Research Article
Teens’ Vision of an Ideal Library
Space: Insights from a Small Rural Public Library in the United States
Xiaofeng Li
Assistant Professor
Department of Library and Information
Science
Pennsylvania Western
University
Clarion, Pennsylvania,
United States of America
Email: xli@pennwest.edu
YooJin Ha
Professor
Department of Library and
Information Science
Pennsylvania Western
University
Clarion, Pennsylvania,
United States of America
Email: yha@pennwest.edu
Simon Aristeguieta
Assistant Professor
Department of Library and Information
Science
Pennsylvania Western
University
Clarion, Pennsylvania,
United States of America
Email: saristeguiet@pennwest.edu
Received: 31 July 2023 Accepted: 10 Oct. 2023
2023 Li, Ha, and Aristeguieta. This
is an Open Access article distributed under the terms of the Creative Commons‐Attribution‐Noncommercial‐Share Alike License 4.0
International (http://creativecommons.org/licenses/by-nc-sa/4.0/),
which permits unrestricted use, distribution, and reproduction in any medium,
provided the original work is properly attributed, not used for commercial
purposes, and, if transformed, the resulting work is redistributed under the
same or similar license to this one.
DOI: 10.18438/eblip30410
Abstract
Objective – This study
delves into the perspectives of teenagers regarding their desired teen space
within a small rural public library in the United States.
Methods – To capture
the richness of their thoughts, a visual data collection method was employed,
wherein 27 8th-grade participants engaged in a drawing activity during an art
class at a local middle school. Two additional teens were recruited for
individual semi-structured interviews.
Results – Through this
creative exercise, the study unveiled the various library activities,
amenities, books, and visual designs that resonated with the teens, as they
envisioned their ideal teen space.
Conclusion – The study’s
findings hold practical implications for librarians working with this
population, offering valuable insights to enhance and optimize teen services at
the library. By aligning the library’s offerings with the desires of the young
patrons, the potential for a thriving and engaging teen community within the
library is enhanced.
Introduction
Public libraries
have long been essential providers of youth services, offering not only access
to information and fostering multiple literacies, but also cultivating vital
21st-century competencies among young individuals (Abbas & Koh, 2015).
While public libraries are prevalent across the United States, they exhibit
notable variations in capacity and resources. Rural communities, in particular,
confront distinct challenges, including poverty, digital divides, and resource
limitations (Meyer, 2018; Perryman & Jeng, 2020; Real et al., 2014).
Consequently, small rural libraries often grapple with reduced funding, limited
collections, staffing, space, services, and programs.
Given these
constraints, it becomes crucial for small rural public libraries to identify
the unique needs of their community members, enabling them to provide services
efficiently and effectively. Unfortunately, there has been a dearth of
attention directed toward understanding the youth in rural areas and their
utilization, or lack thereof, of public libraries. In light of this, in the
present study, the researchers endeavored to explore the perspectives of teens
regarding their aspirations for public libraries. By understanding what teens
desire to see in these institutions, the researchers aimed to provide valuable
guidance to practitioners and researchers seeking to build a resilient future
for youth services in libraries, particularly in small rural settings. Through
such understanding, libraries can adapt and thrive amidst the challenges,
fostering an environment that caters to the evolving needs of the young
generation.
Literature Review
Teens and Public Libraries
Public libraries
have a long history of serving teens, dating back to the 1800s (Bernier, 2020).
The Young Adult Library Services Association (YALSA), a division of the
American Library Association (ALA), was established in the 1960s to provide
resources and support for librarians who work with teens. Public libraries
serve as key players in advancing teens’ educational and well-being interests,
as evidenced in research showing libraries’ support for contemporary youths’
connected learning experiences (Subramaniam et al., 2018), promotion of digital
and data literacy (Bowler et al., 2019; Kelly et al., 2023), and librarians
addressing the health information needs of teens (Knapp et al., 2023; Powell et
al., 2023).
Research in
library and information science (LIS) has shed light on the multifaceted ways
in which teenagers utilize public libraries, especially for the social
opportunities afforded by public libraries. Surveys conducted in both urban and
suburban areas of the United States have revealed that teens frequently turned
to public libraries as invaluable hubs for accessing necessary information
resources, fostering social connections within a safe space, and having a
positive environment for other personal activities (Agosto, 2007). Teens in a
semi-rural area in the United States reported that they use a public library
makerspace to tinker, learn, socialize, and pursue their personal interests (Li
& Todd, 2019). Furthermore, studies conducted in rural areas in Canada have
demonstrated that teens visited public libraries for attending programs,
hanging out, and participating in collaborative learning opportunities (Kelly
et al., 2023; Reid & Howard, 2016).
