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.

Crisis Librarianship: An Examination of Online Librarianship Roles in the Wake of the COVID-19 Pandemic

 Reed, K. N., Kester, B., Kaufmann, K. F., Homol, L., & Crampsie, C. (2022). Crisis Librarianship: An Examination of Online Librarianship Roles in the Wake of the COVID-19 Pandemic. The Journal of Academic Librarianship, 48(4), 102530–102530. https://doi.org/10.1016/j.acalib.2022.102530

Submitted by William Suarez

Summary:

    A study that surveyed the members of a library organization for their perceptions of their online roles as librarians. This study placed a focus on any change to online librarianship roles after the COVID-19 pandemic lockdowns beginning in March 2020. Participates were given a survey that exercises both quantitative and qualitative research methods. The results show that overall, the roles largely remained the same as before the lockdowns. The survey also showed that there were reports of increase in demands due to workplace issues like a lack in resources.

Review:

    This was a very valuable research study as libraries had to undergo a lot of change due to the pandemic lockdowns. I believe this was a much needed study to do as after the lockdown, these changes also provide a change for libraries to reevaluate themselves and adjust themselves according to what their respective communities need. The results prove that this survey was needed after the lockdowns as even though the professional role itself remained unchanged, this change allowed the workers to realize where they were lacking in their ability to do their job, i.e. realizing that they were lacking in resources. 

The Necessity of Embracing Collection Gaps: Moving Towards Diverse, Equitable, and Inclusive Collecting

Kramer, R. (2024). The Necessity of Embracing Collection Gaps: Moving Towards Diverse, Equitable, and Inclusive Collecting. RBM: A Journal of Rare Books, Manuscripts, & Cultural Heritage, 25(1), 93–97. https://doi.org/10.5860/rbm.25.1.93

Submitted by Jocelyn A. Guevara

Summary: 

This article addresses issues with ongoing attempts to close collection gaps in libraries. They define collection gaps as a, “lack of materials in relation to a specific theme, event, or historical idea” (Kramer, 2024). Many institutions have created policies to address these collection gaps and diversify the items offered to patrons. However, the author points out that diversity is often misunderstood by librarians and the resulting attempts to diversify a collection can actually be misrepresentative of a group if done incorrectly. Specifically, libraries often address diversity by including items that highlight or focus on the lived trauma, and consequences of that trauma, of a group. Instead, librarians should seek to build collections that close the collection gap by including the various experiences and viewpoints of a group- not just their trauma. In instances where those items cannot be located, the author proposes that institutions should acknowledge the collection gap, and why it exists, instead of spending funding on acquisitions that only focus only on trauma. The article also goes over the value of welcoming underrepresented individuals into the library profession to help develop these multifaceted collections. 

Reflection:

During this course, we focused on community connection and collection development as a direct response to community needs. However, libraries are also a repository for the histories of so many people. As our communities become more diverse, and as our world shrinks, it’s important to make sure those experiences are not erased from the record. While this is generally agreed upon by librarians, it is a much more delicate task to actually create a collection that is considered reflective of a group. Like the article points out, many people tend to focus on large traumatic events, for example slavery in the U.S., but true diversity will also include the art, joy, achievements, and various voices of a group, moment, or concept. To exclude those in favor of trauma is another form of erasure, even if it is unintentionally done. While it is important to survey and connect with the community to provide relevant services, it is also important to create well-rounded collections that reflect the diversity of different groups as well. While I do not work in a library yet, this is a great lesson to carry with me for the future.  

