Model for Implementing a Human Library in a Secondary School

Model for implementing a Human Library in a Secondary School

Posted by: Vattuone, Gina 

Citation: Brown, D. (2016). School libraries as power-houses of empathy: People for loan in The Human Library. In IASL Conference Proceedings (Tokyo, Japan): A School Library Built for the Digital Age / IASL 2023 Strand B: Research Forum. https://doi.org/10.29173/iasl7197

Link: View of School libraries as power-houses of empathy: People for loan in The Human Library

Summary: This paper explores how school libraries can foster empathy and respect through storytelling and initiatives like The Human Library. The Human Library is a global movement where people volunteer to be "living books" who can be “borrowed” for conversations. The goal is to challenge prejudice through dialogue, breaking down stereotypes and promoting understanding. The paper discusses how schools can host their own Human Library events to create a school culture that develops empathy and celebrates diversity rather than fearing differences. Specifically, it chronicles the efforts of teacher librarian, Jenny Uther, who began a yearly Human Library Project at Monte Sant Angelo Mercy College, an independent girls’ secondary school in Sydney. 

Evaluation: I appreciate that the paper frames the role of libraries as shifting to meet the needs of users in the 21st century. Brown posits that libraries are spaces that “nurture values and ethics” and I agree that is a laudable ethos. The research is well documented that fiction can foster empathy, but we also know that many middle school students in 2025 are reluctant to pick up a book. The novelty of interacting with a human book may appeal to many students. As someone who is looking to begin a Human Library Project at my own school, I was impressed with the scale of the project at Monte: “It is now one of the biggest events on our school library’s calendar, with up to twelve living books involved, and more than 120 students.” It was helpful to read their planning process as a model. For example,  I had not previously considered using older students as volunteers to help facilitate the event. I also like the idea of gathering private and public feedback, which they did using the Padlet app to create a digital canvas of student comments that are visible to all participants. Posting feedback publicly is likely an affirming practice for all involved.

AI in Library Search: How Harvard Is Testing the Incorporation of AI into Search Functionalities

Chen, Carmen

Source: Dickie, T. (2025, March 11). Harvard Library search tool will understand intent behind the terms. The Harvard Gazette. https://news.harvard.edu/gazette/story/2025/03/at-harvard-library-building-a-tool-that-understands/  

Summary:

A Harvard Library team has developed a Collections Explorer tool using generative AI and semantic search technologies to help library search functions determine the intent of a search. Users will now be able to search using natural language instead of using keywords and more complex, unfamiliar search techniques. Search results include explanations of why these results were returned and are a good match to answer the initial question. It also suggests other research questions that may spark new discovery for the user, one they may have not considered before.

Thoughts and Comments:

I think this is an expected integration of AI into the modern library environment. Being able to search for items in a collection by using natural language would be a powerful ability, one that could lower barriers for search since not all library users have the ability to perform searches using complex search techniques (like Boolean search), and since not all keyword searches return relevant items due to the ambiguity of language. I wonder how this Collections Explorer tool takes into consideration these aspects of language then. It would be fantastic if even further down the line, the tool was able to accommodate for different languages. 

The Effect of Censorship on Collection Development in School Libraries

 Kent, Amanda

Follen, J., Goff, M., & Salazar, K. (2018, May 16). The effect of censorship on collection

 development in school libraries. SSRN. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3172616&download=yes

Summary:

    Three students from the School of Information, University of Texas Austin, conducted three case studies regarding the effect censorship has on collection development in middle and high school libraries. The article discusses the pressure librarians and teachers feel to keep material on the shelves that serve the students but also worry about offending the parents. With the ongoing complaints from parents to remove books that they feel are inappropriate, librarians tend to self-censorship to avoid conflict. The themes that parents tend to want censored the most are LGBTQIA+ themes, graphic violence, language, drug use, and sexual content. The case studies conducted involve a book that had the N-word, the author of a young adult novel, and the aftereffects that banning a specific book in school causes. The article speaks of the perspectives of the parents, students, and librarians.

Opinion/Thoughts/Evaluation:

    Censorship of books in collections has been an ongoing battle. I found this article interesting because not many resources provide the perspective of the challenger or parent. The article brings up good points regarding the challenger's actions and mindset. I do not believe in book banning and, along with librarians, feel everyone should have access to information. Reading about complex topics brings understanding and empathy, but from the parent's perspective, it has negative consequences such as "bad moral behavior." Another interesting aspect is the acknowledgment that little research is done regarding the child's perspective. The children are usually caught in the middle but are unheard. The article brings up a great point of how children want to read a book based solely on the fact that it is now banned and that those interviewed do not agree with their parents. It is important to understand the mindset of parents so that collection development policies can be implemented that benefit everyone involved.