To enhance the
services for teens, researchers have delved into the various features that
teens desire in public library spaces. In studying 25 newly constructed and
renovated public libraries in the United States, Agosto et al. (2015)
highlighted the importance of providing comfortable and inviting physical
spaces, meeting teens’ information needs, and offering many opportunities for
both leisure and academic activities. Similarly, Cook et al. (2005) found that
factors such as hosting teen-only events, providing food options, and offering
general amenities were positively correlated with urban teens’ positive
perceptions of libraries. Teen librarians also shared a set of practices that
contributed to a positive teen library experience, including building a
welcoming teen space that fosters ownership and social interactions, treating
teens with respect, and focusing on teens’ interests (Ornstein & Reid,
2022).
While many
studies have reported positive library experiences among teens, research also
shows conflicting results. For instance, Howard (2011) showed that while teens
were generally satisfied with their local public libraries, the focus group
discussions among teens revealed some dissatisfaction. Howard argued that the
status quo in teen spaces might meet what teens considered normal, but it may
not be ideal for them. Multiple factors contributed to teen dissatisfaction
with libraries. Abbas et al. (2008) surveyed over 4,000 teens in western New
York state, revealing that one of the major contributing factors to library
non-use was the lack of convenience. Outdated or irrelevant technology can be
off-putting for teens in urban areas (Agosto et al., 2016; Meyers, 1999).
Library staff who are distant, strict, or impatient with teens can negatively
impact their impressions of the library and deter them from using it (Agosto
& Hughes-Hassell, 2010; Howard, 2011). In addition, library collections
that do not address issues relevant to specific teen demographics and cultural
identities can make teens feel disconnected from their libraries (Agosto &
Hughes-Hassell, 2010; Meyers, 1999). Teens and tweens who are Black,
Indigenous, and People of Color chose not to use public libraries because of
perceived risks of not meeting institutional policies, rules, and behavioural
expectations (Gibson et al., 2023).
The current
literature further identifies a significant contributing factor to teens’
non-use of libraries – library spaces. Meyers (1999) found that teens perceived
library spaces as “dull”, morgue-like, “boring”, and not designed for teens’
needs. Two decades later, research findings concerning teens’ perceptions of
library spaces remain consistent. Inadequate library spaces and equipment for
teens continue to negatively affect teens’ library use (Howard, 2011). Bishop
and Bauer (2002) found that young adults in both urban and rural areas
considered an attractive teen library space as the most important factor in
their library use. Cook et al. (2005) found that early teens viewed inviting
and teen-only areas as positive indicators of libraries. This result was
further supported by Bernier et al.’s (2014) survey of 411 libraries, which
found a positive correlation between the amount of library space dedicated to
young adults and the level of library participation from teens. Bernier (2010)
emphasized the importance of youth input and participation in space design to
meet their aesthetic needs. Therefore, it is crucial to consider teens’
perspectives when designing library spaces to enhance their library use.
Rural Public Libraries
Public libraries
are important institutions in rural communities, playing crucial roles beyond
book repositories. Rural libraries are trusted resource providers for various
information needs, assist patrons in finding print and digital resources, and
serve as community centers where people gather and meet others (Grove &
Brasher, 2020). Public libraries in rural areas also have the capacity to
contribute to local economic growth by supporting job skills training and small
businesses development (Hughes & Boss, 2021; Mehra et al., 2017; Real &
Rose, 2017). Additionally, public libraries may be the only institutions in
rural areas that provide free access to computers and the Internet, and support
for technology skills (Real & Rose, 2017). Rural libraries offer health and
wellness programs that make positive impacts on rural residents (Flaherty &
Miller, 2016; Lenstra et al., 2022).
However,
research has shown that rural libraries in the United States face many
challenges. Staffing and funding are among the most often reported challenges.
Fischer (2015) reported staffing challenges and limited funding in rural and
small libraries, including a lack of librarians with master’s degrees, even
though the survey findings showed that there has been some improvement in
conditions in these rural and small libraries. Access to technologies and the
Internet is limited in rural communities. According to Real and Rose (2017),
rural libraries offered the fewest public access computers overall, and
Internet speed was often inadequate to meet the needs of patrons. Situated in
this challenging environment, services to children and teens suffer tremendously.