“Who Are We Missing?” Conducting a Diversity Audit in a Liberal Arts College Library

Doyle, Brenna

Emerson, M. E., & Lehman, L. G. (2022). Who are we missing? Conducting a diversity audit in a liberal arts college library. The Journal of Academic Librarianship, 48(3), 102517-. https://doi.org/10.1016/j.acalib.2022.102517

Summary: Emerson and Lehman’s 2022 article takes a look at the amount of diversity within the collections at Augustana College in order to determine what gaps may currently exist. This article also specifies that when conducting a diversity audit, one must be sure to settle on a focus for their audit and determine an audit methodology. For this particular study, Emerson and Lehman focused their audit on three different aspects of identity: gender, sexuality, and race. Further, they defined criteria to be audited as physical books that were part of the library’s permanent collection, written by a single author, and published between 2000 and 2022. In order to assess gender, the researchers started their auditing process by creating a list of pronouns that may be in the collection, while allowing for additional pronouns that did not fit into the initial categories. When assessing sexuality, they took a look at whether the authors identified themselves as being in an opposite sex relationship, a same sex relationship, or if they specified themselves as being part of the LGBTQ+ community. When assessing race and ethnicity, the researchers looked to see how the authors self-identified and categorized race and ethnicity into: white, American Indian/Alaskan Native, Asian/Native Hawaiian/Pacific Islander, Black, Latinx, Middle Eastern, Biracial/Multiracial, and unknown. The results of the audit showed that a majority of the books in the library’s general academic collection were written by authors with the pronouns he/him, while authors with the pronouns they/them made up only around 0.16% of the general collection. The sexuality audit had more inconclusive results, as around 61% of the authors were unable to be determined, though of the ones determined, the majority were in opposite sex relationships, with only 1% of the authors self-identifying at being part of the LGBTQ+ community. Finally, the race and ethnicity audit revealed that the authors in the library collection were 71.38% white, while BIPOC authors made up only 13.38% of the collection. When comparing the results of the diversity audit with 2019 Census data, it became clear that the library was overrepresenting White authors and that the race and ethnicity category was the only category higher than the national average. The article concludes with notions of building connections within the community to better build a more diverse and inclusive collection. 

Opinion: The results of the diversity audit at Augustana College were, for me, unfortunately unsurprising. The audit revealed that, within Tredway Library, the general collection was predominantly authored by white, straight men, while female, LGBTQ+, and BIPOC authors typically were in the minority. There are many reasons why this could be, starting with the fact that straight, white men have historically had greater privilege than those in the minority, and their works may be more prevalent or featured more heavily, leading to their greater presence within the library. In 2022, and even now in 2025, I believe society is still making strides for more inclusivity and diversity in our daily lives, let alone within library collections. I wholeheartedly agree with Emerson and Lehman, however, that students being unable to find their own representation within the library sends the message that their voices cannot be authoritative, that their perspectives do not matter. Connecting with the communities is an excellent idea and could definitely aid in the library’s crusade to further their collection diversity, and though this article focuses on leaning on social media to connect with diverse authors and diverse-owned bookstores, I think there should be a significant emphasis on academic libraries partnering with university clubs and programs, such as the LGBTQ+ center, Black Student Union, the Cross-Cultural Center, or any university programs that celebrate diversity. Community connections are just as essential a resource as any book collection in the library, and it’s an excellent way for libraries to foster a diverse environment. 

Pulse of the Library: Clarivate Report

Beit-Arie, O., (2024). Pulse of the Library 2024. Clarivate. DOI: 10.14322/pulse.of.the.library.2024.   https://clarivate.com/pulse-of-the-library/

Submitted by Lisa Danes

Summary:

The Pulse of the Library 2024 report conducted by Clarivate[i] last April 2024 reveals that while more than 60% of all types of libraries (out of 1,500 surveyed) are currently evaluating or planning for some kind of AI implementation in the next twelve months, 58% of respondents from public libraries indicated their institution has no plans or is not actively pursuing AI technology. Only 31% of academic institutions reported being in the same predicament. This situation typically results from limited budget resources. The numbers in support of AI are still much higher with intended large implementation efforts, though, as only 27% of respondents intend to enhance or adopt a library management system, and only 22% plan to expand solutions for collection development.