Potential for trauma in public libraries experiencing book banning and material challenges

Yeon, J., & Dudak, L. T. (2024). Potential for trauma in public libraries experiencing book banning and material challenges. Public Library Quarterly, 1–25. https://doi.org/10.1080/01616846.2024.2442215

Summary:

        This article highlights the difficulties of working in a library as a result of pressure from patrons or organizations to remove content from circulation. Material challenges are at an all time high over these last few years with the American Library Association receiving over 1,200 materials challenges in 2022, the most they have ever received. Yeon and Dudak view trauma experienced by library workers as an aspect of the job that has been overlooked for a long time because of the perception of library jobs being quiet. There has always been pressure to ban books for one reason or another but libraries are seeing this more than ever. It is not an uncommon occurrence for patrons to walk into a library and yell at the staff about a book they think is not suitable for the library or for children. According to the article a majority of library workers have experienced aggressive and disrespectful behavior from patrons inside the library. The article argues that these interactions can be very stressful for library workers. Additionally, the article highlights how book banning and the censorship of certain materials can be traumatic for members of the community as well because it is a rejection of their identity and experience.

Opinion/Evaluation:

        I found this article to be an interesting insight into libraries as it focuses on an element of working in a library that most people are not aware of. Whenever I hear people talking about working in a library they say it is quiet and not much goes on. I think libraries are like any job where you work with people, there is no guarantee how they will act. This article did well to highlight the stressful side of working in a library and the pressure workers face from patrons, organizations, and the government to censor materials. On top of the trauma library workers face, I think this article makes solid points about the impact book banning has on people in the community. This article shows that it is more important than ever for libraries to fight against book banning and censorship. 

“The library is so much more than books”: Considerations for the design and implementation of teen digital mental health services in public libraries.

Knapp, A. A., Hersch, E., Wijaya, C., Herrera, M. A., Kruzan, K. P., Carroll, A. J., Lee, S., Baker, A., Gray, A., Harris, V., Simmons, R., Kour Sodhi, D., Hannah, N., Reddy, M., Karnik, N. S., Smith, J. D., Brown, C. H., & Mohr, D. C. (2023). “The library is so much more than books”: Considerations for the design and implementation of teen digital mental health services in public libraries. Frontiers in Digital Health, 5, 1183319. https://doi.org/10.3389/fdgth.2023.1183319

Summary: 

This study examines the potential for implementing digital mental health (DMH) services for teens in public libraries. Researchers interviewed 17 library workers at a Chicago-area library serving diverse communities to identify implementation considerations. The study found that libraries function as crucial safe spaces for marginalized teens, with library workers serving as “conduits” who guide patrons to resources. Several facilitators for implementing DMH services were identified, including strong leadership support, existing technological resources, the library’s community hub status, and cultural values emphasizing equity and antiracism. Barriers included library workers’ lack of confidence in addressing teen mental health, uncertainty about finding effective resources, community concerns about “library overreach,” and mental health stigma. The researchers concluded that public libraries are promising settings for implementing DMH services, particularly for historically underrepresented teens. They emphasized the importance of co-designing services with teens, developing protocols for high-risk concerns, and training library workers.

Opinion/Evaluation:

Overall, this study makes an important contribution to the field of digital mental health and community-based interventions. By recognizing public libraries as trusted, accessible spaces for youth, Knapp et al. highlight an innovative and socially responsible avenue for addressing teen mental health disparities. Their ongoing commitment to centering marginalized voices and fostering collaboration is particularly commendable. Public libraries across the country are implementing similar initiatives and can greatly benefit from the insights provided by this study.

Collection Gaps: The Detrimental Effect on Archival Collections

  Bowers, J., Crowe, K., & Keeran, P. (2017). “If You Want the History of a White Man, You Go to the Library” : Critiquing Our Legacy, Addressing Our Library Collections Gaps. Collection Management, 42(3–4), 159–179. https://doi.org/10.1080/01462679.2017.1329104

Submitted By: Gracie Petersmeyer

Summary

    In the article entitled "If You Want the History of a White Man, You Go to the Library' by Jennifer Bowers, Katherine Crowe, and Peggy Keeran, the University of Denver special collections librarians, our authors, are actively critiquing their collection is relation to its lack of content regarding Native American voices. 

    "In 2016, the Task Force on Native American Inclusivity [at the University of Denver] provided recommendations for more inclusion of Native American culture, history, and experience in the curriculum; a memorandum of understanding between DU and the Cheyenne and Arapaho nations," (Bowers et. al., 2017, p. 159). The University of Denver, being one of the first universities built when expanding westward, has a long and troubled past with the Native American communities surrounding the institution. The founding of the university was only completed in part due to a massacure of native populations by an early university public figure (Bowers  et. al., 2017, p.161). Over the course of the article, the university librarians determine that their special archives collection is not necessarily lacking in documents regarding the indigenous communities surrounding the university, but they are lacking in materials in their voice. Almost all of the collections are from the perspective a white person rather than the indigenous communities that were actively being colonized. 