Real and Rose noted that rural libraries tended to have fewer programs related
to science, technology, engineering, arts, and mathematics (STEAM), and fewer
formal after-school programs, like homework help, compared to their urban
counterparts.
To tackle the
challenges encountered by rural libraries, researchers underscore the
importance of community engagement and the implementation of innovative
outreach strategies. Reid and Howard (2016) highlighted the deployment of
mobile library services, book delivery services, and the establishment of
satellite library branches in serving community members in rural areas.
Additionally, Kelly et al. (2023) demonstrated that a partnership between rural
libraries and local community organizations provided local youth access to
laptops, enabling their participation in coding clubs hosted by the libraries.
Despite the longstanding tradition of public libraries serving teenagers,
research focused on teen services is clearly limited, with an even greater
scarcity of studies centered on rural teen populations. To address the
identified research gap in the current literature in LIS, this study aims to
explore the following research question:
RQ: How would
teens design their desired teen space in a small rural public library?
Methods
The use of
surveys, focus groups, and interviews has been common in LIS research to
explore the opinions and preferences of teenagers regarding libraries. However,
visual participatory research, which involves gathering visual data like
photographs and drawings created by the participants, has been an underutilized
method (Weber, 2008). In LIS, there has been an increasing interest in
employing photography as a visual method to enhance qualitative data collection
(e.g., Agosto & Hughes-Hassell, 2005; Barriage, 2021; Li & Todd, 2019).
However, the application of drawings as a data collection method has received
limited attention, with Hartel’s (2014) research being an exception, wherein
college students’ drawings were used to illustrate their conceptualizations of
information. The use of visual data collection methods has proven to be a
valuable tool in research as it enables participants to engage more deeply with
research questions (Gauntlett, 2005). In particular, young people tend to be
more attentive and involved when visual activities are included (Hartel, 2014;
Subramaniam, 2016). According to Weber (2008), images encourage participants to
consider research questions from diverse perspectives, beyond what is possible
with writing or speech. Researchers can gain a more comprehensive understanding
of participants' viewpoints through visual data (Weber, 2008; Woodgate et al.,
2017). In this study, we aimed to broaden previous research by employing this
method to gain insight into the library images that young people aspire to have
in their communities.
Data Collection
Data were collected in a small rural area in the United States. The
researchers collaborated with the principal and art teacher at a local middle
school to gather data. Consent forms were distributed to each homeroom in the
middle school. In all, 27 8th graders (ages 13 to 14) were recruited
to participate in a drawing activity during art class, during which the
researchers were not present. Participants were asked to design their ideal
public library space for teens and write responses to three prompts, which were
to 1) describe the library as it was, 2) describe what you wished the public
library to be, and 3) describe their drawings. These written responses were
requested to help us understand their perceptions of the public library and
what they wanted in their public library. All the drawings were submitted
anonymously. Furthermore, to complement the visual and written data collected
from the drawing activity, two additional teens (ages 13 to 14) were recruited
through convenience sampling, which involved inviting individuals that the
researchers had known, to participate in individual semi-structured interviews.
These interviews allowed researchers to ask follow-up questions, providing
further clarification and validation of emerging themes derived from the
drawing activities. Each interview was conducted virtually and lasted
approximately 30 minutes. See Appendix for the interview questions. This study was approved by the university’s institutional
review board.
Data Analysis
To analyze the
data collected from the drawings, written responses, and interview transcripts,
we imported them into Dedoose, a qualitative data analysis software. We used
the constant comparison technique in the initial rounds of open coding and
axial coding (Charmaz, 2006). Initially, we independently coded the same set of
four participants’ design activity sheets to examine the differences and
similarities of our interpretations of the data. We
discussed each code together and came up with 50 initial codes inductively
(e.g., feeling irrelevant, not having many books, freedom of doing whatever
they want, hanging out, gaming, a colorful place, etc.). These 50 codes
were further grouped into 7 categories, including social interactions, being
kids/freedom to express themselves, relevance, visual appeals,
books/information, learning, and emotions. Then we used another set of six
participants’ data, which were randomly selected from the data, to test the
shared understanding of these emergent themes. Using the Dedoose Training
Center, the code application test results showed that the inter-coder
reliability arrived at an overall Cohen’s Kappa value of 0.46, indicating a
fair agreement (Fleiss, 1971). Codes with a Cohen’s Kappa value less than 0.65
were discussed to reach an agreement. During the discussion of different
interpretations of the excerpts and codes, if a code was updated, the
researchers went through all the data to compare them to the newly modified
code. When a new code was generated, comparisons between codes were also made. Through meetings and discussions, the researchers
identified a total of four categories – activities, amenities, books, and
visual design – that were collectively agreed upon to answer the research
question explored in this study. When comparing the generated codes from
drawings and written responses to those from the interviews, no discernible
differences in results were observed between these two data collection methods.
