org/article/ ties and allocate resources accord- august2005whatmakesplacegreat. ingly to support and sustain the 2. “What Makes a Place Great.” physical or virtual spaces that best 3. Ray Oldenburg, The Great Good Place: fill community needs. Cafes, Coffee Shops, Bookstores, Bars, 14/what-makes-a-space-a-place-place- Hair Salons, and other Hangouts at the making-in-urban-design. Conclusion Heart of a Community (Cambridge, MA: 7. Robertson. As Oldenburg describes, third Da Capo Press, 1997), 20. 8. “Q + A with Ray Oldenburg,” 360 Maga- spaces create homelike psycho- 4. Diane Bruxvoort, “Library as Third zine, Steelcase.com, www.steelcase. logical safety by hosting, “regu- Place: A Strategic Framework,” com/research/articles/topics/design-q- lar, voluntary, informal, and hap- SCONUL Focus 68 (March 2018), www. a/q-ray-oldenburg. pily anticipated gatherings of sconul.ac.uk/sites/default/files/docu- 9. Colleen Reilly, “A Virtual World and a individuals,” where, “people put ments/3_18.pdf. “Third Place” May Just Save Your Life,” aside their concerns and simply 5. “Library Virtual Craft & Chat,” Iowa Forbes, December 19, 2019, www.forbes. enjoy the company and conversa- City Public Library website, www.icpl. com/sites/colleenreilly/2019/12/19/ tion around them.”10 Public org/events/32891/virtual-craft-chat. a-virtual-world-and-a-third-place-may- libraries often serve as third 6. Claire Robertson, “What Makes a Space just-save-your-health/#5c0374837dfe. spaces by providing a free, acces- a Place? Place-Making in Urban 10. “Ray Oldenburg,” The Project for Public sible space for socializing that is Design,” Hasta-Standrews, www.has- Spaces, www.pps.org/article/rolden- open to everyone. When physical ta-standrews.com/features/2017/11/ burg.

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PUBLIC LIBRARIES JULY / AUGUST 2020 15 THE WIRED LIBRARY COVERS PUBLIC LIBRARY TECH, TOOLS, TIPS, AND TRENDS Public Computer and Internet Access in the Time of COVID-19 Nick Tanzi / [email protected] THE WIRED LIBRARY

Nick is Assistant Director of the South Huntington Public Library in Huntington Station (NY) and coauthor of Best Technologies for Public Libraries: Policies, Programs, and Services (ABC-CLIO, 2020).  Nick is currently reading Stone of Farewell by Tad Williams.

ith the COVID-19 public computer terminals were computers is not an option, then pandemic present in a mainstay of library service. In you may need to instead reduce Wregions throughout seeking to continue this service, the number of available stations the US, libraries are left adapt- the most common elements that to achieve the desired distance. ing their programs and services need to be addressed are main- The unavailable stations can be to best operate within the cur- taining social distancing and pro- turned off with signs placed on rent environment. At present, viding the most sanitary environ- them. If there is concern that public libraries may find them- ment possible. patrons may still attempt to use selves closed completely, offer- To create an effective social- those terminals, consider remov- ing full services, or somewhere distancing model for computer ing the monitor from the public in-between, given the prevail- use, consider creating space floor. This approach will allow ing conditions of their region between terminals. This can be your computers to still sit on (or, in some cases, in spite of achieved in one of several ways. your network and receive sched- them). While individual circum- Computers and associated furni- uled updates while rendering stances may vary, many libraries ture can be moved to create the them unusable to the public. continue to seek ways to pro- recommended six-foot distance As you work to create distance vide critical computer and inter- between patrons. Such an between your public computers, net access to their communities. approach relies on unused library there are several ways you can Given the current environment, floor space and the availability of augment your approach. Placing just what does that look like? electrical outlets. Access to Eth- limitations on the length of a ernet ports may also be a concern patron’s computer session can Public Computers for computers lacking Wi-Fi help improve your turnover rates, Prior to the COVID-19 pandemic, capability. If relocating public an extremely important consider- Public Computer and Internet Access in the Time of COVID-19 / The Wired Library ation if you’re reducing the num- challenge of public computer use devices? Are they merely for ber of available computers. While is one of sanitation. In its public browsing the internet, or are safety must inform our policies, guidelines, the Centers for Disease they expected to carry a so too should empathy. When Control (CDC) recommends rou- robust suite of software? Will placing limits on the duration of a tine cleaning of high-touch sur- they be used for network patron’s session, do so with the faces, such as keyboards.3 When printing? Videoconferencing? knowledge that many users may cleaning electronics, it is import- If all you’re doing is providing be seeking to navigate unemploy- ant to follow the manufacturer’s a device with internet access, ment for the first time, performing guidelines, lest you inadvertently it would seem unwise to shell a job search, or otherwise engaged damage your equipment. In out for a laptop. in a matter of critical importance. absence of such guidance, the Q Budget: Often, these decisions Erecting sneeze guards and other CDC recommends utilizing come down to money. Here, physical barriers between com- wipeable covers and cleaning with Chromebooks can be an puters can serve to add another alcohol-based wipes or sprays affordable purchase, with layer of protection. containing at least 70% alcohol.4 good options at the $250 to As staff know, patrons using With this in mind, consider creat- $300 price point. The iPad library computers often require ing a “sanitation station” in prox- Mini is slightly more expen- personal assistance—a risky prop- imity to your public computers. sive, while a full-sized iPad osition in the current environ- Such a station would include will cost you several hundred ment. As we clearly want to avoid disposable mouse and keyboard dollars more. A laptop, while a situation where a staff member covers, alcohol wipes, hand sani- affording you the closest expe- is hovering over a patron’s shoul- tizer, and paper towels. This can rience to a desktop computer, der, technology affords us the allow patrons to cover these high- is the most expensive option. opportunity to offer remote assis- touch surfaces, clean them to Q Device Management: When tance. If your library utilizes pub- their satisfaction without damag- your equipment goes out, you lic computer automation to man- ing library equipment, and then need to take steps to ensure age patron use, it is worth sanitize their hands to mitigate their safety and security, as exploring whether they offer an the risk of transferring the virus well provide a means of effi- add-on module for remote sup- from a dirty surface. cient upkeep. Laptops can be port. For example, Cybrarian added to your existing com- allows for remote viewing of a In-House Device Lending puter network with an appro- patron’s screen, a chat tool, and Maintaining social distance at a priate level of access. Chrome- temporary takeover of a keyboard bank of computers can be chal- books can be administered and mouse.1 Other options, lenging to say the least. One way through Chrome Device Man- including those nonspecific to of addressing the twin challenges agement.5 Finally, tablets and libraries, are commercially avail- of social distancing and in-house other mobile devices can be able. When using such remote use of library technology is to go handled through a third-party control features, ALA’s Library mobile. When using in-house mobile device management Privacy Guidelines for Public lending, Chromebooks, laptops, (MDM) solution. Ultimately, Access Computers and Networks and tablets are all potential proper management of equip- indicates the importance of options, though you should con- ment can prevent theft, and informing the public of their exis- sider the following: ensure a consistent patron tence and purpose.2 experience. Aside from meeting social- Q Purpose: Simply put, what is Q Sanitizing: Given the poten- distancing requirements, the other the intended use of these tial turnover rate for equip-

PUBLIC LIBRARIES JULY / AUGUST 2020 17 The Wired Library / Public Computer and Internet Access in the Time of COVID-19

ment loaned in-house, it is tute of Museum and Library Ser- and rises to the occasion. Remain- highly advisable to purchase vices (IMLS) has taken note of ing cognizant of local conditions, keyboard covers and device- some organizations repurposing let us meet this challenge with specific cases for mobile their bookmobiles as mobile caution and creativity. PL equipment. In absence of a Wi-Fi hotspots, traveling their cover, continuous cleaning, communities to provide free References even within a manufacturer’s internet access.8 Hand-in-hand guidelines, is likely to damage with internet access and com- 1. “Social Distancing Software Features in electronics. puter use, many patrons rely on CYBRARIAN® Applications,” 2020, Q Accessibility: The equipment their library for printing. Remote https://cybrarian.com/Solutions/Social that you lend should be acces- printing software is widely avail- Distancing.html. sible to all. The iPad has a able and can be adapted to aug- 2. Intellectual Freedom Committee of the number of built-in accessibility ment a curbside pickup service or American Library Association, “Library features, while the Chrome- even bookmobile access. Privacy Guidelines for Public Access book, in addition to built-in Another option for remote Computers and Networks,” February 14, features, has Chrome exten- access is to make equipment 2020, www.ala.org/advocacy/privacy/ sions which, once installed, can available for checkout. Instituting guidelines/public-access-computer. optimize accessibility.6 Train a mobile hotspot lending program 3. Centers for Disease Control, “Cleaning staff on the accessibility fea- can provide home internet access and Disinfecting Your Facility,” April 28, tures of any equipment you to patrons. While the costs and 2020, www.cdc.gov/coronavirus/2019 intend to loan. Ensure that any plans vary, nonprofits like Tech- -ncov/community/disinfecting-building third-party management soft- Soup do offer affordable options. -facility.html. ware you use does not interfere While many library users own 4. Centers for Disease Control, “Cleaning with or otherwise disable the their own computers or mobile and Disinfecting Your Facility.” device’s accessibility options. devices, not all do. Offering 5. “About Chrome Device Management,” Chromebooks or tablets on loan Google, https://support.google.com/ Serving Users Remotely in conjunction with a hotspot chrome/a/answer/1289314?ref_topic Whether a library’s physical loca- lending program can help meet =4386913. tion is closed, or a portion of its the needs of patrons who lack an 6. “About Chrome Device Management.” patrons fear entering the facility, internet capable device. As with 7. Ian Chant, “Libraries Connect Their there is a clear need to deliver any material we loan out during a Communities with WiFi, Even from critical internet access remotely. pandemic, you should consult the Closed Branches,” Library Journal, April With the addition of wireless CDC guidelines and determine an 1, 2020, www.libraryjournal.com/?detail access points, libraries may appropriate quarantine period Story=libraries-connect-their-communities extend an available Wi-Fi signal upon its return. -with-wifi-even-from-closed-branches. to their parking lots, removing the 8. “Wi-Fi on Wheels: How—and Why— need to enter the facility.7 This Conclusion Libraries Are Bringing Their Services has the added benefit of extend- The COVID-19 pandemic poses Into Communities,” Institute of ing access beyond the library’s an incredible challenge to public Museum and Library Services, July 10, regular hours of operation, and libraries. As we work to provide 2020, www.imls.gov/blog/2020/05/wi reduces the potential for a rush of critical computer and internet -fi-wheels-how-and-why-libraries-are users all gathering to use the ser- access to the public, we must -bringing-their-services-communities. vice at once. Similarly, the Insti- chart a course that is both safe

18 PUBLIC LIBRARIES VOLUME 59 Number 4 the big idea THE BIG IDEA EXPLORES NEW THINKING ON LIBRARY LEADERSHIP TOPICS

May the ZOOM Be with You! Kevin King / [email protected]

Kevin is Head of Community Engagement at the Kalamazoo (MI) Public Library.  Kevin is currently watching Seasons 1-6 of the television series, Community, a show he never watched when it was on the air. (Which is totally weird because it checks all his boxes.)

“I define connection as the lives who have done them wrong. that the effects of loneliness are energy that exists between peo- Does this insight make Brené “equal to or greater than the risk ple when they feel seen, heard, Brown a Jedi Master? If so, where of early death from widely known and valued; when they can give can I get her action figure? risk factors including obesity and and receive without judgement; The wisdom of Dr. Brown, and smoking up to 15 cigarettes a and when they derive sustenance Yoda, are to be acted upon during day.” Now add in what the mental and strength from the relation- the worldwide pandemic within impact of being alone has on your ship.”—Dr. Brené Brown, The which we currently reside. Con- brain. It’s time to let the Force Gifts of Imperfection1 necting is an important practice guide our actions. to keep us healthy while we social Science has proven how not hen I read this quote, distance, isolate, and quarantine. being connected to other humans my first thought According to research conducted can be very unhealthy to both Wwas “The way Brené by insurance company Cigna, mind and body during a pan- Brown describes connection loneliness is growing year to year. demic, but now think about how it makes it sound like Luke Sky- In a 2019 survey, they discovered affects your team’s work life. walker using the Force.” Think that 61% of Americans over the Working remotely went from about it, when all the good users age of 18 identify as being being something public librarians of the Force wield this power in “lonely,” a number that rose from rarely did to standard operating the Star Wars movie franchise, it the previous year.2 This is not procedure overnight. That shift works best when they draw upon even taking into account the high was jarring, and a majority of staff the connection to a loved one. All numbers of teenagers being did not have the tools or tech skills the villains feed off of the hate treated for depression. The writ- to be successful. More importantly they have for the people in their ers of the article go on to write most library workers did not pos-

PUBLIC LIBRARIES JULY / AUGUST 2020 19 The Big Idea / May the ZOOM Be with You!

sess the mental strength to navi- has to be said over and over. This with your direct reports that gate a new way to work. It was strategy should be ramped up are the same time and day like going from one day working during a time in which at work every week. Start the meeting in the rock quarries of Bedrock to connections are not happening. asking the personal questions suddenly designing space sprock- “Heightened communication is about family and home life. ets in the floating offices of Orbit necessary, not only to keep your Share new information and City! (Never pass up a chance to remote team productively gather anything they need to drop a Flintstones AND a Jetsons focused, but because the sudden succeed. Listen to their wor- reference.) Sprinkle the above move from the workplace to ries about work and the world work at home stressors with home space can take an emotional at large. whiny kids, barking dogs, and an toll on people when they no lon- 2. Team Check-Ins: Opportuni- unreliable internet connection! ger have the social contact with ties for the team to gather Yabba, dabba, delirious. work friends and colleagues,” online and connect. Bendaly writes Nicole Bendaly in a Forbes suggests to, “Ask each person Connect Again, and Again, article.4 Over-communicating also to share one word to describe and Again, and Again . . . sends a clear signal that you are how they are feeling in that One of the best tactics to keep caring for them from afar by moment. There is no discus- work teams connected is to com- keeping them in the info loop. sion in the exercise, it is sim- municate as much as possible. In Remind yourself that all good Jedi ply a way for team members to the pre-pandemic world, com- Knights practice using the Force connect with how others are munication at work would often again and again and again. feeling in the moment.”5 In the consist of in-person team and department I lead, team maybe, one on one meetings. Connect Four check-ins happen at both the When the Kalamazoo (MI) Pub- When crafting a communication/ branch and department levels. lic Library (KPL) library closure connection plan for my remote 3. Team Info Sharing: These increased from days to weeks, I team, I discovered four strategies meetings consisted of team developed an online communica- that—when combined with leaders sharing important info tion plan that kept workflows over-communicating—were most on KPL’s plan for services moving and encouraged team effective for moving the team during COVID-19. Often, we members to stay as connected as forward. Each strategy focused would consider a possible possible. It was vital that all more on personal well-being, change and consider how it meetings allowed for time to aspirations, and future planning. would look at all locations. connect with one another. The My goal was to strengthen the These meetings would end team needed to feel the Force. connections the team had made with time for questions and Patrick Lencioni wrote in his before self-isolation, for fear they answers. Even though these book The Advantage, “Great lead- would crumble. If they could feel events skewed toward “library ers see themselves as Chief the power of the Force via a com- business” leaders, the meet- Reminding Officers as much as puter monitor, that feeling could ings would open with an invi- anything else.”3 His point is that in turn keep the team both physi- tation to share. leaders can never ever communi- cally and mentally healthier. Pow- 4. Fun Check-Ins: This meeting cate too much to their team espe- erful teams can make rocks float happened when someone cially when they are all working and lift X-Wings out of swamps. needed connection. Smaller remotely. Any piece of informa- teams within the department tion that helps a direct report do 1. One-on-One Meetings: would use the online platform their job effectively and efficiently Establish regular meetings to check in on one another’s

20 PUBLIC LIBRARIES VOLUME 59 Number 4 May the ZOOM Be with You! / The Big Idea

physical and mental health. be a master of connectedness. It August 2010), 19. Since two people in the takes lots of intention, communi- 2. Michael Lee Stallard “Why Relational department had just given cation, and practice. Leaders Connection Is So Important During the birth, we would usually ask to need to trust that the employees’ Coronavirus Pandemic,” SmartBrief, see the baby. The rest of the efforts to make the library great March 19, 2020, www.smartbrief.com/ time was spent talking about via Zoom are just as powerful as original/2020/03/why-relational what we were reading or at a reference desk. Just because -connection-so-important-during watching. the team has to communicate by -coronavirus-pandemic. the glare of a computer monitor 3. Patrick Lencioni, The Advantage: Why I encouraged all the leaders it does not mean that they are not Organizational Health Trumps Every- in the department to make sure able to call upon the Force to thing Else In Business (Hoboken, NJ: they also connected with every- change the world. Jedi Master John Wiley & Sons, 2012), 143. one who worked on their team, Brown speaks! PL Nicole Bendaly, “Your Team Is Now from library aide to librarian. Working Remotely—5 Ways To It was eventually clear that it References Strengthen Communication And Team was the responsibility of all staff Cohesion In The COVID-19 World,” members to fortify connections 1. Brené Brown, The Gifts of Imperfection: Forbes, March 20, 2020, https://bit. during the pandemic. Let Go of Who You Think You’re Sup- ly/3gBpbnZ. Training to be a Jedi Master is posed to Be and Embrace Who You Are 4. Bendaly. super similar to learning how to (Center City, MN: Hazelden Publishing,

PublicLibrariesONLINE publiclibrariesonline.org

“Relationship as a Resource” by Debra Keane Posted AUGUST 12, 2020 “Hurt is hurt, and every time we honor our own struggle and the struggles of others by responding with empathy, the healing that results affects all of us.”—Brené Brown These are tough times, and we’ve got questions. What are we supposed to do? We face so much com- munal and individual pain—pain that is fueled by a global pandemic and systematized racial injustice— pain that existed long before 2020 but has been ignited, amplified, and now refuses to be ignored. What are we supposed to do now? As we brace ourselves for whatever future is coming, knowing it’s pre- dicted to bring unprecedented homelessness, joblessness, food insecurity, domestic violence, isolation and other traumas, what are we supposed to do? How is the library supposed to respond? Read the entire interview at http://publiclibrariesonline.org/2020/08/relationship-as-a-resource.