    The librarians lay out a plan for how to better their collection as well as reframe the narrative of the topics discussed when from the point of view of a white colonizer. Using aspects of critical race theory and the feminist 'ethics of care' the librarians "critique collecting and cataloging practices, as these are often a continuation of the institutionalized dehumanization of marginalized people," (Bowers et. al., 2017, p. 163). While the librarians can't grow their collection significantly due to funding, they suggest buying a few titles and other materials that focus narrative on indigenous perspective, while working to actively reframe the collections that they already have from a different perspective. They also suggest utilizing online databases that have large collection of primary and secondary sources regarding these topics, such as the Library of Congress or ProQuest. The Indigenous communities currently living today should also be involved whenever possible, as these materials might be sensitive and require approval for use (Bowers et. al., 2017, pp. 167-169).

    When the archival materials are used in classes, for observation or otherwise, librarians should instruct the students to consider other perspectives. Since the current collection is mostly written from the perspective of white colonizers, student's should use other primary and secondary resources provided by the institution for context,  (Bowers et. al., 2017, pp. 172).

Opinion/Evaluation

    Overall, I thought that this article was well thought out and well researched. The librarians' recognize that their collections need to be updated and the perspective needs to be shifted. Their enthusiasm for this shift is evident and it is nice to see and institution that has been so involved in the history of the colonization of Indigenous lands be actively working towards making a difference in the history told. 

    I thought that the librarians' research into different theories of thought and teaching was throughout, as well as the context that followed. I also appreciated the inclusion of the cataloging and archival systems created by Indigenous archivists, even if it is not recognized by the Society of American Archivists. These conversations are important to have and those in power in institutions such as the University of Denver must continue to do better to represent everyone in history. 

    

Integrating Ethics and Career Futures with Technical Learning to Promote AI Literacy for Middle School Students: An Exploratory Study

Zhang, H., Lee, I., Ali, S., DiPaola, D., Cheng, Y., & Breazeal, C. (2023). Integrating Ethics and Career Futures with Technical Learning to Promote AI Literacy for Middle School Students: An Exploratory Study. International Journal of Artificial Intelligence in Education, 33(2), 290–324. https://doi.org/10.1007/s40593-022-00293-3 

Submitted by John Cruz

Summary:

    The "Developing AI Literacy" (DAILy) curriculum functions as the focus of this study to evaluate its effectiveness for teaching middle school students about AI literacy. The curriculum structure combines knowledge about AI technical processes with ethical considerations of AI impacts on society alongside instruction about AI career paths and personal connections to AI. Zhang et. al, (2022) implemented DAILy through virtual summer workshops for 25 middle school students who belong to underrepresented STEM/CS groups. The online delivery system utilized Zoom and Google Classroom for teaching sessions because of pandemic restrictions. Students participated in practical Pastaland decision tree exercises and neural network simulations while they explored generative AI applications in arts and media and societal effects. The curriculum structure untied technical learning with ethical investigations and career exploration through activities that applied AI concepts to students' real experiences.

    The researches collected data through pre/post-tests (AI Concept Inventory) along with attitude and career surveys, student presentations, observations, and interviews. The research reveals important findings which show that students developed notable understandings about AI concepts including supervised learning and logic systems. Students successfully recognized machine learning bias while showing understanding of methods to reduce it. Students now view AI as a field which combines personal life experiences with professional opportunities and societal influences and technical subject matter. The participants gained better understanding about AI-related job opportunities.

    The co-development of the curriculum between AI researchers and experienced educators remains significant because it shapes the educational framework for the future. The upcoming modifications will add predictive scenario examples to the curriculum while requiring students to implement AI ethical principles for addressing community problems. The research study points out that participant selection was not random and the student population was particular to this study. The DAILy curriculum teaches fundamental AI literacy elements that include ethical and career aspects to middle school students while demonstrating why sociotechnical viewpoints should be integrated in early AI education programs.

 Review:

    

    The article proposes that future public education systems teach AI literacy to K-12 students with middle school being the essential time for AI understanding development. Public education must teach AI technical aspects while simultaneously teaching ethical, societal, and career implications to prepare students for AI system consumption, creation, and evaluation. Students must learn to critically evaluate the issues of bias, privacy, security, and digital content authenticity because AI technology will continue to penetrate all aspects of daily life. The development of these skills enables students to adapt to AI-driven changes in their workplace and society which prepares them for future careers and makes them better citizens in an AI-affected world.