How libraries can create safe spaces with VR!

 Pelley, Carlos

CP

Tanaka, C. (2023). Virtual Reality in Libraries: Does VR create a Safer Space for 2SLGTBQ+         and IBPOC people? Pathfinder: A Canadian Journal for Information Science Students and         Early Career Professionals, 4(1), 162-. https://doi.org/10.29173/pathfinder75

Summary: The article "Virtual Reality in Libraries: Does VR create a Safer Space for 2SLGTBQ+ and IBPOC people?" explores the potential of VR in creating a safer and more inclusive space in libraries. The research question is whether VR can create a "Fourth Space" that is safer for individuals with intersectional identities to explore. VR offers unique qualities such as immersion and interactivity, but its success in creating a safer space largely depends on various factors including the VR content, the librarian's strategy, and the understanding of what constitutes learning.

Evaluation: The research question aims to determine if VR can create a "Fourth Space" that is secure for individuals with diverse and intersecting identities to explore. VR provides unique features such as immersion and interactivity, but its effectiveness in creating a safer space depends on various factors, including the VR content, the librarian's approach, and the definition of learning. If libraries can provide inclusive access and monitor to ensure safe experiences, a path to the 4th space could be achieved.

Getting Started with AR/VR Mixed Reality

Ishizuka, K. (2019). Get Started With AR/VR/Mixed Reality. SLJ Webcasts.

    Retrieved from https://www.slj.com/?subpage=Events&eventtype=webcasts

In this fifty minute webcast, AR/VR Mixed Reality tools, resources, digital forums, and curriculum-aligned lessons are discussed.

AR/VR (Augmented Reality/Virtual Reality) is a not-so-new tool that is increasingly gaining steam in the educational setting. With the introduction of affordable tools and curriculum aligned content, libraries are becoming the hub for offering AR/VR. One of the speakers, Aditya Vishwanath, Ph.D student at Stanford University, has found that with AR/VR student engagement is increasing in content-related lessons. Through VR/AR students are asking higher level questions that focus on the "why" instead of the "how." With inquiry-based learning and increased critical thinking, students are gaining knowledge and experiencing content while immersing themselves in the curriculum. AR/VR is a resource that will expand collections, make connections, and open doors for people to experience the world through their school or public library.