PUBLIC LIBRARIES JULY / AUGUST 2020 21 FEATURE

Aging in (Third) Place with Public Libraries

Nicole Dalmer / [email protected] Nicole is Assistant Professor, McMaster University in Hamilton, Ontario, Canada.  Nicole is currently reading Seven Fallen Feathers: Racism, Death, and Hard Truths in a Northern City by Tanya Talaga.

Meridith Griffin / [email protected] Meridith is Associate Professor, McMaster University in Hamilton, Ontario, Canada.  Meridith is currently reading Lands of Lost Borders: A Journey on the Silk Road by Kate Harris.

Kaitlin Wynia Baluk / [email protected] Kaitlin is a PhD student, McMaster University in Hamilton, Ontario, Canada.  Kaitlin is currently reading Zero Waste Home: The Ultimate Guide to Simplifying Your Life by Reducing Your Waste by Bea Johnson.

James Gillett / [email protected] James is Associate Professor, McMaster University in Hamilton, Ontario, Canada.  James is currently reading The Book of Dust by Philip Pullman.

22 PUBLIC LIBRARIES VOLUME 59 Number 4 n aging population presents both op- distinct and separate from the home (a first place) portunities and challenges for a range or work environments (a second place), where of community spaces and organiza- social connection, social capital, and community tions, including public libraries. Rather building can be fostered. In further contextualizing thanA focusing on the challenges, as is so often done, his vision of third places, Oldenburg outlined the here we position public libraries as key communi- following eight characteristics of successful third ty hubs that can (and do) reach out to and engage places: with community-dwelling older adults with social- ly inclusive programs, services, materials, and spac- 1. Occur on neutral ground: “places where individ- es. Exploring the meaning of the public library for uals can come and go as they please, in which older patrons, we begin with an overview of two key none are required to play host, and in which all concepts that are shaping the importance and im- feel welcome and comfortable”3; plications of the library as a third place for this pop- 2. Be “levellers”: inclusive places that do not ulation: the trend toward aging in place and con- require individuals to meet particular criteria or cerns around social isolation. We then provide an be of a certain social rank to enter; overview of an environmental scan of older adult 3. Have conversation as a main activity: places that programming provided by forty Canadian Urban are conducive to, value, and nurture casual and Library Council (CULC) member library systems’ sociable talk; websites. Findings from this study lead us to con- 4. Are accessible and accommodating: places that sider how the organization of programming based people can easily enter after fulfilling work, around age might alter experiences of the public li- school, or home commitments; brary as a third place and prompt us to shift our 5. Have regulars who can nurture trust with new- conversation from an understanding of the library comers: places that foster a sense of familiarity as third place to the library as social infrastructure. among those who frequent them; 6. Keep a low, unpretentious profile: places that are OLDER ADULTS, PUBLIC LIBRARIES, comfortable and approachable; AND PLACE 7. Maintain a playful mood: places that invite peo- Public libraries are part of our culturally con- ple to return with their playfulness; structed space and “have an important role to play 8. Serve as a home away from home: places that in fostering and developing varying senses of com- offers a congenial and familiar environment. munity and providing services to different commu- nities.”1 Whether we think about library as place as Research by library practitioners and scholars referring to its physical place (its structure and has demonstrated the importance of public libraries architecture) or its social place (its role as connec- as hubs of sociocultural connection, with relation- tor with other social spaces), library and commu- ships between patrons, library staff, and the sur- nity are imbricated and can be mutually reinforcing. rounding community cultivating social capital and While public libraries were curiously excluded in nurturing social inclusion for people of all ages.4 urban sociologist Ray Oldenburg’s examples of the Research in fields related to aging has highlighted different public places that can be considered as a the importance of sociocultural links as having a third place, public library practitioners and measurable, positive impact on older adults’ physi- researchers have both used Oldenburg’s notion of cal and mental well-being, including bolstering the third place as a means to highlight the value of feelings of social inclusion.5 For older adults who and the many roles public libraries play in their may no longer be participating in paid work, and communities.2 Third places, such as restaurants, thus may lose connections associated with their parks, gyms, coffeeshops, or museums, are places second place, the third place(s) in their everyday

PUBLIC LIBRARIES JULY / AUGUST 2020 23 FEATURE / Aging in (Third) Place with Public Libraries

lives may take on increasingly significant roles. This embraced aging in place policies and strategies to is especially so as a sense of belonging or attach- empower older adults to remain in their homes and ment to a place, such as a community public library local communities as they age, instead of relocating branch, can “help maintain a sense of identity and to more costly hospitals or long-term care facilities. well-being, and facilitate successful adjustments in Aging in place has many different definitions but old age.”6 generally means continuing to live in the same or a As a third place, public libraries can “provide a familiar place or community for as long as possible, sense of place, a refuge, and a still point; they are a even if health changes occur. In addition to fulfilling vital part of the public sphere and an incubator of an economic imperative, aging in place aligns with ideas.”7 They are well-poised to provide inclusive the preference of a vast majority of both Canadian support to older adults, given their distribution in and American older adults, who intend to remain in high- and low-income neighbourhoods (corre- their homes to maintain their independence and sponding to Oldenburg’s first and second character- remain strongly connected to their communities.11 istics of successful third places), their long history In considering the public library as a third place for of social inclusion in their values and mandates, and older patrons, it is critical to recognize that not all their range of materials, programs, services, and older adults benefit from often-idealized versions or spaces that can be used without expectation of pay- visions of aging in place. Not all older patrons can ment or pre-existing level of expertise (Oldenburg’s age in a safe or inclusive place, and some patrons fourth and sixth characteristics). For older adults, may not have a place within which to age. In such libraries are trusted third places for discovering and cases the library as a third place might take on a accessing resources, enabling lifelong learning, and more essential role in these patrons’ lives, perhaps fostering community relationships (Oldenburg’s even blurring the lines between first and third place. third, fifth, seventh, and eighth characteristics). In alignment with the general theme of community 2. Social Isolation and social inclusiveness that encapsulates Olden- The International Federation on Ageing has stated burg’s conceptualization of third places, Sloan pro- that the number one issue surrounding aging popu- posed that public libraries’ services for older adults lations is keeping older adults socially connected can support four key areas of well-being: (1) stimu- and active.12 Third places are noted for the rich lation, (2) bringing older people together, (3) cutting social interactions and sense of community they isolation, and (4) ensuring equality of access.8 foster. Of the eight characteristics that Oldenburg Taking up the public library as a third place for ascribed to third places, a majority center around older adults may, however, require a critical and creating opportunities for social inclusion and nuanced lens due to two particular contexts that are interaction, including conversation as the main shaping how institutions understand both aging and activity, accessibility and accommodation, a playful the services they provide for older adults: the trend mood, and a sense of belonging—a home away from of aging in place and the increasing incidence of home. This focus on social interaction is especially social isolation among older adults. salient given the increasing awareness and attention paid to the prevalence of social isolation among 1. Aging in Place older adults. An estimated 17 to 24 % of American While Oldenburg noted that “houses do not a com- and Canadian older adults experience some level of munity make,”9 for older adults who are estimated isolation.13,14 Social isolation has many definitions, to spend 80 percent of their time at home,10 their but essentially entails a lack in quantity and quality home and local community are especially pivotal in of social contacts. Social isolation has received their lives and their understanding and making of increased attention in the news and among community. Governments at all levels have researchers as it carries a variety of negative effects

24 PUBLIC LIBRARIES VOLUME 59 Number 4 Aging in (Third) Place with Public Libraries / FEATURE on older adults’ physical and mental health and programming can provide older patrons with oppor- well-being, including premature mortality, depres- tunities for leisure, discovery, reflection, learning, sion, and increased risk for falls, cardiovascular and social connection (all attributes that contribute disease, and dementia. Social isolation among older to the experience of the public library as a third adults can be a result of several factors, including space), as one component of this study a research physical changes (such as sickness, disability, or team searched forty CULC member public library reduced mobility), life course transitions (such as systems’ websites for two months in the summer of the loss of a spouse, retirement, or geographically 2018 and documented the different library programs distant family), and social and environmental fac- that older adults may attend. Information was col- tors (such as poverty, inadequate transportation, or lected about the type of program, the age(s) designa- inaccessible communication tools). As socially iso- tion assigned to each program, and whether the lated older adults have poorer health outcomes and program entailed a partnership with an identified more complex support needs, they therefore often community organization. Information collected require access to a complement of community- about the type of program included details regarding based supports and third places to thrive—including the program’s title; the content, characteristics, or public libraries. activity pertaining to the program; location(s); and These two concepts, aging in place and social time(s) offered. To gain an inclusive and broad isolation, can be mutually reinforcing with poten- understanding of what programs are available to tially adverse outcomes. An unintended conse- older adult audiences, in addition to older adult– quence of aging in place for some older persons may specific programming, both intergenerational pro- be increased risk for social isolation. Indeed, aging gramming (sometimes labelled as “all ages”) and in place strategies and policies can exacerbate expe- adult programming were included in this scan. Our riences of social isolation unless adequate, accessi- team was curious in gathering information about the ble, and responsive community infrastructures, presence of partnerships in programming to under- including public libraries, are in place. Ultimately stand the community building and community mak- then, these two emerging contexts are shaping how ing that programs comprise, further entrenching the public library, as a third place, is or can be expe- public libraries within the fabric of a community’s rienced by its older patrons. If the majority of older third places. patrons are aging (or intend to age) in their homes In total, this scan identified 691 programs across and communities, they require access to inclusive the 40 public library systems. For ease of sorting and accommodating programs, collections, and through and making sense of the sizeable amount of spaces (both online and offline).15 Public libraries, data, as illustrated in figure 1, these 691 programs which often play a role in serious and casual leisure were further divided into the following 16 different time spent across the life course, can be that third program categories: space to nurture or sustain older patrons’ evolving connections, curiosities, and communities.16 1. Reading and writing (n = 125, 18%): included book clubs, writing groups, author conversa- AN OVERVIEW OF THE STUDY tions, poetry readings, and storytimes; These considerations of library as third place were 2. Technology (n = 88, 13%): included technology borne out of a larger study17 that sought to more drop-in sessions, basic computer training tuto- broadly explore how public libraries are responding rials, and podcast clubs, as well as overviews of to an older adult population by asking: “What are online privacy, securing home wireless net- the common and promising practices for and the works, and Google Maps; barriers faced when developing, executing, sustain- 3. Arts and crafts (n = 84, 12%): included knitting, ing, and evaluating programs?” As public library sewing, and crochet circles, life drawing, paint

PUBLIC LIBRARIES JULY / AUGUST 2020 25 FEATURE / Aging in (Third) Place with Public Libraries

nights, fiber art, and coloring clubs; eating, meal planning, understanding one’s rela- 4. Health and wellness (n = 78, 11%): included tionship with food, a celebration of strawberry sessions about pain management, fall preven- season, and a workshop on preparing one’s own tion, cannabis, brain health, Lyme disease, stress Kombucha; relief, diabetes prevention, and prostate health 13. Music (n = 14, 2%): included programs where as well as guided meditation sessions. Of the patrons could listen to music, bring their own programs categorized as health and wellness, acoustic instruments to play with other patrons, twelve were focused on topics related to Alzhei- learn a new instrument, meet others interested mer’s disease and related dementias; in vinyl, or join others in singing folk songs; 5. Instruction (n = 63, 9%): included lecture-style 14. Genealogy (n = 13, 2%): included sessions where programs on a variety of topics, including repair patrons learned about genealogical research or cafés and lecture series on current or historical could learn more about their ancestry; events, cultural traditions or holidays, and 15. Finances (n = 12, 2%): included sessions around social justice initiatives; taxes, how to manage one’s finances, investing 6. Language (n = 51, 7%): included programs for education and retirement, and how to create where patrons can learn, practice, and improve a financially sustainable budget; their language skills in English, Spanish, Man- 16. Environment (n = 11, 2%): included programs darin, Tagalog, French, Hindi, Punjabi, and that touched on the environment and nature, Cantonese, among others; including how to reduce waste, composting, 7. Games (n = 37, 5%): included programs dedi- gardening, and seed libraries. cated to playing Scrabble, checkers, trivia, bridge, bingo, board games, chess, Dungeons & Nearly all of the forty library systems offered book Dragons, and card games, as well as more gen- clubs, writing groups, computer training, English as a eral game nights; Second Language resources and learning opportuni- 8. Social (n= 32, 5%): included a number of pro- ties, knitting circles, author readings, informational grams explicitly titled as and designed to bring sessions, and movie showings. Programming desig- patrons together to be in community and con- nated exclusively for older adults primarily consisted versation with one another, often including of informational sessions, fitness classes, and social coffee or tea; hours. Such informational sessions were largely bio- 9. Movies (n = 27, 4%): included programs where medical in theme, including lectures and sessions libraries hosted a movie viewing for any inter- related to dementia, fall prevention, advanced health ested patrons, often titled as “movie nights” or care planning in later life, suicide in later life, and “movie marathons”; safe use of medication. Libraries also offer activities 10. Fitness (n = 19, 3%): fitness sessions included specifically tailored to older adults, such as paint programs where library patrons would be mov- nights, film screenings, book clubs, and colouring ing their body in some way, including yoga ses- afternoons. The content of these programs largely sions, walking tours and walking groups, Nordic fits within the traditional categories of public library pole walking, chair yoga, and Wii bowling; services targeted at older adults that Kendall18 out- 11. Legal (n = 19, 3%): included sessions where lined nearly 25 years ago: education (including tech- patrons could ask questions to a practicing law- nology teaching and training), community informa- yer, attend a legal clinic, learn about preparing tion, and cultural services. or revising a will, and learn about the legalities Programs that included participation from a part- surrounding end-of-life care and planning; ner organization or agency accounted for 107 (15%) 12. Food (n = 18, 3%): included sessions that of the documented programs. Partnerships with touched on the topic of food, including healthy external organizations were especially prevalent in

26 PUBLIC LIBRARIES VOLUME 59 Number 4 Aging in (Third) Place with Public Libraries / FEATURE

Figure 1. Public Library Programs

those informational sessions related to health and Figure 2. Programs’ Age Designations well-being, and included municipal government and non-profit organizations such as local Alzheimer’s Societies, cities’ Public Health or Community Health offices, and local chapters of national osteoporosis organizations and mental health associations. Other external partners included local genealogical societ- ies, legal clinics, and police and fire services. Public libraries located in a city near a large university often offered informational sessions led by the university’s faculty members or research centre staff. Tied to our focus of considering public libraries as third places, one particularly revealing finding was the way in which age categories were assigned to the different programs. As outlined in figure 2, 440 programs (64%) were designated as either “adult” or “adult to older adult,” 173 programs (25%) were categorized as “all ages,” and a remaining 78 programs (11%) were designated exclusively for and practice. While the use of chronological age to older adult patrons (also sometimes labeled as distinguish between our library spaces, collections, “seniors”). The implications of these ratios will be and programs affords an alluring sense of order, further discussed in the following section. organization, and objectivity, prescribing what is or may not be “age appropriate” can simultaneously OPENING UP UNDERSTANDINGS propagate or further entrench stereotypes of differ- OF AGE IN THIRD PLACES ent age groups. Age is used as a ubiquitous (and sometimes prob- As 89 percent of programs were designated as lematic) categorizing tool throughout our everyday either all ages or as ranging from adult to older lives, and this extends into LIS theory, education, adult (which, conservatively, allows for a range of

PUBLIC LIBRARIES JULY / AUGUST 2020 27 FEATURE / Aging in (Third) Place with Public Libraries