All names reported here are pseudonyms that were assigned by the
researchers. All the quotations are verbatim.
Findings
Overall, the
data analysis revealed predominantly negative
perceptions of the local public library among teens. For instance, Jordan
succinctly stated, “not fun,” while Taylor commented on its “gloomy and boreing
[sic]” atmosphere. When prompted to share their ideas on redesigning the
library to appeal to individuals like themselves, their suggestions were
categorized into four themes: activities, amenities, books, and visual design.
Each of these primary themes is described below, accompanied by illustrative
examples.
Desired Library Activities
The data analysis highlighted a major concern among
teens regarding the availability of engaging activities at the library. When
the library failed to offer compelling programs, teens perceived the library as
irrelevant to their interests and needs. For instance, one participant, Avery,
described libraries as “A big buiding [sic] with really nothing to do for
kids.” On the other hand, participants expressed their desires for a library
that catered to their preferences, indicating a need for a space that allowed
for free-choice fun activities, learning opportunities, and social interactions.
For example, Morgan noted, “My drawing is a trendy library for teens 13-19 to
socialize, study, and have fun.” See Figure 1 below. Similarly, Alex shared: “A
fun place where kids can go to hang have fun and learn.”
Figure 1
Design for teen space (by Morgan).
Twelve teens emphasized the importance of having a dedicated
study area in their ideal library, expressing a desire for study rooms with
tutors and spaces suitable for schoolwork and group activities. Quinn, for
instance, wrote: “I also thought a study room would be nice for doing
schoolwork/group activities.”
In their designs, participants emphasized the
importance of offering spaces for creative expression and entertainment. The
appeal of video games was evident among seven teens, who expressed a desire for
a dedicated game room in the library. Cameron, for example, wrote: “Also a lot
of kids my age like playing video games so I thought a game room would attract
a lot of people.” Charlie in the interview explained: “I think people would probably mostly play games. Maybe
someone plays educational games… that’ll be fun, like people can learn
something and they can play games at the same time.” Intriguingly, two teens
included music rooms in their ideal library design. Cameron highlighted the
popularity of music among young people, stating: “I know a lot of people
(including myself) that enjoy listening/making music, so I thought a music room
would be nice to have.” Rowan expressed a specific desire for “rated-R music.”
Social interactions were also crucial for eight teens
who participated in the drawing activity and two interviewees. Finley expressed
a wish for the library to be “1 cool place where I can go hang out with
friends,” while Skylar indicated that the library could serve as a place to
“make new friends.” In addition to having fun with friends, the teens also
sought support from their peers, as Blake wrote: “Somewhere for teens can go to
get support from other teens.” This desire for a space to hang out and socialize
was shown in their designs where they drew curved couches at the center of the
teen space, for example, the design from Dakota in Figure 2 below.
Figure 2
Design for teen space (by Dakota).
Desired Library Amenities
Data analysis
revealed that teens expressed a strong desire for convenient and appealing
amenities in the library. These amenities encompassed a range of facilities,
including vending machines, food services, arts and craft tables, ping-pong
tables, large TVs, and comfortable furniture. The teens’ input offered valuable
insights into their vision of the ideal library space, where they could enjoy
various activities and feel comfortable spending time.
Five
participants specifically mentioned the inclusion of food services, such as a
“snack bar” or a “café,” in their designs for the ideal library. For instance,
Emerson creatively envisioned a “secret door” leading to a pantry filled with
an abundant variety of snacks from around the world, highlighting the appeal of
convenient food options within the library setting. The participants’ feedback
underscores the importance of offering diverse amenities that cater to their
interests and needs. As exemplified below in Figure 3, the amenities featured a
café in the top left corner, a flat screen TV and bean bags in the middle
right-hand section, and lockers for instruments in the bottom right corner of
the dedicated teen space.
Figure 3
Design for teen
space (by Cameron).