Many librarians are enthusiastic about the possibilities that AI tools continue to offer, specifically reducing routine tasks to permit more time for strategic and creative planning. However, the Clarivate report suggests that many more librarians (52%) are concerned about an AI skills gap and how the training needed would have the biggest near-term impact on employment. Some librarians plan to offer workshops, seminars, and online opportunities. However, 32% of global respondents indicated that no training will be available, while the number rose to 43% by U.S. respondents. Regardless of the kind of AI improvement, budget scarcity was often cited (47%) as being responsible for the lack of training opportunities.

---

[i] Clarivate is the parent company of ProQuest, Ex Libris, Web Science, and additional database resources.

  

Reflection: 

The possibilities are nearly endless for libraries to provide the most up-to-date information to patrons via advanced, convenient tools. I’ve been rather fascinated by the current literature around AI tools and libraries, so I have read several articles for our Assigned Reading assignment. Many themes are consistent throughout and are also reflected in the Clarivate survey: strained budgets typically prevent major AI advancements; librarians, especially those in the public sector, fear that machine assisted technology may ultimately eliminate their jobs; and a significant skills-gap exists that may not be adequately bridged.

The possibilities of AI in libraries are indeed endless. Enduring, ever-present issues such as funding must be tackled with the advancement of AI technology in mind to keep libraries at the forefront of always providing valuable, current information.

  

Add Value or Shift the Focus?: A Summary of Quantitative Analysis Meets Art History by Minseo Kim

Anguiano, Jennifer

Kim, M. (2022). New Method for Museum Archiving: “Quantitative Analysis Meets Art History.” Journal on Computing and Cultural Heritage, 15(4), 1–17. https://doi.org/10.1145/3531018

Summary:

Kim's New Method for Museum Archiving: “Quantitative Analysis Meets Art History” explores the intersection of data-driven methodologies and traditional art historical approaches in museum archiving. The study introduces quantitative analysis as a tool to enhance the classification, preservation, and accessibility of museum collections. By integrating computational techniques, such as image processing and visualization, the research aims to improve the efficiency of archival systems while maintaining the integrity of historical narratives.

The article highlights the challenges of conventional museum archiving, emphasizing the need for structured data frameworks to support curatorial decisions. Kim argues that quantitative analysis can complement art history, offering new perspectives on collection management and historical interpretation. This approach promotes a more innovative and adaptable archival system, ensuring that museums can effectively document and analyze their collections in the digital age.

Evaluation/Opinion:

As a scholar who has only received traditional art history teachings, the idea of mixing it with data-driven methods feels exciting yet nerve-wrecking. Usually, studying art is all about interpretation, symbolism, and cultural context, as opposed to crunching numbers and running algorithms. It almost feels like the number aspect of data, would take away the human, emotional response to understanding artworks. However, if there is a new way to increase the organization and accessibility of a collection, it might be in the best interest of art historians to adapt. If museum administrators can use data tools to track artworks, spot trends or preserve items better, that could help their staff do their jobs more efficiently. The question is will it add value to traditional art history or end up shifting the focus too much towards numbers.

A Case Study of Career-Related Connection Development

 

“Career research is often helpful when you can creatively connect students to existing resources“ (Pun, R., & Kubo, H., 2017).

Posted by: Ivan Adame

Pun, R., & Kubo, H. (2017). Beyond Career Collection Development: Academic Libraries Collaborating with Career Center for Student Success. Public Services Quarterly, 13(2), 134–138. https://doi.org/10.1080/15228959.2017.1300558

This is a qualitative case study of an academic library in Fresno State that decided to collaborate with their local Career Development Center. It details exactly how the library sought out connecting, collaborating, and bringing cohesion to their very own collection and resources by linking them under the banner of Career Development. The program was a success and lead to the development of a drop-in career consultation center from within the library. There is a afterword with advice on how to best engage library patrons with career development services and programming.