60 to 70 years), findings from the environmental to collections and spaces) that invite individuals of all scan of the 691 programs offer some promising ages to gather and be in conversation and community points of departure in rethinking library as a third with one another, opening up opportunities to chal- place. Whereas age groups have traditionally been lenge static preconceptions of what it necessarily kept in isolation from one another in LIS practice, means to belong to one age group. education, and research (keeping, for example, chil- It is important to note, though, that the decision dren, teens, adults, and older adults separate from to move toward age-neutral or age-inclusive public one another), findings from this scan indicate a library programs can be a fraught process as it can potential shift in public library programs coming to be difficult to delineate programs (or spaces or col- value “different ways of growing rather than the lections) by age group in a manner that does not linearity that age presupposes,”19 opening up oppor- create “others.” The heterogeneity inherent within tunities for public libraries to differently explore different age categories must be considered. For and consider their position as a third place. example, those libraries within the environmental Demas and Scherer have highlighted that libraries scan that offered older adult–exclusive program- as third places “create opportunities for people who ming may have done so either as a means to recog- do not necessarily travel in the same disciplinary, nize and address the unique program needs of older social, political, or economic circles to frequently adults or as a means of keeping with their patrons’ meet and greet each other.”20 As evidenced by the preferences to participate in age-segregated pro- data gathered in this study, a majority of the pro- grams and spaces. Those libraries that did not offer grams documented provide the occasion to connect older adult–only programming may have done so as patrons not only with new ideas or opportunities, but a means to ensure their programs remained inclu- also with patrons of other ages whom they might not sive to all patrons of all ages who might enjoy, otherwise have encountered. One of Oldenburg’s attend, or benefit, recognizing that intergenera- eight characteristics of third places is that they are tional or all-ages programming can be of benefit to levellers, in that social status (which we would argue all patrons of all ages. A library’s community will be would include one’s age) is inconsequential in that a reflection of the diversity of meanings, experi- space. Therefore, maintaining this generous “ageless- ences, and preferences of its patrons. Accordingly, ness” to library programs is a key mechanism that in her in-depth survey of suburban public libraries’ can contribute to patrons’ experiences of the library information services to older adults in two Ameri- as a third place. As social inclusion includes not only can metropolitan areas, Perry cautions that the older people’s involvement in community life, but implementation of age group designations must be also their social capital, their civic participation, and carefully considered based on each library’s com- the nature of their social networks and reciprocity, munity: “how a community chooses to segment its maintaining an age inclusivity might be a means to population of older adults depends largely on how it nurture social inclusion in libraries. The high ratio of understands its challenges and opportunities and age-neutral or age-inclusive programs uncovered in what its objectives are in addressing the issue of this study’s environmental scan indicates the possi- civic engagement.”22 bility for libraries to serve as a third place for reflec- tion and dialogue on age and aging. In providing FROM LIBRARY AS THIRD PLACE programs where several generations can attend and TO LIBRARY AS SOCIAL be in community together, libraries “can help to INFRASTRUCTURE counter traditional stereotypes and promote aware- Oldenburg’s third place has served as a helpful con- ness of the historical and cultural circumstances that cept and framework for public librarians and library determine our attitudes about aging.”21 The library as scholars to use when studying, discussing, and high- a third place creates and hosts programs (in addition lighting the value of public libraries and the many

28 PUBLIC LIBRARIES VOLUME 59 Number 4 Aging in (Third) Place with Public Libraries / FEATURE different roles they play in their communities. Con- graphics are changing the use of, the place and necting public libraries within larger, dynamic social expectations of, and the understandings of public issues and contexts (such as aging in place, social libraries. In closing and hopefully inspiring further isolation, and questions around age categorizations), conversation, as a means to responsively reflect as we have done in this article, has prompted us to these changing contexts and in recognition of the consider refocusing our conversations, moving from complex roles libraries play in engaging with and the library as third place to the library as social infra- creating their communities, we are excited by the structure. possibilities a movement from library as third place Eric Klinenberg’s23 recent book, Palaces for the to library as social infrastructure facilitates: People, provides an overview of social infrastruc- tures: “Social infrastructure [includes] . . . the physi- Q Library as social infrastructure draws attention cal conditions that determine whether social capital to the multiplicity of interconnected actors, orga- develops. When social infrastructure is robust, it nizations, and elements that are involved in cre- fosters contact, mutual support, and collaboration ating an inclusive community space. among friends and neighbours writing.”24 Specific to Q Library as social infrastructure highlights and libraries, Klinenberg goes on to note that “social promotes the civic engagement and social inter- infrastructure provides the setting and context for action that public libraries enable and foster. social participation, and the library is among the Q Library as social infrastructure is a means to more critical forms of social participation we acknowledge that the constraints and diversity have.”25 In conceptualizing the library as social among and between library branches and sys- infrastructure, there are obvious points of common- tems are dependent on intersecting contexts, ality with the library as third place in that, as per including location, available resources, etc. Oldenburg’s eight characteristics, it is a place that Q Library as social infrastructure, as a “network of engenders local, face-to-face interactions, encour- integrated, mutually reinforcing, evolving infra- aging the forging of bonds. What is different and structures,” by emphasizing collectivity, provides what renders framing the library as a social infra- a mechanism to differently contend with chal- structure so compelling is that it draws attention to lenges. PL and emphasizes the changing and evolving social dynamics, contexts, demographics, and communi- ties within which libraries are embedded. Impor- References tantly, then, thinking of the library as social infra- structure is a reminder that the library is not static; 1. Gloria J. Leckie and John E. Buschman, “Space, Place, and it is, as Shannon Mattern26 has so eloquently posed, Libraries: An Introduction,” in The Library as Place: History, a “network of integrated, mutually reinforcing, Community, and Culture, ed. John E. Buschman and Gloria J. evolving infrastructures,” deeply and intimately Leckie (Westport, CT: Libraries Unlimited, 2007), 3–25. involved in the development of knowledge and the 2. Ray Oldenburg, The Great Good Place: Café, Coffee Shops, Com- nurturing of community, imbued with cultural, munity Centers, Beauty Parlors, General Stores, Bars, Hangouts, political, and economic values. She goes on to note and How They Get You Through the Day (New York: Paragon that the library as a social infrastructure forces us, House, 1989). importantly, to consider, question, and grapple with 3. Oldenburg, The Great Good Place. “the larger network of public services and knowl- 4. Catherine A. Johnson, “How do Public Libraries Create Social edge institutions of which each library is a part.” Capital? An Analysis of Interactions Between Library Staff and An aging population is but one area (albeit one that Patrons,” Library & Information Science Research 34, no. 1 (2012): is swiftly growing and transforming) in which 52–62. changing and evolving social dynamics and demo- 5. Vera Toepoel, “Ageing, Leisure, and Social Connectedness: How

PUBLIC LIBRARIES JULY / AUGUST 2020 29 FEATURE / Aging in (Third) Place with Public Libraries

Could Leisure Help Reduce Social Isolation of Older People?” Library and Information Studies 1, no. 1 (2017): 1–23. Social Indicators Research 113, no. 1 (2013): 355–72. 16. Meridith Griffin et al., “Writing as/about Leisure: Connecting 6. Janine L. Wiles et al., “Older People and Their Social Spaces: A with Oneself and Others through Creative Practice,” Leisure Study of Well-Being and Attachment to Place in Aotearoa New Sciences (2019): 1–19. Zealand,” Social Science & Medicine 68, no. 4 (2009): 664–71. 17. Kaitlin Wynia, Meridith Griffin, and James Gillett, “Mitigating 7. Kathleen De la Peña McCook, Introduction to Public Librarian- the Challenges and Capitalizing on Opportunities: A Qualitative ship (Chicago: ALA, 2017). Investigation of the Public Library’s Response to an Aging Popu- 8. Margaret Sloan, “Developing a Good Practice Guide on Library lation,” Canadian Journal on Aging 40, no. 3 (2020): in press. Services for Older People,” Australasian Public Libraries and 18. Margaret Kendall, “Public Library Services for Older Adults,” Information Services 22, no. 2 (2009): 48–57. Library Review 45, no. 1 (1996): 16–29. 9. Oldenburg, The Great Good Place. 19. Yen Yen Woo, “Age,” in Keywords in Youth Studies: Tracing 10. Frank Oswald and Hans-Werner Wahl, “Dimensions of the Affects, Movements, Knowledges, ed. Nance Lesko and Susan Meaning of Home in Later Life,” in Home and Identity in Late Talburt (New York: Routledge, 2012), 111–15. Life: International Perspectives, ed. Graham D. Rowles and Habib 20. Sam Demas and Jeffrey A. Scherer, “Esprit de Place: Maintaining Chaudhury (New York: Springer, 2005), 21–46. and Designing Library Buildings to Provide Transcendent 11. Canadian Mortgage and Housing Corporation, “Housing for Spaces,” American Libraries 33, no. 4 (2002): 65–68. Older Canadians: The Definitive Guide To The Over-55 21. Diantha Dow Schull and Selma Thomas, “Reconsidering Age: Market,” www.cmhc-schl.gc.ca/odpub/pdf/67514.pdf. The Emerging Role of Cultural Institutions,” in Boomers and 12. International Federation on Ageing, “Current and Emerging Beyond: Reconsidering the Role of Libraries, ed. Pauline Rothstein Issues Facing Older Canadians,” 2012, https://ifa.ngo/wp-con- and Diantha Dow Schull (Chicago: ALA, 2010), 63–70. tent/uploads/2012/12/current-and-emerging-issues-facing-old- 22. Claudia Perry, “Information Services to Older Adults: Initial er-canadians-final-report-30-march-2012.pdf. Findings from a Survey of Suburban Libraries,” The Library 13. AARP Foundation, “Framework for Isolation in Adults Over 50,” Quarterly 84, no. 3 (2014): 348–86. 2012, www.aarp.org/content/dam/aarp/aarp_foundation/2012_ 23. Eric Klinenberg, Palaces for the People: How Social Infrastructure PDFs/AARP-Foundation-Isolation-Framework-Report.pdf. Can Help Fight Inequality, Polarization, and the Decline of Civic 14. National Seniors Council, “Who’s at Risk and What Can Be Done Life (New York: Crown, 2018). About It? A Review of the Literature on the Social Isolation of 24. Klinenberg, Palaces for the People. Different Groups of Seniors,” 2016, http://publications.gc.ca/ 25. Klinenberg, Palaces for the People. collections/collection_2017/edsc-esdc/Em12-26-2017-eng.pdf. 26. Shannon Mattern, “Library as Infrastructure,” Places Journal, 15. Nicole K. Dalmer, “Mind the Gap: Towards the Integration of June 9, 2014, https://placesjournal.org/article/library-as-infra- Critical Gerontology in Public Library Praxis,” Journal of Critical structure.

Library Space-Planning Guide

Library Space Planning: A PLA Guide (PLA, 2019) is a publication for library professionals to successfully analyze, plan, and evaluate library spaces. It was authored by branding expert David Vinjamuri, facilitator of PLA’s Regional Workshop on Space Planning for Libraries. The guide is available for purchase in print and ebook formats. Visit www.alastore.ala.org/ content/library-space-planning-pla-guide for more details or to purchase a copy. PL

30 PUBLIC LIBRARIES VOLUME 59 Number 4 fullpage ad page 31 C KING STOCk Mortvig/ADOBE CREDIT: IMAGE WITH CONFIDENCE PARTNERING TO SUPPORT TEENAGERS AND YOUNG ADULTS ON THE AUTISM SPECTRUM

Mi-Yeet Wong / [email protected] Mi-Yeet is Research Associate II, Policy and Analytics Center, A.J. Drexel Autism Institute, Philadelphia.  Mi-Yeet is currently reading The Ride of a Lifetime by Robert Iger.

Caity Rietzen / [email protected] Caity is Library Supervisor, Free Library of Philadelphia Culinary Literacy Center.  Caity is currently reading Girl, Woman, Other by Bernadine Evaristo.

Elizabeth Fitzgerald / [email protected] Elizabeth is Director, Free Library of Philadelphia Culinary Literacy Center.

Claire Richardson / [email protected] Claire is Administrator, Greater Philadelphia Coalition Against Hunger.  Claire is currently reading Inland by Tea Obreht.

Disha Uppal / [email protected] Disha is Project Coordinator, Policy and Analytics Center, A.J. Drexel Autism Institute, Philadelphia.  Disha is currently reading Just Mercy by Bryan Stevenson.

Lindsay Shea / [email protected] Lindsay is Director, Policy and Analytics Center, A.J. Drexel Autism Institute, Philadelphia. COOKING WITH CONFIDENCE / FEATURE

he Free Library of Philadelphia is a hub where with strengths, challenges, and individual prefer- education and communities intersect. In Phil- ences. While the characteristics of autism can be adelphia, where residents are dealing with expressed in a variety of unique ways, all people on disparities across income and opportunities, the spectrum share certain traits that include Tthe Free Library represents a space that neutralizes social-communication differences, restrictive and the resource inequity. Individuals come as they are, repetitive behaviors, and sensory differences. It is knowing that they too have the ability to enjoy rich important for all staff to learn about autism and programming, extensive services, and life-changing other developmental differences when preparing resources available to them. Under this platform, a programming for this population, and to keep an successful partnership was formed between the Free open mind to learning throughout the process. To Library’s Culinary Literacy Center and the Phila- learn more about autism, please visit www.philly delphia Autism Project to provide a program for in- autismproject.org, or the Autism Services, Educa- dividuals on the spectrum to learn independent life tion, Resources, and Training Collaborative skills through cooking classes. The Philadelphia (ASERT) at www.paautism.org. Autism Project acts as a conduit to which autism- related resources, community needs, and innovative projects meet. It is a citywide initiative operating COOKING WITH CONFIDENCE under the Policy and Analytics Center (PAC) at the Started in 2014, the Free Library of Philadelphia’s A.J. Drexel Autism Institute. The Philadelphia Au- Culinary Literacy Center was created with the aim tism Project is funded by Philadelphia City Council, to advance literacy in Philadelphia in a unique and the Department of Behavioral Health and Intellectu- innovative way—with a fork and spoon.2 The Culi- al disAbility Services (DBHIDS), and Drexel Dorn- nary Literacy Center provides educational opportu- sife School of Public Health Urban Health Collabo- nities about cooking, and through cooking. Our staff rative. Combining the core mission of the Culinary recognizes that there are many different ways to Literacy Center to educate about and through cook- learn and have found that an interactive cooking ing and the deep knowledge and resources of the program can teach math via measuring, reading via Philadelphia Autism Project on supporting individ- recipes, and science via seeing a transformative uals on the spectrum, the Cooking with Confidence cooking process. Chefs of all ages can experiment program was born. We hope this article inspires and with new foods, new tools, and new ideas. Through guides you to pilot a similar program in your library the cooking classes offered, the Culinary Literacy or classroom! Center (CLC) helps strengthen the Library’s com- mitment to providing accessible and inclusive learn- AUTISM SPECTRUM DISORDER ing opportunities throughout Philadelphia. Cooking with Confidence is one such inclusive Autism Spectrum Disorder (or autism) is a develop- program targeted for teens and young adults on the mental disability that can cause significant social, spectrum or who may have learning differences. communication, and behavioral challenges.1 Just Together with the Philadelphia Autism Project, this like you and I, people on the spectrum are diverse, program was created with specific adaptations for

PUBLIC LIBRARIES JULY / AUGUST 2020 33 FEATURE / COOKING WITH CONFIDENCE

the needs of individuals on the spectrum. Through hands-on classes, participants learn how to read recipes, how to use basic cooking skills, and how to stay safe in the kitchen. Participants prepare a plant-based meal and share it together at a commu- nal table—often trying and discussing unfamiliar foods in a new social setting. While learning basic cooking and safety skills in the kitchen is an integral part of this cooking class, what has resulted organically is so much more. Par- ticipants who attended the cooking classes had a diverse range of experiences and took a chance to try something new. They took a chance to be in the same space as others, knowing the vulnerabilities Cooking equipment (Photo Credit: Free Library of Philadelphia Culinary Literacy Center) that accompany new social situations. Participants not only discussed nutrition and food, but also pushed their limits to try something new, with the urging of their peers. While these moments may opportunities that are facilitated for positive experi- seem small, they are not to be taken for granted. In ences are also limited. the lives of individuals who require consistency and Although data and literature provides a more routine in their schedule, environments, and even global perspective on how many individuals are the foods that they consume, trying new things can faring when it comes to social opportunities, you change what they, and their circle of support, per- need not go far to learn about these limited oppor- ceive as possible. tunities from individuals, families, and providers. This program offers the dignity of risk to individ- Through the practice of community engagement uals. The dignity of risk is the concept that inherent and providing resources to families, you can hear in building self-esteem and self-determination, is the concerns that they face trying to find social the right to take reasonable risks that come with life opportunities and educational outlets for their experiences. As professionals, family members, and loved ones. You can also hear the worry from pro- as a community, we must support people with expe- viders who search for a social outlet that their cli- riencing the successes and failures that come with ents may be interested in, in the hopes of alleviating living. You will see that this concept has implica- the isolation. tions throughout these cooking classes. In addition to the social aspect of this program, participants have the opportunity to discuss and LITERATURE apply healthy eating and nutrition. Research indi- cates higher rates of obesity, gastrointestinal issues, We consulted current literature and data to learn and eating disorders among individuals with devel- about social opportunities, and the availability of opmental disabilities, including autism.4 This pilot nutrition and culinary curriculums for individuals program creates an introductory discussion on the on the spectrum. According to the Pennsylvania role of food and access to food in people’s lives. Autism Needs Assessment, over one third of adults A dive into culinary curricula and interventions on the spectrum reported peer mentorship and for individuals on the spectrum and other develop- social supports as an unmet service need.3 While mental differences yielded some interesting find- communication difficulties can be a barrier to build- ings. In one study, video modeling and prompting ing peer mentorship and social support, social were used to teach cooking skills to students with