Desired Books
Teens’
perceptions of the books housed in the library were diverse, with some
expressing satisfaction with the library’s book collection, while others voiced
concerns about the relevance and variety of books available. The majority of teens described libraries as having an
adequate number of books, with Tom mentioning, “There are a lot of bookshelves
everywhere.” However, one teen pointed out the limitations, stating, “The teen
space is very small...There aren’t many books in it.” Sage further elaborated
that the library should strive to be “a fun place with better books.” This
desire for “better books” might explain the conflicting perceptions, as teens
recognized that libraries contained books, but these books did not always align
with their interests and preferences. In the interview, Charlie explained:
“People still like non-fiction books more...so informational books might be
good.” Hayden expressed an interest in books related to debate and cooking
skills in their ideal library design (see Figure 4 below), highlighting the
importance of relevant and engaging content.
Figure 4
Design for teen
space (by Hayden).
It also became
apparent that teens’ interests in reading influenced their perception of
libraries. Quinn, for instance, stated: “I thought the library was only a place
for reading and at the time I didn’t like to read at all.” This showed how a
lack of interest in reading during a particular period led them to perceive the
library solely as a place for reading, reflecting a limited perspective at the
time.
Desired Visual Design
Five teens
expressed the view that libraries were perceived as outdated. Samuel succinctly
described libraries as “bland” and “old,” while Sage shared a similar
sentiment, stating, “In my opinion, it’s kinda vintage and bland.” Conversely,
when prompted to envision their ideal libraries, six teens expressed a strong
desire for libraries to be “trendy” and modern. Blake mentioned the inclusion
of “nice big cool lighting,” while Quinn specifically highlighted a wish for a
“colorful carpet.” Similarly, Morgan wrote “Libraries could be boring to the
eyes; you should also add some color so it can pop eyes.” See Figure 5 below
for an example design that highlighted the desire for colors in the teen space.
Figure 5
Design for teen
space (by Alan).
Discussion
The present
study aimed to understand teenagers’ views on designing the teen space in a
small rural public library in the United States. The desired activities
reported by the teens in this study emphasized the importance of creating a
library space that allows them the freedom to engage in activities that
interest them, such as studying, socializing with friends, playing video games,
and enjoying music. Teens’ insights suggested that the availability of books is
only one aspect influencing teens’ perceptions of libraries. The content of these
books and how well they cater to the diverse interests and passions of young
patrons were equally crucial. The sentiments expressed among teen participants
emphasized the importance of creating visually appealing and dynamic library
spaces for teens. By incorporating engaging activities, well-thought-out
amenities, diverse book collections, and visually appealing designs, libraries
have the potential to attract and resonate with the younger generation.
Particularly in rural libraries that commonly face challenges such as limited
staff and budgeting, knowing teens’ preferences becomes critical for libraries
to prioritize their budget and services to create an inclusive and appealing
environment that meets the needs and desires of their teen patrons.
Overall, the
findings of this study showed that teens in rural areas shared many
commonalities with teens in urban and suburban areas regarding their desired
library space and library uses (Agosto, 2007). Teens’ desire for an attractive
teen space reported in this study aligns with the insights presented by Bishop
and Bauer (2002). Additionally, the findings underscored the importance of
providing a more relevant collection for teens, echoing previous research that
highlighted the disconnect between teens and library collections that fail to
represent their interests and identities (Agosto & Hughes-Hassell, 2010;
Meyers, 1999).
While this study
confirmed many findings from previous research, the researchers noted that
teens in this present study did not strongly express their desires for
libraries to meet their information needs. This finding is different from
previous research in which teens used libraries for information resources
(Agosto, 2007; Agosto et al., 2015). One possible
explanation for this difference could be the limited availability of public
transportation options for teens in rural areas, making it challenging for them
to physically visit libraries, especially when considering the impractical
walking distances involved. Another possible
explanation could be rural teens might have other readily accessible
information sources such as online websites, local community centers, and
school libraries. Further research is needed to understand rural teens’
information practices in their everyday life, so that rural libraries can
provide services that cater to the needs of rural communities.
The findings of
this study have practical implications for youth services librarians to
consider when developing teen spaces and engaging with rural teens. Given the
common challenges of limited resources faced by small and rural libraries, it’s
crucial for librarians to understand the interests and needs of their local
teens, so that tailored programs and services for teens can be provided.
Forming a teen advisory council where teens have a platform to share their
interests and needs can be helpful, and also encourages teens to take on
leadership roles in the ownership of their libraries. Low-cost assessment
methods, such as informal interviews and drawing activities as utilized in this
present study, can also help librarians understand teens’ preferences of
library spaces (e.g., preferences of snack areas and aesthetic design
elements), desired activities (e.g., studying, socializing, gaming, and
relaxation), and reading preferences. Additionally, recognizing the limited
public transportation options in rural communities, libraries can implement
bookmobiles and outreach programs to bring library resources directly to rural
teens and leverage social media sites and virtual programs to connect with
teens. Lastly, as suggested in previous research (Kelly
et al., 2023; Reid & Howard, 2016), rural libraries should build
partnerships with local schools, homeschoolers, and local community
organizations to promote library programs and services for teens, and seek
additional resources, funding, and support for teen programs and services.