For the purposes of INFO 266, here is a great real-life example of the concept of connection development and the immediate benefits of its practice. It details exactly how one library decided to move beyond its collection and take advice from outside parties to breathe new life into their existing resources (whether it be their librarians, book collection, subscribed databases, access to LinkedIn Learning or Mango, etc), things that would have otherwise been limited to strictly academic use. Having identified Career Development as a fertile asset in my library branch of study, the examples here were immediately applicable with equivalent connections I was able to discover locally.

Future students seeking to discover ideas for potential connections for their libraries of study can find plenty of real-life examples and new angles to consider in this case study.

 

Community-Curated Collection through Student Empowerment

Smit, Elizabeth

Heisserer-Miller, R. & McAlister, L.R. (2023). New horizons for academic library collection 
development: Creating a community curated collection through student empowerment. Journal of Library Outreach & Engagement, 3(2023), 119-135.

Summary:

Librarians at Southeast Missouri State University started two programs to get more patron input into collection development. The first let students nominate and then vote on which section of the library should get a special $3,000 budget. The second created a grant program for student groups to suggest materials needed by the library. Items purchased through the first program saw a jump in usage while items purchased through the second program saw lower than average usage. In both cases, the researchers were pleased with the student engagement with the programs and the relationships built between the library and the affinity groups on campus. One grant turned into an on-going project and a new special collection in the library.

Opinion:

While I don't think the results of this study are particularly exciting, encouraging patrons to take ownership over portions of the collection sounds like a great way to improve circulation and engagement. The programs here might not translate directly to your library or budget but they're a good jumping off point. And, the researchers' enthusiasm for the programs is catching! I know my students would love to pick books, but I often worry that they'll choose books that are trendy now & then they'll will be forgotten before they even arrive. Sometimes we take book suggestions but I would love to have students vote for which section of the library needs a tune-up next year. Our library doesn't receive enough money to give grants to student groups but it would be nice to include other areas than English, Science & Social Studies in our purchasing decisions.

Background Essay on Collection Development, Evaluation, and Management for Public Libraries

Huynh, A. (2004). Background Essay on Collection Development, Evaluation, and Management for Public Libraries. Current Studies in Librarianship, 28(1/2), 19–37.

Timothy Wager

Summary:
    The author surveys the history of the philosophy of collection development from the early 20th century to the beginning of the 21st, focusing on public libraries and examining seven influential monographs. Huynh points to the general shift over this 100 year period away from selecting “great” literature in an effort to educate the public to acquiring books that circulate more frequently, meeting public demand. Furthermore, she outlines the transition of library acquisition philosophy from book selection in the early 20th century (selection policies and processes derived from community assessment), through collection development in the 1960s (which includes activities like budget management, community outreach, and collection analysis), and eventually from the 1980s onward, broadening to collection management (which includes acquisition, weeding, storage, preservation, marketing, and organization). The article points out that the librarian’s role, then, has evolved from selector and keeper of books to a manager of items, information, and systems, including electronic resources.
    Huynh provides a brief history of public libraries in the US, pointing out that the Boston Public Library (the very first major public library in this country) was founded with the goal of providing an education for those people who could not afford it. Most libraries that were founded in its wake held the same principle as central to their mission, and book selection was consequently focused on choosing “great” books that would provide some form of educational uplift. As a secondary education became more readily available to the American populace, several influential mid-20th century librarians argued that a library’s purpose was not to educate, but to meet the demand of its patrons, making itself useful to the public at large. Later, by the 1970s, the philosophy of the “great” books was rejected as elitist, and so a librarian’s service to the public shifted to meeting its demands.
    Huynh broadly and briefly summarizes how libraries have traditionally worked up their collection development policies, beginning with a needs assessment of patrons; continuing with identifying resources and constraints; and developing written policies based on these factors and the driving philosophy behind the library (educating the public with “quality” resources or responding to public demand, or perhaps a combination of the two). Early collection development policies, based on selecting the best books, were time consuming and demanded that librarians know literature broadly and deeply. As policies shifted to meet public demand (and more and more books and materials were published), librarians began to rely on market-driven data provided to them by contracted services or gathered from periodicals and newspapers to make buying decisions. Earlier librarians needed to know books to fulfill selection policies; current librarians need to know their readers.
    The author then runs through each of the seven monographs’ stance on acquisition, de-selection, and evaluation, illustrating how the purported purpose of a library has always been a strong guiding principle in decision making about collection development. She concludes by noting just how much competition there is in the information marketplace, and that libraries need to define and advocate for their relevance, and collection development has a large role to play in accomplishing this goal.