34 PUBLIC LIBRARIES VOLUME 59 Number 4 COOKING WITH CONFIDENCE / FEATURE disabilities.5 Another study looked at whether cus- tom-made videos were more effective for teaching independent cooking skills compared to commer- cially available videos.6 And yet another study explored Active Engagement, a systematic and step- wise program designed to promote generalized skills in the kitchen environment for adults on the spectrum.7 Behind Active Engagement is the con- cept that when psychological needs of autonomy, competence, and relatedness are met, the learning environment is optimized to promote the teaching of life skills. While initial goals were to address health promo- tion, independent living skills, and social opportuni- Ingredients (Photo Credit: Free Library of Philadelphia Culinary Literacy Center) ties for adults on the spectrum, the project has also brought forward a place to explore how people relate to each other, and to food. ticipants together to share a meal around a PROGRAM DEVELOPMENT communal table. In Cooking with Confidence, stu- dents have fun cooking and socializing while learn- Partnership between the Philadelphia Autism Project ing skills that can support living healthy, indepen- and the Free Library of Philadelphia began prior to dent lives, like how to measure ingredients and work with the Culinary Literacy Center. The two prepare simple plant-based meals. organizations previously collaborated on creating Drexel’s ExCITe Center’s seed funding project sensory storytimes, where libraries remained open provided the perfect opportunity for the Philadel- for additional hours, exclusively for families of chil- phia Autism Project and the Culinary Literacy Cen- dren on the spectrum, to provide them with an inclu- ter to launch the Cooking with Confidence pilot for sive and judgment-free storytime experience. When individuals on the spectrum. Initial funding sup- the Philadelphia Autism Project learned about the ported piloting two free cohorts of classes, consist- mission and programming of the Free Library’s Culi- ing of two classes each, in November/December nary Literacy Center, an opportunity was identified 2017 and February 2018. In planning for the classes, to create a similar, inclusive experience using cook- we discussed who the target audience was, recruit- ing as a platform. ment and outreach strategies, measuring outcome, The mission of the Free Library’s Culinary Liter- registration process, staff to participant ratio, and acy Center is to advance literacy through food and sensory needs we should consider. cooking around a communal table. Culinary literacy It was a conscious decision to offer the pilot pro- is really a twofold concept, as it emphasizes learn- gram during evening and daytime hours to assess ing about cooking as well as learning about a host of which time slots would work best for participants. other subjects through cooking. For individuals on The first cohort was offered during the daytime and the spectrum, learning to cook not only emphasizes participants were recruited directly from provider practical, independent living skills, it also helps to agencies that support adults on the spectrum. The reinforce the importance of critical reading and participants needed a fair amount of support and paying attention to a multi-step process. The Phila- accommodation to participate. The second cohort delphia Autism Project was also drawn to the Culi- was open to the public and offered in the evening. nary Literacy Center’s goal to bring classroom par- It was interesting and surprising to see the contrast

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between cohorts. For the publicly offered classes, and professional chef instructor who has been a driv- participants functioned more independently, and ing force of our program. The instructor was an many did not need additional staff support. We wit- extremely valuable addition, as she is not only an nessed a fair amount of bonding in the second class experienced food educator, but also the parent of a with lively conversation around superheroes, and teenager on the spectrum. She balances providing a speculation around who would win in a fight welcoming and reassuring space for participants and between Superman and Black Panther! their family members, while also pushing them to try After the initial program pilot, staff realized that something new. It is crucial to find an instructor who the Cooking with Confidence program was a great is flexible and caring, as this is important to the inter- platform for helping teenagers and young adults on actions they have with participants. For example, one the spectrum to learn independent living skills in a participant had transportation issues and arrived to supportive environment. The program shifted focus the class late. He was frustrated and agitated. He from an adult-only audience, to primarily partner- asked if he could hug the instructor, which she ing with the School District and local high schools allowed, and it helped to calm him down. He felt who have active programs for students on the spec- better afterwards and was able to join the rest of the trum. The program remains primarily funded by an class in the cooking activity. While this example is annual grant from the Philadelphia Autism Project. not isolated, it highlights the importance of quality of interactions over quantity of interactions. You do not A LOOK AT OUR PILOT PROJECT need a lot of staff and support, but if you have the right staff, it can make a difference. Staff Though we did not actively recruit for volun- It took a dedicated behind the scenes team to plan teers, quite a few people reached out offering their and implement this multi-agency, transdisciplinary assistance. When sharing information about your project. Cooking with Confidence has truly been a pilot project and seeking volunteer support, con- collaborative effort between the Free Library and sider reaching out to local universities, colleges, the Philadelphia Autism Project. For groups seeking and partners. It can be the next step toward build- to create similar programming, we highly recom- ing stronger relationships with departments and mend building partnerships with organizations agencies. experienced working with individuals on the spec- Since we capped each class at ten participants trum. The resources and knowledge provided by the Philadelphia Autism Project have been invaluable in with the option for each participant to bring some- helping to make this program a success. one to support them (if needed), sustainability of In this effort, the Culinary Literacy Center has one the project only requires a cooking instructor, assis- primary staff member assigned to the program who tant instructor, and a staff member to handle out- helps reserve the space, set up the kitchen equipment, reach and program registration. Often times, sup- and assist with program scheduling and logistics. The port workers that accompany individuals also Philadelphia Autism Project provides two staff mem- provide a helping hand throughout the class pro- bers who spearhead marketing and scheduling of cess. Sometimes, however, too many observers on groups, collect and analyze program data, and provide site can interfere with the hands-on efforts of stu- insight and recommendations on how to best make a dents, as we are trying to build their confidence and positive impact on this community. raise their self-determination in the kitchen. Volun- Another absolutely critical piece of the staffing teers and caregivers can become overeager in trying puzzle is finding an enthusiastic, empathetic chef to help facilitate these experiences, so we recom- instructor. Cooking with Confidence has been mend preparing them in advance to allow for maxi- exceedingly lucky to have worked with a passionate mum independence of the students.

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Recipes and Tools Space For our pilot program, the tools and ingredients Classes took place in the Culinary Literacy Center’s for each class varied based on the selected recipes. kitchen classroom, the first space of its kind in a Recipes were chosen based on affordability (all public library. Located at the Free Library of Phila- recipes consisted of ingredients costing less than delphia’s Parkway Central Library, the space com- $4 per item),8 accessibility (such as ability to open bines commercial-grade kitchen equipment with packages), and level of simplicity (one pot meals classroom-style seating for up to 36 students. Con- versus more complex ones). All recipes used were scious planning of the space was important to facili- plant-based, with the intention of being a slightly tate social interactions. While most cooking pro- new culinary experience for participants to help grams were set up in a simple classroom style, this broaden their palates. Recipes were adapted to fit program arranged the format so that there was the needs of the audience and were strategically room for a communal table in the center of the broken down into sequential, manageable tasks. room. During the lessons, the students were Staff were also conscientious of the sensory needs arranged in pairs throughout the room which of participants and provided gloves and goggles encouraged collaboration and socialization. For spe- as needed. cialized tasks which required close supervision, To optimize participant interactions, it was students were called to the front of the classroom to essential to prepare and organize the tools, stations, complete the recipe component alongside the chef and recipes before each class and to break each instructor. Once the cooking was completed, the recipe into tasks that could be completed either students arranged place settings at the central table individually or in small groups. All students were and enjoyed the meal together. given an opportunity to directly participate in the While it certainly was helpful to have the use of a creation of the meal. Breaking down the tasks professional kitchen, such a location is not neces- allowed individuals to work on activities at their sary to present this program. The Culinary Literacy own pace and their own ability level. For example, Center’s programming expands beyond their main individuals that required more support and needed location classroom and into the many neighborhood more time, worked on tasks such as grating cheese libraries of the system through the use of mobile while other individuals helped with measuring kitchen carts and self-created “kitchen kits” which ingredients and cutting vegetables. are shippable totes of basic kitchen equipment. If One of the most popular recipes used was for your location has a sink with running water and a pierogi. Pierogi are a great option as they can easily conference table, then it’s possible to host this or be made in bulk, with a total grocery cost of approx- similar cooking programs. (Make sure to check local imately $25 for a class of fifteen participants. Many regulations!) For more information about hosting of our students had not had pierogi before, but they cooking programs in your library or classroom, were similar to other foods they had experienced please visit www.freelibrary.org/cook for a free copy (dumplings, empanadas, mashed potatoes) which of our Culinary Literacy Toolkit. made them more willing to try something new. Pierogi are a very messy, hands-on experience so we Accommodations provided gloves for students who were hesitant to In order to provide the best possible experience for handle the dough due to sensory concerns. We also students, special accommodations often needed to be provided a variety of dips and sides for the pierogi, made to address the unique needs of participants. such as apple sauce and plain Greek yogurt, so stu- Dietary concerns were communicated to all staff dents could experiment with different flavors to see ahead of time to ensure that all students were able to which was their favorite. participate and enjoy the meal. For visual learners, volunteers added pictures of the ingredients to the

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recipes to help identify different tools and ingredi- ents. Tools were safe and protective in nature. For example, lettuce knives were used whenever possible as they do not pose a serious cutting hazard. All par- ticipants wore aprons and were informed that gloves were available if they were sensitive to touching cer- tain food textures. Certain ingredients, such as onions, were frozen beforehand and goggles were made available to limit the impact of tearing eyes while cutting. Tables with lower heights were brought in if an individual required the use of a wheelchair. Additionally, staff were conscientious that trying Instructor addressing the class (Photo Credit: Free Library of new things and being in new spaces can sometimes Philadelphia Culinary Literacy Center) cause individuals on the spectrum to feel anxious or overwhelmed. Staff ensured all participants had access to a quiet space, if needed. For any program- ming geared towards the autistic community, it is Once session capacity was filled, additional regis- essential to provide a quiet space and ensure that all trants were informed they would be placed on a wait- participants know where they can go if they need to ing list until more classes were made available or take a break. participants canceled. The Philadelphia Autism Proj- ect then provided the Culinary Literacy Center staff with information on registered participants, so that REGISTRATION they would be prepared and informed on what to Flyers with a description of the program, dates, expect. qualifications, and contact information to register The registration process is an important initial were provided. Interested participants were asked interaction with individuals and their supporters. to register with the Philadelphia Autism Project by Therefore, it is important that the staff members phone or email. Upon registration, they were asked handling this portion are understanding, flexible, and the following questions: helpful to registrants. For example, if registrants were waitlisted or did not meet the qualifications, Q Contact Person they were provided with the Culinary Literacy Cen- Q Participant Name ter’s other programs that were available, as well as Q Participant Age available culinary programs outside the Free Library. Q Support Agency (if applicable): We had one registrant who was nervous about Q Contact Information (Phone): attending and called back multiple times to ask if Q Contact Information (Email): staff and other participants would be nice. It was Q Support staff or family members attending? important for staff to validate the person’s concern, Q Any relevant communication needs we should be assure them that everyone would be nice, and that aware of? the other participants may be just as anxious since it Q Any adaptations we should be aware of? was their first time as well. The communication with Q Any dietary concerns? registrants, and some of the concerns or fears they may be coming with, is important for staff members to know so that they can check in with participants

38 PUBLIC LIBRARIES VOLUME 59 Number 4 COOKING WITH CONFIDENCE / FEATURE to see how they are doing during the class and after. before trying an activity themselves. For example, she would carefully demonstrate how to slice an onion with appropriate knife safety skills before stu- FLOW OF COOKING CLASS dents were permitted to pick up their knives. To Prepare the Space reiterate proper technique, varied methodologies Prior to participants arriving, the stations were pre- were used to accommodate different learning styles. pared with tools, recipes, and ingredients. The chef Some students required repeated demonstrations instructor completed any preparatory tasks for the before they felt comfortable completing an activity, ingredients. Water was set to boil, ovens were pre- while other students worked best in tandem with a heated, and ingredients were arranged. As students staff member or volunteer. Other individuals did not arrived, they were welcomed and given a space to need as much support and followed directions inde- place any personal items. With the exception of assis- pendently. Staff in the classroom maintained con- tance devices, no mobile phones or electronic devices stant communication with participants to ensure were permitted. All participants were given aprons, their needs were being met and they were clearly instructed on how to put on and tie them, as well as understanding the instructions. It’s important to be why the aprons are needed. It is important to note adaptable so that students can get the most out of the that for students on the spectrum, walking into a new class, as a hands-on experience was a primary driver space with unfamiliar rules and people can be over- for the program. whelming. Staff ensured the classes had ample time Occasionally, provider staff brought by the stu- to settle in, were mentally prepared and felt comfort- dents were too hands-on. This meant that their able prior to moving forward. students were mostly watching and did not get as much of a chance to practice themselves. In cases Hygiene Rules where provider staff were too hands on, program Food safety and personal hygiene are of the utmost staff gently intervened so that participants could try importance for any culinary program. The chef completing the activities themselves. instructor began each class with a lesson on hand- One concept repeatedly emphasized throughout washing and set out classroom rules which stressed the Cooking with Confidence program is effort is the importance of personal hygiene. For example, better than perfection when it comes to trying new participants were asked to take off their aprons things. When students became frustrated that their before heading to the bathroom. If they forgot, she outcome wasn’t perfect or didn’t look exactly like reassured participants it was okay and that they just the instructor’s, staff reiterated that “practice makes needed to use a new apron. Participants were also perfect.” Trying things and doing it your own way directed to clean their hands before touching the can still bring you to the same result, if not better. food, and after they have touched their face or any Creating a space that allowed for imperfection and other body parts. While this may be considered stan- individual style goes hand in hand with creating a dard procedure, it proved to require more time for safe environment. some individuals who often touched their ears and had to wash their hands repeatedly. Staff gently, but Enjoying the Meal firmly, ensured that these rules were followed to help While the meals were being finalized (either in the model good personal hygiene in the kitchen space. oven or on the stovetop), participants were tasked with cleaning their work spaces and setting up the Show then Try table with utensils, plates, and water for everyone. During the class, the chef instructor followed a This was a good opportunity for students to prac- “show then try” curriculum plan which had partici- tice additional independent living skills in terms of pants closely watch an instructional demonstration meal preparation. While likely not the highlight of

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the program, staff encouraged the students to work together to ensure the space was properly cleaned, hands were washed, and there were enough place settings. Once everything was set and the meal was ready, all participants gathered around a communal table to enjoy the fruits of their labor together. Under varying levels of staff direction, the stu- dents engaged in a discussion about their experi- ence and what they enjoyed most about the meal. To maximize social interactions, staff gently coaxed the conversation and asked question prompts to help get the discussions started and keep it flowing. Staff encouraged honest feedback about whether the students liked the recipe (without using dis- Participant grating cheese (Photo Credit: Free Library of Philadelphia Culinary Literacy Center) couraging terms such as “gross” or “yuck”) and what they found challenging about the experience. The discussions also touched on what participants enjoyed eating, and the importance of trying some- responses from the Spring 2019 classes showed that thing new instead of shutting the idea down imme- 94% of students met their predetermined goal for diately. This often led to larger, more organic con- the outcome of the class, while 100% of students versations amongst the students about other foods reported they were happy with the assistance they they enjoyed and other interactions they have had received during the class. with the library, such as favorite books or television Open ended questions included what they shows. enjoyed about the class, areas for improvement, Some of the most memorable discussions were and what would make cooking easier for them. We prompted by questions from participants. One par- received many positive comments on the most ticipant asked why all of the recipes were plant- recent survey, with a favorite being, “I love making based. This started a discussion on why the recipes new things and I had fun and now I can go home were selected, as well as about vegetables in gen- and show this to my grandma.” Many students eral, peeling carrots, and learning more about noted this had spawned an interest in taking addi- mushrooms. The mother of one participant tional cooking classes and they were enthusiastic expressed how happy she was, and that she never about practicing cooking at home in the future. thought she would see her son make a friend. LESSONS LEARNED PROGRAM ASSESSMENT Since the initiation of the program in 2017, staff Through the use of surveys, we sought feedback on from the Culinary Literacy Center and the Philadel- outcomes of participants’ goals for the program, phia Autism Project have prioritized collaborative their cooking and eating habits, and their general communication about Cooking with Confidence confidence navigating a kitchen. For all programs to and have kept track of lessons learned to ensure not date, participants reported higher confidence levels only that the program is sustainable, but also that it in cooking skills, preparing a healthy meal, follow- is continually improving. In addition to frequent ing a recipe, and practicing food safety. Participants email check-ins, staff meet to debrief and analyze also enjoyed the chef instructor very much, consis- the program’s effectiveness at least twice per year. tently rating her with high marks. Analysis of One of the things we learned from the onset was

40 PUBLIC LIBRARIES VOLUME 59 Number 4 COOKING WITH CONFIDENCE / FEATURE that there was an overwhelming interest in the build skills, with staff and caregivers providing program. Each session has had a lengthy waitlist space to enable this. Thinking about jobs ahead of with frequent inquiries about additional classes. time, such as setting up the table for the communal Initial pilot programs focused on multi-class ses- meal, can encourage more participation. We also sions geared towards adult participants. We found realized that we could simplify our recipe choices that while there was great interest in the program, and maintain student engagement and practical it was difficult for adult learners to consistently impact. The goal was to teach students how to pre- attend classes and we did not have the high turnout pare a healthy meal on their own, so the less com- we anticipated. By shifting gears towards the teen plicated the recipes were, the better. Additionally, and young adult population, we were able to part- by narrowing down our recipe options to one or two ner with local schools to expand our program as a choices it allowed us to streamline grocery ordering classroom activity geared towards helping this age by purchasing items in bulk which also helped us group develop autonomous living skills and cut down on programming costs. increase their social interactions in a new environ- ment. This adjustment greatly increased atten- dance numbers. LOOKING TO THE FUTURE The survey format was updated after feedback Integration and Partnerships from cohorts, to make it more accessible and Cooking with Confidence has many opportunities for shorter. This was especially important given feed- replication and expansion. Cooking with Confidence back from high school teachers about the time capitalizes on publicly available space and the pro- required for their students to understand and com- gramming expertise of librarians, connected to a prehend the questions. partnership with resource experts at the Philadel- In terms of the actual class experience, we phia Autism Project to build opportunities for pro- learned that classroom setup, including ingredients viders and school districts. Strong interest from high and tools, needed to be well thought out and inten- school autism support classrooms has shown that tional to encourage social interactions, and that it is this can be a great opportunity to partner with local essential to make the cooking process as hands-on school districts, where students can also apply as possible for participants. It is especially import- opportunities to use public transportation to partici- ant to emphasize that the class is for participants to pate in the program. Partnerships with culinary schools can offer the opportunity for culinary stu- dents to volunteer at the Culinary Literacy Center and interact with neurodiverse peers. It can be mutu- ally beneficial, as participants can foster their voca- tional interest by visiting the culinary schools and meeting experts and culinary students in the field. Similarly, partnerships with nutrition programs (e.g., academic institutions or supermarkets) can build upon the knowledge base about healthy eat- ing. Naturally, this program can also serve as an opportunity for past participants to volunteer if they would like to continue to be involved. Occupa- tional therapists and physical therapists can also be optimal candidates for volunteers.