Limitations
The researchers
acknowledge several limitations that may impact the scope and depth of the
findings. First, it is important to note that the overall number of drawings
collected from a single grade within a rural school was small and limited,
which may restrict the transferability of the findings to other age groups and
geographic areas. Future research should consider a more diverse sample by
encompassing young people from different age groups and various rural areas.
Second, while
the two interview participants were asked about their use of the local library
and possession of a library card, these questions were not presented to the participants
in the drawing activity. Future research could investigate whether existing
library usage is related to the themes identified in this study’s findings.
Third, the study
relied mainly on data collected from drawings and
accompanying texts, which may offer valuable information but may lack the
richness of in-depth interviews. Visual data, as noted by Literat (2013), can
be highly interpretable, and understanding the context surrounding the creation
of the drawings becomes crucial. Gauntlett (2005) highlighted the importance of
participants interpreting and sharing the meanings of their drawings to avoid
overinterpretation or incorrect interpretation by researchers. Future research
could address this limitation by engaging in more comprehensive interviews to
encourage participants to elaborate on their designs and provide deeper
insights into their perspectives. For instance, understanding what teens
specifically mean by “better collection” would provide a more nuanced
understanding of their desires for library resources.
Last, the study
did not clearly identify which of the four identified categories mattered the
most to the teens. While it is evident that teens desired a variety of
amenities, activities, visually appealing elements, and relevant collections,
the study did not prioritize or rank these preferences. Future research could
invite teens to rank these categories according to their importance, which
would aid librarians in efficiently prioritizing their efforts when developing
teen spaces. Given the potential challenges of limited budgets in small rural
libraries, such rankings would offer valuable guidance for decision making and
resource allocation.
Conclusion
In this exploratory study, we aimed to uncover the
preferences of teens in a rural community regarding their desired features for
the teen space in their local public library. By engaging the teens in
designing their ideal library space, the study identified four major categories
that hold significance for librarians when developing teen spaces. These
categories encompassed activities, amenities, books, and visual designs,
offering valuable insights into teens’ needs and expectations.
The study revealed that teens expressed a strong
desire for a versatile space that can accommodate various activities, including
studying, socializing, gaming, and relaxation. They sought amenities like food
and comfortable furniture to enhance their overall experience. Teens also
yearned for library collections that better align with their interests and
needs, reflecting a desire for resources that resonate with their preferences.
Teens emphasized the importance of a bright and visually appealing space within
the public library. This aesthetic consideration is seen as pivotal in creating
an inviting and attractive environment for teen patrons.
Youth services librarians can utilize these findings
to guide the development of teen spaces that effectively cater to the
preferences of their young patrons. By incorporating the desired activities,
amenities, books, and visually appealing elements, librarians can create an
engaging and relevant library environment that speaks directly to the needs of
teens. Ultimately, the researchers aimed to ensure
that teens find their local public library appealing, inclusive, and
meaningful, a space that enhances their connection with the library and fosters
a sense of belonging within the community.
Funding
This work was
made possible through the support of Pennsylvania Western University (formerly
Clarion University of Pennsylvania) under the University Community Fellow
Program Grant.
Author Contributions
Xiaofeng Li:
Conceptualization, Formal analysis (equal), Funding acquisition (equal),
Methodology (equal), Writing – original draft, Writing – review & editing
(lead) YooJin Ha: Data curation, Formal analysis (equal), Funding
acquisition (equal), Methodology (equal), Writing – review & editing Simon
Aristeguieta: Formal analysis (equal), Funding acquisition (equal),
Methodology (equal), Writing – review & editing
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Appendix
Interview
Questions
- Tell us a little bit about yourself. What grade are you in?
- How do you usually use your local public library? And why? Do you
have a library card?
- Show and tell us what you drew. Let the participants lead the talk.
The interviewer will follow up with the why questions.
- Pay attention to the space and design elements - what materials
and furniture do they want to see in the space? What kind of space design
and arrangement?
- Pay attention to the service/programming elements - what kinds of
services and programs do they mention when they talk about their
pictures?
- Tell us one thing that you want to see or want to do in our public
library.