Evaluation/Review:
    This is an excellent summary article, written when the author was a graduate student in a collection development course. While it may seem basic to veteran librarians, as a primer for students or new librarians, it provides a valuable introduction to the history of and philosophies behind collection development. To a degree, Huynh drives the central point — the shift from education to entertainment as the main purpose of library collections — into the ground. This point is repeated multiple times, but it is, while perhaps simplistic, interesting and applicable. Overall, she does a very good job of summarizing the publications she covers, each of which she treats as representative of an era in library history. Whether these monographs actually are representative I leave to others more versed in collection development history. While it is isn’t really an entertaining read, it is informative and well structured. This would make a great article to assign in a collection development or collection management course.

Archival Objectivity: An Examination of Mark Greene's Article on the 'Critique of Social Justice as an Archival Imperative'

 Wallace, William A.

Greene, M. A. (2013). A critique of social justice as an archival imperative: What is it we're doing that's all that important? The American Archivist, 76(2), pp. 302-334.

Greene's article opposes recent scholarship regarding social justice as an ethical standard within archival practice. Countering other scholars, he argues that social justice has no place within an archive. He describes social justice as an act against the archivist's standard, objectivity. He acknowledges an archivist's freedoms to be a whistleblower, but says it is no different than the opportunity in any other information profession. He argues that private organizations have a right to privacy. 

I found this article to be informative as one side of archival ethics. Combined with other articles in the other direction, it lays out a good approach to the problem. I agree with his sentiments about the pursuit of objectivity despite its inherent impossibility at times. I also agree that the type of social justice he is describing does constitute an inherent bias that can damage a collection's reputation, depriving it of materials from all sides. All in all, this article gave me a lot to think about, and I recommend it to any aspiring archivist who is looking to learn more about archival ethics.

The 12 Steps to a Community-Led Library

Barbakoff, A., & Lenstra, N. (2024). The 12 steps to a community-led library. ALA Editions.

By: Jerrica Edmundson

Summary:

Barbakoff and Lenstra provide a great insight into the concepts that must be understood when undertaking a co-design or participatory design project. They talk about taking the time to include end users in the process of creating library programming and the benefits that are innately created by doing so, as you not only are gauging interest, but designing the program surrounding the needs of the community served by the library.

Evaluation:

This is a great start to understanding co-design and serves as an excellent way to learn how to implement the concepts into your own library system or branch. 

California Teacher Librarians & the Differences They Make

 By Karen Gonzalez 

Lance, K.C. and Harlan, M.A. (2025). California teacher librarians & the differences they make. Learning Hub: Vol. 1: Iss.1, Article 8. https://scholarworks.sjsu.edu/learning-hub/vol1/iss1/8/

Summary: 

Lance and Harlan point out the importance of school librarians and school libraries in California by analyzing data gathered from 2022-23. The analysis focused on factors influencing the presence of credentialed teacher librarians and the impact they have on school library programs. Key areas examined included staffing levels, library access, staff responsibilities, collection size and funding, and the use of the Model School Library Standards.  

Structural characteristics, such as enrollment size, geographic location, and grade level, were the strongest predictors of whether a school employed a full-time, part-time, or no teacher librarian. Teacher librarians were most commonly found in larger schools, high schools, and those located in cities or suburbs. Nearly all schools with full-time teacher librarians assigned them to a single library, whereas part-time librarians often served multiple schools. 