Participant measuring ingredient (Photo Credit: Free Library of Cooking with Confidence is primed to expand in Philadelphia Culinary Literacy Center) Philadelphia by moving into the Free Library of Phil-

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adelphia’s neighborhood library locations. Staff are 2. Culinary Literacy Center, Free Library of Philadelphia, https:// currently testing a pilot location in South Philadel- libwww.freelibrary.org/programs/culinary. phia which will focus on outreach to nearby high 3. “Individuals over 18 who answered for themselves Needs Assess- schools and teaching students how to make and pack ment Result”, PA Autism Needs Assessment, Bureau of Autism a sandwich lunch. By pairing local schools with a Services, Pennsylvania Department of Public Welfare (2011), need for programming for students on the spectrum www.paautism.org/resources/Caregivers-or-Parents/Resource with a simplified, no-cook recipe, we hope to be able -Details/itemid/280. to add more location options in the future. 4. Janice Goldschmidt and Hee-Jung Song, “At-Risk and Under- The relatively low cost and staffing structure of served: A Proposed Role for Nutrition in the Adult Trajectory of Cooking with Confidence supports sustainability Autism,” Journal of the Academy of Nutrition and Dietetics 115, and capacity-building for libraries and other learn- no. 7 (2015): 1,041–047. 5. Teresa Taber-Doughty et al., “Video Modeling and Prompting: A ing institutions of all sizes. Funding opportunities Comparison of Two Strategies for Teaching Cooking Skills to are available via public funds, nonprofit grants, and Students with Mild Intellectual Disabilities,” Education and corporate sponsorships at all levels. Cooking with Training in Autism and Developmental Disabilities 46, no. 4 Confidence is a program which is truly adaptable (2011): 499-513. to your institution and your community. In repli- 6. Linda C. Mechling et al., “Comparing the Effects of Commer- cating this program, it is important to recognize cially Available and Custom-Made Video Prompting for Teach- that its philosophy is about more than the act of ing Cooking Skills to High School Students With Autism,” Reme- cooking. For people who may have a difficult time dial and Special Education 34, no. 6 (November 2013): 371–83, forming relationships or interacting with others, doi:10.1177/0741932513494856. the kitchen classroom can be a space where they 7. Janice Goldschmidt and Hee-Jung Song. “Development of Cook- can feel safe to do so. We encourage you to find ing Skills as Nutrition Intervention for Adults with Autism and ways to partner and host this type of program at Other Developmental Disabilities,” Journal of the American your institution. PL Dietetic Association. 117, no. 5 (May 1, 2017). 8. Leanne Brown, Good and Cheap: Eat Well on $4/Day (New York: REFERENCES Workman Publishing, 2015).

1. Autism Spectrum Disorder (ASD), Centers for Disease Control and Prevention, www.cdc.gov/ncbddd/autism/index.html.

PublicLibrariesONLINE publiclibrariesonline.org

“Tiffany D. Cross on her Journey from the Control Room to the Green Room” by Brendan Dowling Posted AUGUST 13, 2020 Tiffany D. Cross has been a major player in the news media for nearly two decades, from working as an Associate Producer for CNN, to co-founding the influential newsletterThe Beat DC, to her current appearances as an on-air political analyst on MSNBC. In her new book, Say It Louder: Black Voters, White Narratives, and Saving Our Democracy, Cross digs into the current landscape of the news media, exploring how a lack of diversity in newsrooms shapes not only what stories are covered but also how they are reported. Read the entire interview at http://publiclibrariesonline.org/2020/08/cross.

42 PUBLIC LIBRARIES VOLUME 59 Number 4 It’s NOT TOO LATE to respond to the 2020 CENSUS

Ensure your community gets its fair share for the next decade.

Remind your users to respond by September 30 by phone or online at 2020census.gov

Get tools to inform your community at www.ala.org/census

#CountOnLibraries MAKING THE CONNECTION STOCk ilovecoffeedesign/ADOBE CREDIT: IMAGE COMPUTATIONAL THINKING AND EARLY LEARNING FOR YOUNG CHILDREN AND THEIR FAMILIES

Kathleen Campana / [email protected] Kathleen is Assistant Professor, School of Information, Kent State University, Ohio.

Claudia Haines / [email protected] Claudia is Youth Services Librarian, Homer (AK) Public Library.

Jacqueline Kociubuk / [email protected] Jacqueline is Project VOICE, Project Coordinator, School of Information, Kent State University, Ohio.

Paula Langsam / [email protected] Paula is Manager of Youth Services, Martin Luther King, Jr. Memorial Library, DC Public Library.

44 PUBLIC LIBRARIES VOLUME 59 Number 4 MAKING THE CONNECTION / FEATURE

“In the nonstop tsunami of global information, young children, ages 0–9, and their families, espe- librarians provide us with floaties and teach us to cially the competency of computational thinking. swim.”—Linton Weeks (“The Old-Fangled Search Computational thinking, most simply, can be con- Engine,” The Washington Post, January 13, 2001) sidered a replicable process that assists with com- pleting a task or developing possible solutions to a ibraries have long been an important source problem. While computational thinking may seem of traditional early literacy learning and sup- too advanced for young children, it can, in fact, be port for young children and their grownups. introduced and encouraged in developmentally However, as technology continues to grow appropriate ways. Similar to early literacy and early Land change, traditional literacy skills alone may math, emerging computational thinking concepts not be sufficient to solve twenty-first-century chal- can be incorporated and encouraged, using play- lenges. Children and adults are now in need of a based methods, in library programs and services, larger set of skills to help them successfully navi- helping families build a foundation that will enable gate, consume, and create information across a va- children to fully engage with more advanced com- riety of digital and analog formats—from the paper putational thinking concepts as they grow and book, smartphone, and virtual assistant to the yet develop. Additionally, by being intentional with how to be imagined. While traditional literacy skills are they model, incorporate, and make computational still crucial, they need to be supplemented with an thinking concepts accessible for all young children emerging set unique to the digital landscape, often and families, library staff can reassert their dedica- referred to as twenty-first-century competencies. tion to equity and empowerment by making mastery Twenty-first-century competencies have come to of twenty-first-century competencies and media the forefront as a way of helping people develop literacy skills achievable for everyone. essential media literacy skills, including the “ability to This article aims to empower library staff to access, analyze, evaluate, create, and act using all embrace and integrate computational thinking con- forms of communication,”1 and successfully navigate cepts and skills into their programs and services for this digital landscape. These competencies are crucial young children and their families by presenting the for everyone, but in a constantly evolving, informa- following information: tion-rich, technology-driven society, it is particularly critical to introduce these competencies to children Q an overview of computational thinking concepts and youth starting at a young age so they may be fully and skills; media literate and thrive as twenty-first-century Q detail on computational thinking’s role in early world citizens. While the Institute of Museum and childhood development and relationships with Library Services (IMLS) has identified an extensive other early learning domains; and list of twenty-first-century competencies for all ages,2 Q examples of how to integrate computational Grover has put forth a simplified list of four twen- thinking into library programs and services for ty-first-century competencies for children and youth young children and families. that schools are focusing on—creativity, critical think- ing, collaboration, and communication—and argues WHAT IS COMPUTATIONAL THINKING? that computational thinking should be the fifth com- petency emphasized for children and youth.3 Computational thinking was first described in Sey- Public libraries may already be supporting some mour Papert’s seminal research on children’s com- aspects of these competencies for older children puter culture in 1980 and Jeannette Wing’s later and youth in their library programming. However, it work in 2008, and since then multiple definitions of is important to consider how libraries are support- computational thinking have arisen, but researchers ing these twenty-first-century competencies for have yet to agree on one universal definition.4 In

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general, computational thinking can be thought of thinking skills and other twenty-first-century compe- as an expressive or creative process that helps chil- tencies.11 While the twenty-first-century competen- dren and adults create solutions to a problem or cies are all related, creativity shares strong ties with complete a task in a manner that could be replicated computational thinking. Though creativity was not by others. Problems can be as routine as “How do identified in early descriptions of computational you tie a shoe?” or as complex as “How might thinking, it has emerged as an important aspect of humans survive on Mars?”5 computational thinking’s problem-solving mindset.12 Many early definitions of computational thinking In fact, WGBH, the creators of Aha! Island, a televi- shared conceptual elements with other academic sion show and curriculum designed to introduce fields like math, science, and engineering,6 and computational thinking to preschoolers and their emphasized computational thinking as akin to families, defines computational thinking as “a cre- “thinking like a computer scientist” by developing ative way of thinking that enables children to identify solutions that could be effectively carried out by and systematically solve problems.”13 Creativity either a computer or a person.7 However, more serves as a fundamental catalyst in using computa- recent definitions shift computational thinking tional thinking, and working with computational towards something beyond computer science, posi- thinking skills can support creative thinking.14 tioning it as a type of higher-order thinking or mindset that involves skills that are applicable across multiple fields. While the term’s origins lie SUPPORTING COMPUTATIONAL THINKING within computer science, computational thinking is Computational thinking consists of a number of now thought of as applicable to a variety of prob- different concepts, which are classified as either lem-solving situations8 that do not require digital skills (specific abilities that relate to computational technologies, but can be expanded when partnered thinking) or dispositions (broader character traits with them.9 However, the use of digital technolo- that support effective computational thinking). gies, coding for example, does not necessarily corre- These concepts are broadly defined and can be spond to the use of computational thinking.10 applied to all ages and abilities as youth grow. The Overall, the general concept of computational scaffolding nature of the skills allows young chil- thinking is reflective of recent educational paradigm dren to begin exploring them, even during the first shifts that place a focus on higher-order critical few years of their lives.

Computational Thinking Skills Currently, there is not one universally agreed upon, definitive set of skills that support the computa- tional thinking mindset, especially for young chil- dren. However, various organizations and scholars have identified a number of different skills that fall under computational thinking. For the purposes of this article, we have narrowed down the skills to the six most common (see table 1). The development of each skill is interdependent on the other skills. Logic and evaluation develop as children explore the world, build knowledge, and experiment. Critical thinking skills, another twen- ty-first-century competency, emerge as children’s logic and evaluation skills become more nuanced

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Definitions of common computational thinking skills15 Table 1. computational thinking, certain dispositions seem to be considered necessary for successful computa- COMPUTATIONAL tional thinking. ISTE and CSTA are some of the THINKING SKILL DEFINITION only organizations to identify a specific list of dispo- Logic Predicting and analyzing sitions that contribute to computational thinking.17 Evaluation Making judgments “These dispositions or attitudes include: Decomposition Breaking down into parts Q Algorithm design Creating rules and sequential Confidence in dealing with complexity steps Q Persistence in working with difficult problems Q Pattern recognition Spotting and using similarities Tolerance for ambiguity Q The ability to deal with open ended problems Abstraction Removing unnecessary detail Q The ability to communicate and work with oth- ers to achieve a common goal or solution”18 and complex. Decomposition and algorithm design Two other researchers, Brennan and Resnick, both require problem solvers to understand the add two additional dispositions to the list: express- different components or steps that are needed in ing themselves through creative means and ques- problem solving or to accomplish a task. When tioning concepts and ideas that are “taken for 19 dividing a problem or solution into smaller, easily granted.” accomplished parts, a problem solver is decompos- These computational thinking dispositions may be ing. When those smaller components must be com- familiar to those versed in whole child development, pleted in a specific order, a problem solver is using as they are relevant to what children need to succeed 20 algorithm design. Abstraction and pattern recogni- when living and learning in a connected world. tion both support the other skills and computational Providing developmentally appropriate, low-tech thinking more broadly. Abstraction is the act of and high-tech opportunities for young children and reducing complexity by stripping away the extrane- their caregivers to “tinker, create, debug, persevere ous details to get to the essential pieces of a task. and collaborate” can support the growth and devel- Pattern recognition is identifying commonalities in opment of emerging dispositions and skills that are material, actions, or steps that can help to classify fundamental to computational thinking and various 21 the “problem” and identify possible solutions. academic fields. Furthermore, supporting the growth and development of these dispositions and Computational Thinking Dispositions skills can help children and youth to be collaborative, Also significant in the conversation of how to suc- confident, creative, flexible, communicative, per- cessfully support young children’s emerging com- sistent, curious, and interested in experimenting, putational thinking skills is a set of important dispo- all crucial traits for living and learning in a media- sitions, sometimes referred to as “soft skills.” These diverse, highly connected world. dispositions apply to the use of both traditional and 16 “new” media as well as to social interactions and COMPUTATIONAL THINKING AND YOUNG experiences with no media at all. They allow chil- CHILDREN dren to be agile in their media literacy skills and use media of all kinds effectively, helping to build twen- As computational thinking has become more widely ty-first-century competencies that enable them to accepted, it has fast become thought of as critical live and learn in a connected world. for academic success, even in early primary grades. While there is no formal list of dispositions Wing, one of the more recent drivers behind the required to be fluent in the relatively new area of computational thinking movement, has been quoted

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as saying that ideally “this learning should best be and literacy. Cognition is split into two domains— done in the early years of childhood” in order to mathematics development and scientific reason- provide for a solid foundation of skills22 that are ing—which both share a variety of skills with com- developed over time, because young children are putational thinking, including logic, evaluation, naturally curious and are learning rapidly about the decomposition, patterns, and algorithms. Similarly, world around them.23 literacy and language share similar skills with com- Computational thinking can actually be seen, and putational thinking, such as pattern recognition, supported, from infancy onward. For example, very sequencing (which falls under algorithm design), young children (birth to three years) have been logic, and evaluation. found to use statistical patterns and modeling to Given the relationships between computational learn language, social responses, and causation.24 thinking and these important areas of child develop- Strengthening a child’s computational thinking ment, there is a pressing need to add a layer of inten- mindset can help them, later in life, with handling tionality in supporting computational thinking in more complex problems that cannot be solved by a young children. This is particularly key for at-risk more traditional trial and error method.25 In addi- and disadvantaged children who typically start tion, they will be better positioned to function and school behind their more advantaged peers and may succeed in a world of ubiquitous and constantly not have access to a variety of learning experiences, evolving digital technology and new media.26 including those with digital technology; experienced Finally, given that computational thinking shares mentors and facilitators; and other resources that skills with early literacy, math, and scientific think- might help to increase their computational thinking ing, placing an emphasis on supporting computa- skills. Because computational thinking can be pres- tional thinking can also help support early learning ent in almost all activities for young children30 (see skills across multiple developmental domains. figure 1), families and educators may already be using In fact, computational thinking and its core skills or encouraging computational thinking for their are closely related to a few domains of child devel- young children without being aware of it, possibly opment that have been identified as essential for because they lack an understanding of the concept. school and lifelong learning by the National Educa- Once parents, caregivers, and educators understand tion Goals Panel:27 approaches to learning, cognition, how everyday activities can support computational and language and literacy.28 Approaches to learning thinking skills, they can be more intentional with shares a strong connection with computational these activities, helping to strengthen the develop- thinking. According to The Head Start Early Learn- ment of computational thinking skills. ing Outcomes Framework, the approaches to learn- ing area covers the skills and abilities children need to accomplish goals, build knowledge, and be able COMPUTATIONAL THINKING AND LIBRARIES “to successfully navigate learning experiences that While some schools have made progress in incorpo- are challenging, frustrating, or simply take time to rating computational thinking concepts into their accomplish.”29 On a basic level, setting and accom- curriculum, it is likely that current K–12 and pre- plishing goals and navigating challenging learning school educational practices do not fully support the experiences, such as learning to read, consist of development of the computational thinking mindset complex problems that children have to work for young children,31 even though it has been demon- through. Creativity, curiosity, and initiative also fall strated that younger children use and would benefit under the approaches to learning domain and share from computational thinking teaching support.32 qualities with computational thinking. In addition Parents and caregivers could also play a crucial role to approaches to learning, computational thinking in supporting computational thinking for children, also shares strong ties with cognition and language but they may lack an understanding of its underlying

