Innovation in Public Libraries. Learning from International Library Practice [1st Edition] 9780081012963, 9780081012765

Table of contents :
Content:
Front Matter,Copyright,Author biographyEntitled to full textIntroduction, Pages 1-9
1 - Overview of recent innovation, Pages 11-61
2 - Innovative libraries, Pages 63-100
3 - Trends in international innovation, Pages 101-126
4 - Objectives and actions, Pages 127-135
Conclusion, Pages 137-141
Appendix, Page 143
Index, Pages 145-150

Citation preview

Innovation in Public Libraries

Chandos Information Professional Series Series Editor: Ruth Rikowski (email: [email protected]) Chandos’ new series of books is aimed at the busy information professional. They have been specially commissioned to provide the reader with an authoritative view of current thinking. They are designed to provide easy-to-read and (most importantly) practical coverage of topics that are of interest to librarians and other information professionals. If you would like a full listing of current and forthcoming titles, please visit www.chandospublishing.com. New authors: we are always pleased to receive ideas for new titles; if you would like to write a book for Chandos, please contact Dr Glyn Jones on [email protected] or telephone +44 (0) 1865 843000.

Innovation in Public Libraries Learning from international library practice

Kirstie Nicholson

Chandos Publishing is an imprint of Elsevier 50 Hampshire Street, 5th Floor, Cambridge, MA 02139, United States The Boulevard, Langford Lane, Kidlington, OX5 1GB, United Kingdom Copyright © 2017 Kirstie Nicholson. Published by Elsevier Ltd. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher. Details on how to seek permission, further information about the Publisher’s permissions policies and our arrangements with organizations such as the Copyright Clearance Center and the Copyright Licensing Agency, can be found at our website: www.elsevier.com/permissions. This book and the individual contributions contained in it are protected under copyright by the Publisher (other than as may be noted herein). Notices Knowledge and best practice in this field are constantly changing. As new research and experience broaden our understanding, changes in research methods, professional practices, or medical treatment may become necessary. Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information, methods, compounds, or experiments described herein. In using such information or methods they should be mindful of their own safety and the safety of others, including parties for whom they have a professional responsibility. To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors, assume any liability for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions, or ideas contained in the material herein. Library of Congress Cataloging-in-Publication Data A catalog record for this book is available from the Library of Congress British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library ISBN: 978-0-08-101276-5 (print) ISBN: 978-0-08-101296-3 (online) For information on all Chandos publications visit our website at https://www.elsevier.com/books-and-journals

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Author biography

Kirstie Nicholson is Resources Librarian at the City of Armadale Library Service in Perth, Western Australia. She holds a Bachelor of Arts in English and Ancient History with Honours and a Graduate Diploma in Information and Library Studies. In 2012, she was the recipient of the inaugural Kay Poustie OAM Travel Scholarship, awarded by the State Library of Western Australia Foundation. As part of the Scholarship, she examined and reported on the activities of innovative library services in the United Kingdom and Europe, visiting libraries in Amsterdam, Delft, Copenhagen, Malm€o, London, Cardiff, Manchester and Liverpool. The results of her research were presented at the 2014 Public Libraries Western Australia Conference and an article based on the findings of the Scholarship was published in the Australian Library Journal in 2015. In 2016, she presented at the Public Libraries Western Australia Innovation Showcase on the design and layout of Kelmscott Public Library. She is Chair of the Online Resources Working Group, which administers the Statewide eResources Collection for Western Australian public libraries.