There are many things teacher librarians do that make a significant impact in their schools. To name a few, having a teacher librarian will likely get students scheduled for library access, have space to accommodate entire classes as well as small groups to work on research based projects. Teacher librarians are more likely to provide greater access to technology by also extending the library’s program presence. Having a teacher librarian would likely mean that there is a larger book collection and budgets, plus a larger budget for other things such as databases and materials.   

Evaluation/Review: 

This was an insightful article regarding California teacher librarians, school libraries, and evaluation data. California is one of the few states in the nation that collects data on teacher librarians and school libraries on a yearly basis. The data that is gathered from these evaluations is used to improve practice, evaluate library's programs, progress towards goals, and training needs for teacher librarians to name a few. Information gathered would be like a window for others to see what a teacher librarian does and what school library programs look like. It's a great way to measure goals annually and revise for improvement or update the goals; it reminded me of Plan Reviews for IEPs. Teacher librarians have the high ground on what is decided what the school library will look like, such as the scheduling, space, collection, technology, activities, and standard implementation. Budget is an important component that also plays a crucial role on how well the school library is able to operate, which depends if it has a teacher librarian working full- or part-time. The unfortunate reality is that there are communities that lack resources all around that leaves librarians putting in resources from their own personal fundings.

Rightsizing the Academic Library Collection by Suzanne M. Ward

 

By Adame, Katelynn

  Ward, S. M. (2015). Rightsizing the academic library collection. ALA Editions, an imprint of the American Library Association.

Summary: 

Ward's Rightsizing the academic library collection provides a new take on the deselection/weeding process. Always a daunting task, the book proposes the solution of rightsizing for academic libraries. The book begins my evaluating some of the challenges faced by academic libraries, including collaborative efforts, instruction design, employee relation, online learning, enrollment consideration, data collection, diversity, and more. Ward points out that libraries, "need to prove not only that their services benefit the institutions students and faculty, but also that these services are an integral part of student and faculty success," (p. 3). Where collections are concerned, issues of space, quality, and usability are all considerations when advocating for the growth of the library and their collections. Collection curation and deselection criteria should constantly be evolving to meet the needs of students, however, predicting the needs can be difficult, leaving library staff trailing behind while students advance. Large, unruly collections can be difficult to maintain and use, posing potential risks to funding and accessibility of the library collection. Ward does cover some traditional methods of weeding, and while these values still have merit, they may not necessarily be the best solution for academic libraries. The concept of Rightsizing requires libraries to assess their collections and evaluate what a suitable collection may look like for their institution. Rightsizing implements a plan that clearly "state the project’s objectives, staffing assignments, available resources, importance and relationship to the library’s primary goals, expected time frame for a large retroactive effort, measures of success, and strategy for ongoing maintenance," (p. 49). Instead of an annual practice, rightsizing transform the practice of deselection into an ongoing practice that is integral to the lifecycle management of an overall collection. The goal is to ultimately utilize space as best as possible while providing a collection that is usable, accessible, and offers students multiple avenues of information access. 

Evaluation/Review: 

As someone who works in a library with an unruly collection, this was an invaluable resource. Weeding has been an ongoing issue for our institution. Our general collection is full of outdated and unused material. While we continue to get new materials, our old materials seem to never leave. This leaves our collection daunting and unusable for students. I believe Ward has posed some excellent solutions through Rightsizing. Her solution of creating a weeding plan and criteria to generate an ongoing process of weeding can be helpful for librarians who do not have the time or resources to complete the laborious task of weeding. Rightsizing offers a means of maintain a collection that is realistic, manageable, and suitable to your staffing and institutional needs. For individuals in academic libraries, balancing collection management alongside other duties as liaisons, instructors, committee members, and more can be daunting. Typically, the practice of weeding gets pushed aside, leaving a collection in less than ideal condition. Rightsizing might be an excellent solution for information professionals who are looking to manage an unruly collection.