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Figure 1. Examples of computational thinking in common activities for young children and families. often includes rules and schemas as well as the development, sequencing, and enforcement of a child’s own instructions— all concepts usually associ- ated with computational thinking. It is crucial that libraries take on this role of support- ing computational thinking for young children and their families as libraries are not only strong in sup- porting early learning35 but also in engaging families with young children.36 Historically, these family concepts and how to support it for their child. engagement practices included supporting learning Including computational thinking vocabulary and for parents and caregivers through techniques such activities in the settings where young children and as incorporating early learning tips and suggestions families spend their time can introduce and rein- into programs and services.37 However, given the force these fundamental skills and dispositions in increased attention on the library’s important role in developmentally appropriate ways for all children as family engagement, these practices have begun to they grow, setting the stage for deeper understand- include opportunities that engage the whole family ing and complex use later on. and encourage them to learn together.38 Out-of-school learning environments—such as Family learning experiences—which sit at the libraries and museums—hold the potential to serve heart of family engagement efforts—are ideal for as a community-wide support system for young chil- supporting computational thinking. Family learning dren and their grownups who are learning and prac- occurs when families interact around experiences, ticing computational thinking concepts. Libraries, in media, objects, and information to learn together. particular, are well-situated to support computa- The grownups help to mediate the learning experi- tional thinking and have begun to make significant ence as active participants with their child, essen- progress in supporting computational thinking for tially creating a “state of togetherness in learning.”39 teens through library programs.33 As many libraries In addition, an important aspect of family learning are already offering a variety of free literacy and is giving the grownups opportunities to learn more STEAM (science, technology, engineering, art, and about the concepts and experiences they will be math) programs for young children, they are engaging in with their children to empower them in uniquely positioned to support computational think- their role with learning support and scaffolding. ing for young children in a developmentally appro- Providing opportunities for family learning that priate way as well. Furthermore, programs for young support computational thinking and broader media children offer opportunities to learn through play, literacy skills is crucial: It promotes grownups’ which is an ideal method for introducing emerging active engagement in the child’s learning and family computational thinking skills and dispositions in bonding. When libraries provide opportunities for both individual and collaborative ways,34 because it families and children to play and interact with com-

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putational thinking concepts, they are ultimately learning tools can provide opportunities to support encouraging and bolstering families’ intentional computational thinking for young children and nurturing of their children’s computational thinking their families, although just one program will not mindset. logistically or theoretically be filled with activities In addition, through free programs and services, or tips that support all of the early literacy skills, libraries have the capability to reach and serve all computational thinking skills, early math, etc. As children and families, especially those in under- with any library program, individual skills are high- served communities.40 Families in underserved com- lighted through engaging experiences for children munities may lack the resources needed to be able to and families, and when combined with other library expose their children to opportunities and digital programs, at-home activities, and outreach opportu- technologies that could support computational nities with other community organizations, over thinking.41 By incorporating computational thinking time, they provide access to new ideas that support activities and vocabulary into a variety of programs a range of needed skills. for children and families, libraries are providing The following examples help demonstrate what inclusive opportunities for all families to engage supporting computational thinking can look like with computational thinking concepts and increas- with young children and their families in library ing equity for the diverse communities they serve.42 programs.43 While these examples may look famil- iar, by adding a layer of intentionality around incor- SUPPORTING COMPUTATIONAL THINKING porating computational thinking, library program- ming can successfully support the development of FOR YOUNG CHILDREN IN THE LIBRARY computational thinking skills and other twenty- Libraries have become early literacy leaders in their first-century competencies for young children and communities for families with young children families. Hopefully these examples, which use both through the ways that they have embraced and inte- low- and high-tech tools, can serve as inspiration grated early literacy and learning practices into for how to integrate more opportunities to help their programs and other efforts. However, informa- young children grow their emerging computational tion is no longer contained in just one or two media thinking skills and dispositions. formats. Supporting families as they work to navi- gate, communicate, learn, and play in a rapidly 0–3 year olds program: Facilitated Play Date evolving digital landscape necessitates that libraries Play can take on many forms from facilitated play embrace and integrate computational thinking in a sessions with specific themes or objects to open free similar manner. For libraries to become leaders in play with unrestricted access to material. Emerging encouraging computational thinking for families computational thinking skills can be introduced with young children, it is important to focus on how through these activities. Sorting, or grouping like library staff can support computational thinking for materials, is a precursor to pattern recognition that young children, including both the skills and dispo- can easily be incorporated into facilitated play ses- sitions, alongside the other learning outcomes they sions by curating a selection of toys and manipula- already integrate into library experiences. Individ- tives that can be organized or grouped based on ual computational thinking skills and dispositions, discrete parameters, like color, shape, size, function, as discussed, are not new and unique per se, but etc. In addition, facilitated play sessions are an collectively they enhance current library objectives opportunity to create a community for families with and practices and provide critical digital literacy young children, support grownup-child interac- skills necessary for living and learning in a con- tions, and demonstrate how to incorporate early nected world. Remixing traditional activities in and emerging learning skills into informal and innovative ways and introducing new kinds of everyday activities.

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can support emerging computational thinking skills by asking questions that help young children talk about the steps or order involved in their play and practice cooperation, an emerging disposition, by playing alongside or with another child.

4–6 year olds program: Storytime Storytimes offer a unique opportunity to support young children’s learning while at the same time empowering grownups in their roles as a child’s first teachers. While many preschool storytimes are geared toward children ages three to five, libraries often expect younger and older siblings to come along, making storytime a family affair. Libraries can Little Builders and Early Literacy Play Date are easily infuse computational thinking into storytime. two play-based toddler programs that can support One example of a computational thinking–infused computational thinking. Little Builders is a library storytime was a celebration of the fiftieth anniver- staff–facilitated program guided by caregivers. Fam- sary of Eric Carle’s iconic book, The Very Hungry ilies have access to a variety of building materials, Caterpillar, that included low-tech, play-based activ- along with a prompt to direct the building process, ities that supported computational thinking skills if needed. Some of the prompts are open-ended along with early literacy and early math. (e.g., “How would you travel to the moon?”) to offer This storytime began by reviewing the image- young children and their families developmentally based, visual scheduler, which helps children, espe- appropriate opportunities for supporting creativity, cially those with sensory integration challenges, time for experimentation, and opportunities for navigate the order of the storytime program, make young children to gain confidence successfully predictions, and see the computational thinking solving problems. Others focus on the actions, such concept of sequencing, part of algorithm design, in as “Build a tower with three different colored or action. Next, families played the ABC Body Game shaped blocks.” These types of everyday activities with preselected letter cards that, when ordered in provide opportunities to practice computational a specific way, spell a word related to the theme of thinking skills like algorithms and decomposition the program. The letter cards (Twist and Spell in developmentally appropriate play experiences Cards) were placed in a bag and children took turns initially with an eye toward applying these skills in selecting individual letters. The group, as a whole, a variety of situations as children grow. identified the name of the letter on the card and Early Literacy Play Date is a library practitioner– then individually made the shape of the letter with facilitated program. Household objects, like empty their bodies to the best of their abilities, matching cereal boxes, paper rolls, and cans, are transformed the child pictured on the card. When children into maracas, building blocks, and toys, helping to struggled to make the shape, the librarian prompted support the computational thinking dispositions of the group to practice decomposition. The group creativity and curiosity. Grownups and young chil- first looked to the top or bottom of the image, then dren talk, sing, and dance while playing. These pro- identified what each body part was doing—the grams also provide families access to informed hands are extended up toward the sky in the letter library staff who can model grownup guided learn- “i,” for example—and adjusted their own bodies, one ing moments that support emerging computational part at a time. Once all of the cards were drawn, thinkers. For example, library staff and caregivers named, mimicked, and placed in the particular

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order, the mystery word was read and defined. 7–9 year olds program: LEGO Club When the word appeared in the stories shared later Afterschool LEGO Clubs are almost as common at in the program, the librarian paused and drew public libraries as storytime programs. These pro- attention to the letters in the matching order. Activ- grams use low-tech tools, LEGOs, to offer building ities like this support a child’s ability to logically experiences that develop traditional literacy as well organize and findpatterns while also working col- as computational thinking skills and dispositions. laboratively to solve a problem. During one LEGO program, for children ages 7–11, Following the opening game, the librarian shared the librarian encouraged young builders to apply The Very Impatient Caterpillar by Ross Burach and their creativity, tolerance for ambiguity, and indi- The Very Hungry Caterpillar by Eric Carle. These two vidual perspective to a monthly challenge, which books, with very different styles, explore the life cycle consists of a “problem” that requires children to use of a caterpillar and allow space for children to recog- computational thinking skills and dispositions to nize patterns and make comparisons between the solve. Children are also guided to use a design strat- two. Between stories, families danced with scarves to egy that includes four key elements: think, design, a movement song that included four previously intro- build, evaluate and modify. duced ordered actions, or parts, featured in the song’s For this program young makers built a replica of verses: jump, shake, spin, and flap. Identifying the their town out of LEGOs. At first glance, the project individual actions performed during the song and seemed daunting, but computational thinking made their order modeled the use of decomposition and it possible and fun. First, the whole group collabora- algorithm design skills in play-based activities. tively decided what buildings and features were Sequencing and algorithm design are a funda- important to them and should be included in the mental part of Carle’s book. As the story was read, a replica, thus working on the computational thinking visual map of the story’s events was created on the skills of abstraction and decomposition. Then the felt board, including the metamorphosis process footprint for the replica, a map of sorts, was drawn and representations of the foods the caterpillar on brown paper and locations for each creation were consumed. Felt pieces were added in the same order identified using spatial vocabulary like east and west, as the book to introduce families to abstraction and below and above. Due to time constraints, interest, algorithm design skills. After reading, families and resources, not every building would be included made edible caterpillars on skewers using a selec- in the replica, much like how a map designed for a tion of foods featured in Carle’s book. Referring to specific use includes only necessary features. The the felt map or Carle’s book, they added foods in a similar order, which provided another opportunity to support sequencing, pattern recognition, and algorithmic thinking in the program. Grownups were encouraged to ask questions that drew their children’s attention to the order of the food. Sharing a book-inspired meal together sparked conversa- tion, encouraged children and adults alike to make new community connections, and incorporated the communication disposition into low-pressure learning experiences. Several young children demonstrated other dispositions during the activity, such as curiosity and experimenting, when they tried foods that were new to them.

52 PUBLIC LIBRARIES VOLUME 59 Number 4 MAKING THE CONNECTION / FEATURE builders used abstraction to decide what features they would include in the map and what others (extraneous information) they would not. Once the map was created, makers then divided up into teams or worked individually to design and build the selected buildings and features for the rest of the ninety-minute program. Both experiences involved collaboration—children built together at the same time or individually contributed a part that supported or benefited the whole group project. Throughout the program, the young makers talked and consulted with each other and the librarian, growing their project-related vocabulary and social-emotional skills as well as practicing the com- putational thinking disposition of communication. As individual buildings were completed, they brainstorm a story of their own and talked about an were placed on the brown paper map. Some chil- event, person, or tale they wanted to feature. Identi- dren built highly detailed, individual models while fying and then writing or drawing the places, order others worked on multiple, more basic, buildings. of important moments, actions, conversations, and There was no assigned endpoint, so participants felt characters on paper in a type of storyboard helped free to design, build, and modify at their own pace the storytellers explore the computational thinking accommodating not only individual interests, but skills of decomposition, abstraction, and algo- also various developmental stages. Not every build- rithm design that they need to create a digital ver- sion of their story in ScratchJr, a free digital tool ing was completed, but the young makers confi- designed for young children that is a simpler ver- dently gave their grownups a tour of the replica before clean-up. sion of the popular Scratch programming language. After the brainstorming segment, families learned Multi-age Family Program: Digital Storytelling how to manipulate the ScratchJr app. Coding a story Digital storytelling programs provide families with with ScratchJr (or the more robust version, Scratch) multi-aged kids the opportunity to explore early empowers children and their families to tackle an literacy, strengthen bonds between grownups and ambiguous, open-ended “problem” and be the children, celebrate shared family experiences, authors, illustrators, directors, playwrights, program- develop both the important computational thinking mers, set designers, and actors. Grownups and their skills and dispositions outlined previously, and build children learned how to navigate the app, design new relationships between grownups in a commu- characters, and connect blocks of code into algo- nity (one of the 5Rs of Family Engagement identified rithms that direct the story’s events and the charac- in PLA’s Ideabook). The library’s low-stress learning ters’ actions and conversation. The programming environment is an ideal place for this to happen. teams collaborated and communicated to create During a Saturday workshop, families created and modify their story. The flexibility of the tool personalized digital stories. Using library iPads and allows families to create stories in a style that reflects the ScratchJr app as storytelling tools, families their storytelling traditions and incorporates their remembered special events, celebrated family mem- home language, with content that reflects their life bers, and retold traditional tales. After an icebreaker experience (self-expression). They tinkered with game and introductions, grownups and their chil- the app’s features, modified their story until it dren worked together in pairs or family groups to reflected their intentions, and then shared their digi-

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thinking for young children and families in READ more Libraries Ready to Code, their commu- www.ala.org/tools/readyto nity. There is code/home no right way to Computational Thinking for encourage and All, www.iste.org/explore/ build these Solutions/Computational computational -thinking-for-all thinking skills and disposi- Computer Science in Early Childhood Education, tions for young https://k12cs.org/pre-k children as they can be PBS KIDS Family & Commu- incorporated nity Learning, https://western reserve.pbslearningmedia.org through count- /collection/pbs-kids-family less techniques tal story (if they wished) with others at the workshop -community-learning and with family members at home. and activities. Limited access to digital devices and learning It may be chal- platforms like ScratchJr can be a hindrance to lenging and learning. Therefore, an iPad loaded with the unfamiliar at the beginning, but if taken one skill, ScratchJr app and tip cards to help users get started disposition, and activity at a time while also articu- are freely available in the library so families can lating to grownups the importance of what is being keep exploring the app and creating stories after the done, library staff should find that it will get easier program, even if they do not have an iPad at home. to incorporate computational thinking into their Increasingly, library staff are providing supported, efforts to support learning for the families in their mediated access to resources, like expensive robots community. or devices, that may be otherwise out of reach for By incorporating computational thinking skills families.45 Offering an array of digital storytelling and dispositions into their work with young chil- experiences outside and inside the library provides dren and their families, library staff are also sup- families with multiple entry points to learning com- porting the key twenty-first-century competencies putational thinking skills and practicing the related of creativity, critical thinking, collaboration, and dispositions. communication for the young children in their com- munity.46 They are also engaging caregivers of young children with these competencies, helping them to CONCLUSION be intentional with encouraging learning outside of As demonstrated in these examples, computational the library. Most importantly, library staff are ensur- thinking can be incorporated into a variety of pro- ing equitable access to a variety of learning oppor- grams that libraries are already offering and tunities and experiences for all children and fami- adapted to meet the diverse needs of families in the lies in their community, demonstrating the crucial communities they serve. Using the examples and role the library is positioned to play in supporting information presented here, library staff can more all children and families in a media-rich, highly confidently explore how to support computational connected world. PL

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References AND NOTES 14. Arnon Hershkovitz et al., “Creativity in the Acquisition of Com- putational Thinking,” Interactive Learning Environments 27, no. 1. “Media Literacy Defined,” National Association for Media Liter- 5-6 (2019): 628–44. acy Education, https://namle.net/publications/media-litera- 15. “Operational Definition of Computational Thinking for K-12 cy-definitions/. Education,” International Society for Technology in Education & 2. “Museums, Libraries, and 21st Century Skills: Definitions,” Computer Science Teachers Association, 2011, https://id.iste.org/ Institute of Museum and Library Services, www.imls.gov/issues/ docs/ct-documents/computational-thinking-operational-defini- national-initiatives/museums-libraries-and-21st-century-skills/ tion-flyer.pdf?sfvrsn=2; “Computational Thinking Concepts and definitions. Approaches,” Barefoot Computing, The British Computing 3. Shuchi Grover, “The 5th ‘C’ of 21st century skills? Try computa- Society, www.barefootcomputing.org/conceptapproaches/ tional thinking (not coding),” EdSurge, February 25, 2018, www. computational-thinking-concepts-and-approaches. edsurge.com/news/2018-02-25-the-5th-c-of-21st-century-skills- 16. New media is all media that use text, sound, images, and video in try-computational-thinking-not-coding. a digital setting and can include ebooks, apps, digital music, 4. Seymour Papert, Mindstorms: Children, Computers, and Powerful Makey Makeys, websites, robots, digital audiobooks, computer Ideas (New York: Basic Books, 1980); Jeannette M. Wing, “Com- programs, paper circuits, movies, virtual reality, and more. putational Thinking and Thinking About Computing,” Philosoph- 17. “Operational Definition of Computational Thinking for K-12 ical Transactions of the Royal Society A: Mathematical, Physical Education.” and Engineering Sciences 366, no. 1881 (2008): 3,717–725. 18. “Operational Definition of Computational Thinking for K-12 5. Paula Langsam, Amy Steinbauer, and Patricia Ballentine, “Build Education.” Digital Futures: Family Learning in Libraries” presentation, 19. Karen Brennan and Mitchel Resnick, “New Frameworks for National Center for Families Learning Conference, Fort Lauder- Studying and Assessing the Development of Computational dale (FL), September 2018. Thinking,” presentation, American Educational Research Associ- 6. Wing, “Computational Thinking and Thinking About Comput- ation meeting, Vancouver (BC), 2012. ing.” 20. Ellen Galinsky, Mind in the Making: The Seven Essential Life 7. Jeannette Wing, “Computational Thinking Benefits Society,” Skills Every Child Needs (Washington D.C.: National Association Social Issues in Computing (blog), January 10, 2014, http://social- for the Education of Young Children, 2010). issues.cs.toronto.edu/2014/01/computational-thinking/. 21. “Computational Thinking Concepts and Approaches.” 8. Yu-Hui Ching, Yu-Chang Hsu, and Sally Baldwin, “Developing 22. Wing, “Computational Thinking and Thinking About Comput- Computational Thinking with Educational Technologies for ing,” 3,720. Young Learners,” TechTrends 62 (2018): 563–73. 23. Jerome S. Bruner, “The Act of Discovery,” Harvard Educational 9. Eric M. Meyers, “Guest Editorial,” Information and Learning Review 31 (1961): 21–32; Alison Gopnik, Andrew N. Meltzoff, and Sciences 120, no. 5/6 (2019): 254–65. Patricia K. Kuhl, The Scientist in the Crib: Minds, Brains, and How 10. Aman Yadav et al., “Computational Thinking as an Emerging Children Learn (New York: William Morrow, 1999). Competence Domain,” in Competence-based Vocational and 24. Seymour Papert, “Redefining Childhood: The Computer Pres- Professional Education, ed. Martin Mulder (Cham, Switzerland: ence as an Experiment in Developmental Psychology” (IFIP Springer, 2017), 1,051–067. Congress, 1980), 993–98; Andrew N. Meltzoff et al., “Foundations 11. Shuchi Grover and Roy Pea, “Computational Thinking: A Com- for a New Science of Learning,” Science 325, no. 5938 (2009): petency Whose Time Has Come,” in Computer Science Educa- 284–88. tion: Perspectives on Teaching and Learning in School, eds. Sue 25. Derek Allen Ham, “Spatial Thinking as a Path Towards Compu- Sentance, Erik Barendsen, and Carsten Schulte (London: tational Thinking,” in Teaching Computational Thinking in Pri- Bloomsbury Academic, 2018), 19–37. mary Education, eds. Huseyin Ozcinar, Gary Wong, and H. Tugba 12. Grover and Pea, “Computational Thinking: A Competency Ozturk (Hershey, PA: IGI Global, 2018), 103–22. Whose Time Has Come.” 26. Shuchi Grover and Roy Pea, “Computation Thinking in K-12: A 13. “Aha! Island,” WGBH Educational Foundation, 2019, https:// Review of the State of the Field,” Educational Researcher 42, no. 1 www.ahaisland.org. (2013): 38–43.

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27. Sharon Lynn Kagan, Evelyn Moore, and Sue Bredekamp, eds., uploads/2017/11/2017-ECRR-Report-Final.pdf. Reconsidering Children’s Early Development and Learning toward 38. M. Elena Lopez, Margaret Caspe, and Lorette McWilliams, “Pub- Common Views and Vocabulary (Washington, DC: National lic Libraries: A Vital Space for Family Engagement,” Harvard Education Goals Panel, 1995), https://files.eric.ed.gov/fulltext/ Family Research Project/Public Library Association, 2016, ED391576.pdf. http://www.ala.org/pla/sites/ala.org.pla/files/content/initia- 28. While the National Education Goals Panel used slightly different tives/familyengagement/Public-Libraries-A-Vital-Space terminology for the domains, we have used the specific domains -for-Family-Engagement_HFRP-PLA_August-2-2016.pdf. (and domain information) from the Head Start Early Learning 39. Kaleen Tison Povis, “Designing for Family Learning in Muse- Outcomes Framework (2015). We suggest referring to your own ums: How Framing, Joint Attention, Conversation, and Togeth- state’s early learning guidelines to understand how they might erness are at Play,” unpublished PhD diss., University of Pitts- align. burgh, 2017. 29. Meltzoff et al., “Foundations for a New Science of Learning,” 40. J. Elizabeth Mills, Kathleen Campana, and Marianne Martin, 284–88. “Engage, Cultivate, Provide, and Assess: An Outreach Model for 30. Ham, “Spatial Thinking as a Path Towards Computational Serving All Children and Families,” Association for Library Thinking,” 103–22. Service to Children, 2019, http://www.ala.org/alsc/sites/ala.org. 31. Meyers, “Guest Editorial,” 254–65. alsc/files/content/compubs/ALSC_White%20Paper_Engage_ 32. Ching et al., “Developing Computational Thinking with Educa- Cultivate_Provide_Assess_SCREEN_FRIENDLY.pdf. tional Technologies for Young Learners,” 563–73. 41. Victoria Rideout, The Common Sense Census: Media Use by Kids 33. “Transforming Teen Services Train the Trainer: Report From the Age Zero to Eight (San Francisco: Common Sense Media, 2017): Field,” YALSA Blog, October 30, 2018, http://yalsa.ala.org/ 263–83. blog/2018/10/30/transforming-teen-services-train-the-trainer- 42. See ALA’s “Core Values of Librarianship” and ALSC’s “Compe- report-from-the-field/. tencies for Librarians Serving Children in Public Libraries.” 34. Ham, “Spatial Thinking as a Path Towards Computational 43. We have used bold text in the examples below to highlight the Thinking,” 103–22. computational thinking skills and dispositions that are intention- 35. Kathleen Campana, “The Multimodal Power of Storytime: ally incorporated in these programs. Exploring an Information Environment for Young Children,” 44. Rudine Sims Bishop, “Mirrors, windows, and sliding glass doors,” PhD diss., University of Washington, 2018. Perspectives 6, no. 3 (1990): ix–xi. 36. M. Elena Lopez, Margaret Caspe, and Christina Simpson, 45. Kathleen, J. Campana et al., “Where Are We Now? The Evolving “Engaging Families in Public Libraries,” Public Library Quarterly Use of New Media with Young Children in Libraries,” Children & 36, no. 4 (2017): 318–33. Libraries 17, no. 4 (2019): 23. 37. Susan B. Neuman, Naomi Moland, and Donna Celano, “Bringing 46. Grover, “The 5th ‘C’ of 21st century skills? Try computational Literacy Home: An Evaluation of the Every Child Ready to Read thinking (not coding).” Program,” 2017, http://everychildreadytoread.org/wp-content/

56 PUBLIC LIBRARIES VOLUME 59 Number 4 2021 EARLY LITERACY ACTIVITIES CALENDAR-Coming soon! includes book lists, nursery rhymes, song lyrics, craft ideas, and more!

Based onfullpage the Every Child R eadady to Read® practices of Reading, Writing, Singing, Talking. Playinpageg, (+Count i57ng) the PLA Early Literacy Calendar contains activities for every day of the year.

The 2021 version will be available in October, 2020. To be notified when the product is in the ALA store, and available for purchase, send an . email to [email protected]. FEATURE IMAGE CREDITS: ANGELA/ADOBE STOCK (LETTERING); kotoffei/ADOBE STOCk (BACKGROUND)

DESIGN THINKING IN PUBLIC LIBRARY

58 PUBLIC LIBRARIES VOLUME 59 Number 4 Stacey Forsyth / [email protected] Stacey is Director, CU Science Discovery, University of Colorado, Boulder.  Stacey is currently reading Deacon King Kong by James McBride.

Kathryn Penzkover / [email protected] Kathryn is Assistant Director, CU Science Discovery, University of Colorado, Boulder.  Kathryn is currently reading Thunderhead by Neal Shusterman.

Phyllis Davis / [email protected] Phyllis is Youth Services Manager, Springfield-Greene County (MO) Library District at the Library Station.  Phyllis is currently reading The Cardboard Kingdom by Chad Sells.

Ian Matty / [email protected] Ian is Makerspace Manager, Mountain Lakes (NJ) Public Library.  Ian is currently reading Rise of the Videogame Zinesters by Anna Anthropy.

n recent years, making activities have emerged BUILD A BETTER BOOK PROJECT as a valuable way to engage participants in The Build a Better Book project (BBB), based at the STEAM (science, technology, engineering, University of Colorado Boulder, engages youth in an art and math) practices, including design, authentic, empathy-driven design experience in Ifabrication, creative problem-solving, iteration, which they create inclusive, multimodal learning and collaboration.1 materials for children and youth who are blind or Public libraries have played a key role in the low-vision (BLV). The library of accessible materials expansion of makerspaces around the country, available for BLV youth continues to be extremely offering patrons opportunities to collaborate, prob- limited, leading to sharp disparities in access to infor- lem solve, craft, and create.2 Just as public libraries mation and learning opportunities. have long played a critical role in democratizing Youth participating in BBB programs use a vari- access to information, the growing availability of ety of different maker technologies, including 3D makerspace technologies in public libraries serves printers and laser cutters as well as basic craft to democratize access to technology and expand materials, to help address this need. Initially, they opportunities for STEAM engagement and learning. engage in empathy-building and immersive tactile The Build a Better Book project provides a blue- activities in order to better understand the unique print for libraries to leverage their resources for needs of their end users. They learn how to use meaningful making, providing patrons with a valu- different maker tools and assess the relative affor- able opportunity to design for others and connect dances of each in making learning materials more with their communities. accessible.

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Throughout the design exercise, youth select materials, tools, and technologies that will most effectively enable them to communicate informa- tion via tactile and sound elements. Youth designers test their products at different stages with end users, receive feedback, and iteratively improve upon their designs. Youth-designed products span a range of formats, including tactile picture books, museum exhibit elements, board games, and digital products such as apps. The unique opportunity to support people with different abilities through Making and crafting pro- vides a strong hook, motivating many youth to par- ticipate and persist in improving their designs over Handcrafted tactile picture book page with braille, created by a ten-year-old designer in a library summer program. (Photo credit: multiple sessions. Stacey Forsyth)

DESIGN THINKING At the heart of all BBB programs is an empathy- this activity with a game called Extraordinaires, in driven design thinking process, in which designers which participants receive an illustrated card that connect with potential end users in order to better shares information about their specific client, but understand their needs and perspective. When done this exercise also works well using characters from well, design thinking enables designers to identify books as unique clients. Each team reviews what unmet needs and develop new, creative solutions. they know about their client and considers this We introduce participants to design thinking as an information as they brainstorm ideas for a particu- iterative, non-linear process grounded in empathy, as lar product. For example, teams may be tasked with presented by the Stanford University d.school.3 The designing a communication device for a teen vam- process contains the following key steps: pire, a cooking utensil for a snow queen, or a chair for an elderly wizard. Although this is a quick exer- Q Empathize by connecting with end users in cise, it serves to emphasize to participants the need order to learn more about their specific needs. to gather as much information about their client as Q Define the nature of the problem and determine possible, and to use that information in customizing what aspect of the problem you intend to address their product’s design. through your design. Q Ideate to generate multiple ideas for potential BUILDING EMPATHY solutions. We follow this initial introduction to the design Q Prototype to develop and fabricate a possible thinking process with a series of empathy-building solution. activities, designed to increase participants’ under- Q Test to get feedback from end users in order standing of the unique needs of learners who are to improve a design or consider a different blind or visually impaired. This may involve meet- approach. ing with peers or community members who are blind or have low-vision, viewing videos that help In BBB programs, we typically introduce youth share the perspective and accomplishments of dif- participants to this process through a hands-on ferent individuals who have visual impairments, or activity in which they work in teams to design a completing different hands-on activities while product for an imaginary character. We facilitate wearing vision simulation glasses. Combined, these

60 PUBLIC LIBRARIES VOLUME 59 Number 4 Design Thinking in Public Library Makerspaces / FEATURE activities help to broaden participants’ awareness of ing to complete a full project within the short disability, particularly blindness and vision impair- period of time allotted. Designing more inclusive ment, increase their knowledge of how to create books is a challenging design task, requiring a series effective tactile materials, and improve their under- of steps in which designers prototype, test, and standing that different end users have their own improve their products, and this wasn’t feasible in a unique preferences and abilities. short window of time. Additionally, we realized that many of the same teens were returning week after CHALLENGES OF BUILDING week to participate in multiple sessions. As a result, BETTER BOOKS IN LIBRARIES we reshaped the program as a longer program with Early on, we recognized that there were certain multiple sessions in order for youth to participate challenges inherent in implementing the BBB proj- in, and complete, an iterative design process. This ect in public libraries. Public librarians consistently enabled youth to complete a final project, which, in expressed concern that it would be challenging to turn, increased the pride they felt in their design. have youth patrons return to the library on a regu- Over the past several years, different libraries lar, ongoing basis to continue working on a lon- have implemented BBB in a variety of different ger-term BBB project. The open nature of public ways. Across different public libraries, the program libraries meant that we wouldn’t always have a con- has been implemented as a summer camp (with sistent number of participants, and we might have a sessions held over multiple days or weeks); a Design much broader age range of participants than we Internship for teens (ranging from one to four were planning on. weeks); a one-day Make-a-Thon event; a homes- Other librarians expressed concern that they chool program and a Teen Maker Program, both didn’t have a designated makerspace or they lacked taking place over several consecutive weeks; and in maker technology, like 3D printers and laser cutters. multiple instances, as a multi-week collaboration Fortunately, involving public librarians in the early between a public library and a nearby school. These design and testing phases of the project enabled us programs have differed in the age of their partici- to create a flexible program that is readily adaptable pants (ranging from elementary students through for different settings. Regardless of program format adults), the technology used (from cardboard and or the level of technology used in the project, librar- craft materials, to textiles, to 3D printers and Makey ians across the US have found that the BBB model Makeys), and the length of their programs (from enables them to engage youth in a motivating, single day workshops to multi-week programs), but empathy-driven design thinking process. all have one critical element in common: their focus on expanding access to information for specific end PROGRAM FORMATS users through the design and fabrication of more Initially, librarians’ concerns about repeat participa- inclusive materials, including books and games. tion led us to implement short (1–2 hour) “one-off” In Colorado, AnyThink Libraries began an after- experiences designed to introduce participants to school program in which middle and high school the BBB project, particularly the need for more students opted in to weekly BBB workshops focused accessible books and games. To attract teens to on different technologies. After learning some fun- these programs, we designed individual sessions damental skills in 3D design and printing, using that focused on exploring a specific technology used craft cutters to create pop-ups, and sound design in the fabrication of tactile books, including 3D using paper circuits, teens became interested in modeling and printing, pop-up books, paper cir- working on a longer-term project that could benefit cuits, and soundscape design. Although these work- youth with visual impairments. They were excited shops were fairly successful, in terms of both youth to work on games and spent several weeks working recruitment and engagement, we found it challeng- to design and fabricate more accessible games,

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including game boards and playing pieces for chess and checkers. Several public libraries have run the program during the summer months, either as a summer camp for younger students or as a more in-depth design internship experience for teens. In Broom- field, Colorado, the public library first tested a sum- mer camp format in which participants attended two times per week over a period of four weeks. Using 3D printed and craft materials, they created tactile adaptations of existing picture books. The Boulder Public Library restructured its initial weekend workshops as a 5-day design internship for teens. Teens applied for the experience and were selected based on interest and motivation, rather than on their past experience with technology. Over the course of five days, interns gained experience with 3D printers, laser cutters, and sound boards as they worked in teams to design interactive stories, maps, and games. The library later collaborated with a local museum to run a similar internship program for middle school students, focused on creating accessible elements for museum exhibits. The group met weekly in the evening over the course of several months, initially to gain experience with the different maker technologies available and later to design, test, and refine specific exhibit elements, such as a tactile Above: teens use design software and craft cutters to create pop-up map of the exhibit space. book elements. (Photo credit: Stacey Forsyth) A critical element of both internship programs was the active involvement of community mentors who were blind. These mentors participated in each class, shared with teens their experience of living with blindness, and provided feedback to teens throughout the design process. Feedback from teen interns suggested that the mentors’ participation was extremely impactful for the youth, broadening their understanding of what it means to be blind in our community and helping to improve their product designs with specific use- ful feedback. The Springfield-Greene County Library in Mis- souri engaged teens in the BBB project through a series of Teen Night workshops. The project’s intro- ductory activities—including a design thinking A community mentor who is blind provides teen designers with feedback on their tactile map of a museum exhibit space. (Photo game in which teens design a product for an imagi- credit: Stacey Forsyth)

62 PUBLIC LIBRARIES VOLUME 59 Number 4 Design Thinking in Public Library Makerspaces / FEATURE nary character and a tactile guessing game—served to hook teens and spark their interest in working on a more extended project. After learning about 3D Giving Day, a collabora- tion between BBB and 3Doodler, the maker of 3D printing pens, Youth Services Manager Phyllis Davis connected with 3Doodler to obtain a set of 3D print- ing pens and filament and worked with teens to adapt picture books and games for children with visual impairments. She developed collaborative partnerships with a local school district and, specifi- cally, with a special education classroom serving a group of preschool children with visual impairments. Through this partnership, she was able to connect Preschool children with visual impairments use their sense of touch to explore a tactile picture book adapted by teen designers in her teen designers with actual child “clients,” who Missouri. (Photo credit: Springfield Public Schools) shared their interests and needs with the teens. Over the course of several weeks, the teens worked hard to complete their adapted books in time facilitated in regular library settings as well as in for the first annual 3D Giving Day. According to high-tech makerspaces. Davis, “Many of the teens came in on other days to Some programs have utilized makerspace equip- work on their projects. They became invested in the ment, like 3D printers, whereas others have com- project and there was a lot of intrinsic motivation to pleted impactful programs using just cardboard and finish their projects on time. Having a concrete client craft materials. With its emphasis on design thinking, who they were designing for really helped.” the program’s value is in the design process itself, In New Jersey, 3D Giving Day sparked a shorter rather than in any type of equipment or technology. BBB implementation: a one-day Make-a-Thon. The The project’s focus on empathy and designing for Mountain Lakes Public Library encouraged youth others serves as an effective hook for many youth, of all ages to come to the library’s makerspace on a including some who otherwise wouldn’t elect to Saturday and engage in tactile book making. The participate in a STEAM or maker program. Several library has also been successful in working with a librarians have also expressed that the nature of the local public high school. Over the course of a school program motivates youth to continue their partici- year, Ian Matty, the library’s makerspace manager, pation throughout the design process, in some cases has collaborated with a computer science teacher, even prompting participants to come to the library engaging students in the design of more inclusive outside of regularly scheduled time to work on their tactile materials, including board games and math projects. models and puzzles, as well as accessible apps. They Regardless of program format, it is critical to are currently collaborating with a nearby school for provide sufficient opportunity for participants to the blind to co-design and test new materials. develop, prototype, test, and improve their designs. Design thinking is an iterative process and fabricat- FINDINGS ing effective tactile materials is a challenging design Over the past several years, we have found evidence task. Providing sufficient time or opportunity for that the BBB model is flexible and highly adaptable, participants to iterate on their designs increases the making it suitable for implementation across a wide likelihood that they will leave feeling satisfied and range of settings. The project doesn’t require any proud of their designs, rather than feeling frustrated one specific tool or technology, but rather can be or disappointed.

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CONNECT YOUR LIBRARY TO THE BBB NETWORK Substantial interest in this effort has enabled the BBB project to develop a national network of librarians, educators, and youth engaged in the design, fabrica- tion, testing, and sharing of multi-modal products, like books and games. We have compiled resources on our website (http://buildabetterbook.org) to help interested librarians and educators get started with the project. The website also includes an online design gallery, in which participants can share their digital designs with others or download and remix existing designs. The global need for more accessible Laser-cut prototype for a tactile game of Risk, designed by high learning materials is substantial and we encourage school students in New Jersey. (Photo credit: Stacey Forsyth) interested libraries to connect with local organiza- tions, including schools and centers for the blind, state libraries for the blind and physically handi- Library partners have expressed that the project capped, and special education departments in nearby prompted them to develop new partnerships with school districts, to identify the community’s most community organizations that have benefited their pressing needs. PL patrons and their programming. For example, BLDG 61, the Boulder Public Library’s makerspace, hired This material is based upon work supported by the one of the BBB community mentors as an artist-in- National Science Foundation under grant no. DRL- residence, which helped provide new insights into 1615247. how the makerspace could adapt certain technolo- gies to make them more accessible for users who are References blind or visually impaired. The Springfield-Greene Public Library developed new relationships with the 1. Shirin Vossoughi and Bronwyn Bevan, “Making and Tinkering: A local school district, a rehabilitation center for the Review of the Literature,” in National Research Council Commit- blind, and their State Library for the Blind and Physi- tee on Out of School Time STEM (Washington, DC: National cally Handicapped. These organizations collaborated Research Council, 2014): 1–55. on BBB programs at the library, contributed advice 2. Heather Moorefield-Lang, “Change in the Making: Makerspaces on the design of effective tactile materials, and pro- and the Ever-Changing Landscape of Libraries,” TechTrends 59, vided feedback to youth about their products. Per- no. 3 (2015): 107–12. haps the most important outcome is that the project 3. Scott Doorley et al., “Design Thinking Bootleg,” Institute of helps bring together youth interested in technology Design at Stanford (2018), bit.ly/3gus1LG. and connects them with a real-world purpose so that they feel empowered to help others through design.

64 PUBLIC LIBRARIES VOLUME 59 Number 4 fullpage ad page 65 BY THE BOOK SHARES A BOOK WE THINK YOU SHOULD READ AND A CONVERSATION WITH THE AUTHOR

BY THE BOOK BY Community Voice A Conversation with Cyns Nelson

Catherine Hakala-Ausperk / [email protected]

Catherine is the owner of Libraries Thrive Consulting.  Catherine is currently reading The Daughters of Erietown by Connie Schultz.

any years ago, back Space for Community Voice, Cyns before libraries worried Nelson has answered that ques- Mtoo much about competi- tion. In the foreward to this tion from technology, bookstores, book, author R. David Lankes and even apathy, wise leaders goes even further, suggesting that among us were touting something capturing and sharing oral histo- they called added value. Through ries helps people “make meaning workshops and in professional in their lives” (ix). literature, we were beginning to Sounds like a worthy cause. learn that, with everyone else Read on for some tips on how to Oral History in Your sharing the same material, we had make it happen. Library: Create Shelf better come up with something Space for Community special; something unique to our The subtitle of your book is Create Voice communities; something of value. Shelf Space for Community Voice. How Cyns Nelson and Adam Speirs It didn’t take long for us to would you respond to someone who realize personal, community, and says, “that’s not the library’s job!” SANTA BARBARA, CA: LIBRARIES UNLIMITED, local business histories were 2018 / 116 p. / $50 / 978-1-4408-5724-9 going to fit that bill. What wasn’t Ack! (That’s my gut response.) clear, however, was exactly how The vision of “shelf space for to grow that type of collection, voice” is, of course, a metaphor. and publications, movies, data- where to put it, and how to make The suggestion is that libraries base subscriptions, etc.), and sure it was used. In Oral History have capacity for more than stan- they can be instigators of unique, in Your Library: Create Shelf dard, pipeline resources (books local content in the form of

66 PUBLIC LIBRARIES VOLUME 59 Number 4 Community Voice / By the Book recorded interviews. Do you see minating the perspectives of do not involve a visual demon- the library—your library—only as individuals who have been stration, audio will be far more a place where people retrieve underrepresented or intention- cost effective in the short- and things? Or is it a place where ally overlooked—the same indi- long-term. The market for digital people find belonging? What viduals who would struggle to audio recorders is populated with kind of message do you want to gain traction in publishing and affordable options that hit a sweet send? The identity of your library publicity industries. Libraries spot of quality and functionality. is a reflection of what you offer can showcase local authors with- Many recorders are bundled with and what you facilitate. Oral out promising that the writing excellent built-in microphones, a history, as a library function, tells will compete for any awards. I feature that simplifies the staging community: You have a place advocate a channel and process and operation and still gets the here. You are recognized for your for bringing in homegrown titles, job done very well. A project can experiences and knowledge. The the same way that oral histories be accomplished with nominal existence of an oral history col- are pursued with forethought as expenditure on equipment ($200 lection communicates that the to how they complement the to $350); the larger output would library is where people learn library’s mission. be associated with staff time for from one another and about one planning, executing, and main- another. Exposing the firsthand How would you define “engaging” as taining the oral histories. knowledge of community mem- it applies to libraries engaging com- A program can start with a bers releases the power of their munities? small or manageable project that voices; I would be sad to discover demonstrates results along with that this outcome contradicts a My definition:Drawing into par- costs; use this to scale up for rational picture of what libraries ticipation; creating a circumstance long-term goals. With something should work to accomplish. of involved commitment. This in hand, you’re ready to approach means that community members individuals or organizations who On library social media pages (and see the library as a venue for their might support your work. Parts elsewhere), there is an ongoing contributions, in addition to the of my book talk about collabora- debate about whether or not to add many “takeaways” they get from tion, partnerships, relationship local authors’ titles to the collection. the library (i.e., not just checking building, and cross promotion. You suggest that we should “always out stories but thinking about a These ingredients—along with consider how the interview(s) will time when they might add their the existence of volunteers—are work with the broader library focus own history). catalysts for sustainable funding. and collection” (p. 9). So, what’s your stand on accepting local authors’ Your book offers advice on the best What are the legal implications of works? equipment and format to use in cap- collecting and sharing personal narra- turing oral histories, but that can get tives? How can libraries be certain I see a strong parallel between very expensive. What’s your advice they’re within the law? the case for oral history and the for containing costs or obtaining idea of accepting the work of funding to support this program? The legal implications hinge on local authors. “Choosing to bring two aspects of the process: (1) the oral history into your library, I try to offer advice about how to understanding established making it a part of your dedi- think about equipment—the con- between the narrator and the cated mission, you become a siderations—versus suggesting library, and (2) the content of publisher of community” (p. 81). any single brand, model, or other what was recorded. If you work Oral history is effective for illu- delineation. For oral histories that with oral history, you must have

PUBLIC LIBRARIES JULY / AUGUST 2020 67 By the Book / Community Voice

an explicit copyright agreement puted. (For example, a transcript An example closer to home— stating how the interviews will can make note of discrepancies or and less grand in scope—is the or might be used by the library, in proven errors.) The documenta- Houston Oral History Project, present time and into the future. tion of what people believe—in which models a collaboration A signed release or consent must different times or places—is itself among the mayor’s office, the be secured. informative, separate from factual Houston Public Library, and the The second concern is less accuracy. University of Houston. At least cut-and-dry but occasionally six distinct collections exist problematic. If, for example, a In addition to your program, which within the project. Initial inter- narrator slanders someone you detail in the book, could you views were commissioned by during an interview, and those share some of the more successful Mayor Bill White and focus on statements are “published” by programs you’ve seen or heard about Houston’s established political, the library, legal implications that involve oral-history collections. business, and civic leaders. In could follow. Much of oral his- 2008, citizens came to different tory is centered on ethics, good Success usually is in the eye of the locations of the Houston Public judgement, and basic common beholder. As a starting point, I’m Library and recorded their recol- sense—with the library as a stew- drawn to instances of oral history lections (Neighborhood Voices); ard of those behaviors. But you working within a public library and in 2014, oral histories with have help: the national Oral His- setting, because that is the excep- architects, scholars, developers, tory Association periodically tion versus the rule (my book and philanthropists shaped the updates guidelines related to this aims to correct this imbalance). “Building Houston” collection. and other facets of responsible The British Library collects inter- Queens Memory began as an oral-history creation, collection, views and, in 1987, established the independent-study project that and sharing. And John Neuen- National Life Stories program, captured twenty oral histories in schwander has two editions of A which records firsthand experi- a single neighborhood; it has Guide to Oral History and the ences from a cross section of Brit- evolved into a community archive Law, the most recent published ish society. Different projects have with more than five hundred in 2014. Lean on these resources. been initiated under the umbrella interviews documenting contem- of the Life Stories program, porary history across New York How can we be sure the histories resulting in special collections City’s Queens borough. The ongo- being recorded are true. Or, does that that document segments of the ing effort is a collaboration matter? population, such as: visual arts between Queens College, CUNY, and crafts, industry and utilities, and the Queens Public Library. Oral history is powerful because it business and corporations, writ- Here are some features: staff from demonstrates that multiple truths ing and publishing, and science. the Memory Project provide train- can coexist, especially when peo- More than thirty entries comprise ing and equipment for volunteers ple are describing experiences the full project list. From the Life who want to conduct interviews; related to complicated topics or Stories webpage: “As an indepen- interviews are preserved in the events. The library is not respon- dent charitable trust within the Queens Library digital archive; the sible for validating what people British Library, National Life project builds resources for edu- say; the library should create con- Stories . . . has initiated a series of cators and community members ditions where the narrator is, at innovative interviewing projects who want to utilize the archive; least, encouraged to be honest. funded almost entirely from spon- and a podcast was launched in Then, statements can be fact- sorship, charitable, and individual 2019. checked, corroborated, or dis- donations.”

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You suggest that “key relationships You suggest “library champions” (p. transcribing, if you intend to help can help initiate, sustain, and improve 102), otherwise known as volunteers, with transcripts. But volunteers a body of interviews” (p. 89). How do can be a big part of building these will be happier and more confi- libraries go about starting and devel- oral history collections. How can a dent when they have been suffi- oping those relationships and who on library recruit, train, and continually ciently prepared for attempting the staff should be involved? motivate this special team? the work. Offer detailed, written training materials, and reinforce Start by identifying your commu- Indeed, volunteers can be the those instructions with in-person nity’s prominent sectors (eco- heart and soul of a thriving oral sessions when appropriate. nomic, cultural, educational, rec- history program. Solicit volun- Involve seasoned volunteers who reational, government). Which of teers only after you have a system can talk about their early experi- these already support the library up and running and know where ences and their trajectory of and which can be approached, to contributions are needed and learning. Provide examples or explore the opportunities via oral what those contributions will demonstrations. Thorough train- history? All library departments look like. ing is time-intensive but neces- (leadership teams) can be Recruit: Do you have a portal sary. And this is why you want to involved in early brainstorming for reaching the volunteer com- take on volunteers who are com- sessions—or at least be invited to munity? A person in charge of mitted and motivated. weigh in, so you have a compre- volunteer coordination for your Sustain = Educate and Inspire: hensive picture of existing ties. library or library system? Articu- Make certain that each person is Ongoing involvement might late the skills, traits, and time acknowledged for their contribu- include community engagement commitments associated with tion and feels valued. Plan for and enrichment, programming specific tasks; as best you can, regular gatherings that are open and outreach, and collection describe the work and the candi- to all volunteers, regardless of development. In addition, you date who will be successful at the what they are doing for the pro- might seek input from your library job; allow potential volunteers to gram. Use these meetings to pro- commission, foundation, or assess themselves. Meet with vide library updates, to explain Friends group. Broadcast your candidates and reiterate all of the new projects, and to encourage intentions and be prepared to details. You want people to have discussion among the volunteers work with diverse organizations an honest picture of what is (reporting on challenges and and constituencies. involved; you don’t want to over- successes). These meetings can I talk about key relationships sell the work, and you should not be informal and collegial; the in terms of partnership and col- be in a rush to bring people on gatherings help create cohesion laboration, where mutually bene- board. Oral history is not a route in the group, even when volun- ficial outcomes are defined. A activity. By and large, it requires teers are not working directly Memorandum of Understand- high personal responsibility and with one another. ing—even one that is not formal self-determination. Try to recruit or legally binding—helps to carve people who are looking for a Your book includes an appendix with areas of responsibility, set expec- long-term opportunity and who questions to be asked to determine if tations, and avoid misconcep- feel strongly about the place of you “would make a good interviewer” tions. This document lays the the library in the community. (p. 34). For those who would like to groundwork for a partnering that Train: No substitute exists for become one but need to build the is fruitful and complementary; it actually conducting an interview right skills, what process would you can be revisited over time, as (if you want to become an inter- suggest? priorities and capacities change. viewer) or trying your hand at

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Start by familiarizing yourself ten to recorded interviews. might hear: I’ve been listened to! with the national Oral History Make note of what is done well I feel compelled to go a bit fur- Association and its website or poorly; think about how you ther with my response, given that (www.oralhistory.org). You’ll find would approach that same I’m writing in March 2020, on principles and best practices, narrator or subject matter. You lockdown but thinking about my web resources, print series, and can correct or improve your library, and oral history, and the links to discussion forums. style simply by paying close nearly thirty volunteers who attention to the examples assist with our program. I believe Q Donald Ritchie’s Doing Oral offered by others. in the power of information to History, now in its third edi- improve the human condition; tion, includes a chapter on What would you say are the greatest and I believe that firsthand conducting interviews, along rewards a library could gain from accounts provide the most conse- with chapters that contextual- Creating Shelf Space for Community quential type of information. ize the discipline of oral his- Voice? Recently I sent a group email to tory. Ritchie’s work has been our volunteer cohort: considered “necessary read- At times I’ve talked about a ing” for those wishing to enter return on investment in practical We don’t know when, as a the field. terms: oral history cultivates a program, we will get back to Q As a next step, you might sign nonproprietary and sustainable conducting formal interviews up for a workshop. Baylor’s resource in personal experience; (circulating our equipment, Institute for Oral History offers it invites promotional, program- etc.). But we know that this online trainings at least twice a ming, collaborative, and creative time in history is without paral- year; these webinars are afford- opportunities; it shows the lel. When we are able to come able and open to anyone with library to be a place of connec- together again, we’ll formulate an internet connection. tion and participation (p. 4). That a strategy for documenting this Q No matter how much time you said, “You will find your greatest event and the impacts on our spend in preparation, the only reward in relationships, contacts, community. Oral history will be way to cultivate skill is through and the response you receive THE vehicle for demonstrating experience. Set up one or more from community. What you hear the toll of this pandemic as well practice interviews with a per- back—the words spoken about as the instances of courage, son or people who will help the library—will be the extra creativity, generosity, and all you get comfortable. Try to jingle in your pocket.” (p. 102). other human outputs. make the staging and execution From a volunteer, you might as close to “reality” as possible: hear: I love the experience of cap- For anyone reading this inter- work on your pre-interview turing individual, personal histo- view, even if oral history is not communication; practice for- ries that contribute unique bits or your choice, I hope you choose a mulating topics and questions, pieces to the larger “public” his- path that makes your library the operating the equipment, and tory. From the community, you vehicle for sharing knowledge moving files from the recorder, might hear: You have given me an and building truth in your com- in addition to conducting the opportunity to get to know my munity. PL oral history. grandmother. And if things go Q And finally—and ongoing—lis- very well, from a narrator you

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info-graphicI (Source: National Center for Education Statistics, USDepartment ofEducation) STATE PERFORMANCE COMPARED TO THENATION LIBRARIES RESPONDTO COVID-19 Q Q Q Q Q learning toaprimarilyvirtualsetting, including: a variety ofways beyond transitioning summer (n=2,545) reported helpingstudents andfacultyin 72

covid-19/surveyoverview), publiclibraries COVID-19” survey (www.ala.org/pla/issues/ n ALA’s most recent “Libraries Respond to tional materials. creating newopentextbooks orothereduca- devices tosupportclasswork; and expanding accesstolaptopsandotherdigital increasing accesstoonlineresearch resources; digitizing materialsforremote useand/or schools todeliver schoolmaterials; offering curbsidepickuporpartneringwith activities forstudents; developing newsummerenrichmentlearning PUBLIC LIBRARIESPUBLIC

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of greatest need. help you develop targeted activities around topics visualizations from nationaltostate level thatmay nationsreportcard.gov). It provides statistics anddata formance, visittheTheNation’s Report Card (www. in learningaboutyour state’s overall academicper porting teachingneeds. If your library isinterested play acriticalrole infacilitatinglearningandsup As newlearningmodelsemerge, publiclibraries can tional strategies fortheupcomingacademiccycle. how tosafelyreopen anddeveloping remote educa- and Emily Plagman, Manager, Impact and and Impact Manager, Plagman, Emily and Compiled by Larra Clark, Deputy Director, Director, Deputy Clark, Larra by Compiled PLA and ALA Public Policy & Advocacy Office; PLA. Office; Advocacy, Advocacy & Policy Public ALA and PLA Currently, schoolsacross theUS are determining PL

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