Introduction

Public libraries have a bright future. In a world of constant change and challenge, public libraries have adapted, evolving and redefining their services, collections and role. The tide of new technologies, demands and expectations has been met by public libraries and their staff with enthusiasm. Possessing a strong desire for knowledge, public libraries have engaged in a continuous cycle of experimentation, motivated to improve library services and to better serve and meet the needs of their communities with dynamic, responsive and modern public library services. Libraries have always been keen testers of new processes, service delivery methods and technology. As a place that provides access to knowledge, libraries play a part in the introduction and circulation of new ideas to their communities. Building on this role, libraries now consider access to new digital technologies and the provision of experimental and creative space to be core strategic priorities. Public libraries, it seems, are the ideal place to explore the new, and the different. It is this willingness and enthusiasm to invent, experiment and innovate that ensures that public libraries will continue to be relevant and valued community institutions far into the future. This book will discuss recent examples of public library innovation, highlighting specific programmes and services that are new, different and interesting. This will promote awareness of the work libraries1 are doing to develop their services, as well as of their strategic goals, service objectives and successful experiences. As well as examining specific projects and initiatives, this book will identify library services whose innovation makes them industry leaders and examples of what public libraries can achieve. The activities of these library services will be examined as a whole, to provide insight into strategic and operational priorities, provide inspiration to practitioners, and as models of successful modern public library services. Through the examination of public library innovation, this book aims to identify trends that are influencing the direction of public library services, bringing challenges and opportunities to the way libraries operate, their role and objectives. This book also aims to present the library practitioner with practical service goals based on the experiences of the innovative library services discussed. In this way, it hopes to assist libraries that wish to implement small and achievable changes to their services. This books aims to present an international overview of innovative public library practices by examining activities from differing countries. This book presents a snapshot of current innovation in public libraries across the world in a way that can inform and guide public libraries that wish to instigate change in their services

1

Throughout the book, ‘library’ or ‘libraries’ refers to public libraries, unless otherwise noted.

Innovation in Public Libraries. http://dx.doi.org/10.1016/B978-0-08-101276-5.09995-6 Copyright © 2017 Kirstie Nicholson. Published by Elsevier Ltd. All rights reserved.

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Innovation in Public Libraries

based on the actual experiences and proven successes of their peers. This book is therefore aimed primarily at practitioners, at library professionals and paraprofessional staff that may use the information presented to implement change or adapt existing library services. By providing insight into current public library trends and on what constitutes an innovative and modern public library service, it is also of interest to managers, administrators and representatives of funding bodies. Additionally, students of library and information science may find the insight into the practices of public libraries across the world of interest and use, as may anyone with an interest in modern public library services. The scope of the book is broad; however it is not intended to go into detail on every topic presented. Rather, this book can be used as a gateway to the many interesting recent developments in library service provision.

Outline Chapter 1 will present an overview of recent public library innovation in a variety of programmes and initiatives. These have been grouped into five broad categories, based around the major service activities of libraries: collections, customer services, technology, programmes and library buildings. In Chapter 2, five public library services are identified that are exceptional in their commitment to innovation and the continuous development and implementation of advanced library service initiatives. The recent activities of Edmonton Public Library, the National Library Board of Singapore, Stuttgart City Library, Aarhus Public Library and Chicago Public Library are examined in greater detail in order to determine the reasons behind their success, how their strategic objectives inform their activities, and their implementation of initiatives to address community needs. This chapter presents an insight into the operation of these libraries and highlights them as examples of best practice in public library service provision. Chapter 3 will identify five trends derived from the overview of public library innovation in Chapter 1, and the examination of the activities of innovative library services in Chapter 2. The trends of making and creating, participation, partnerships, learning and new outreach will be discussed, with their origins, background and influence on current library models examined. These trends, already in evidence in the activities of public library services, will continue to influence and underpin public library services into the future, and will serve as the basis for a model for the libraries of tomorrow. Chapter 4 outlines the ways in which libraries can learn from and utilise the experiences of innovative public libraries around the world in informing and improving their own library services. The major strategic directions that underpin progressive library services’ strategic plans are identified as digital literacy, the digital library, supporting learning and creativity, fostering literacy and a culture of reading, and community centred. Objectives in line with these identified strategic directions are suggested as ways libraries can align themselves with industry examples of best practice. This is followed by a list of actions that support the objectives, providing practical, achievable steps that any library, whatever its size or resourcing situation, can work towards. The content

Introduction

3

in this, final chapter, is intended to serve as helpful, relevant and realistic assistance for libraries that wish to obtain clear guidance in the prioritisation of future service provision, based on actual successes and experiences of libraries, rather than on theoretical frameworks.

Innovation What is innovation and why is it important? To innovate is defined as to “bring in new methods, ideas, etc.” and to “make changes” (Moore, 2004, p. 721). Innovation is the process of generating and implementing these new ideas and changes, as well as the application of existing methods, resources and technology in new and different ways. Innovation is viewed as both a positive and a critical force in the success of organisations, particularly in business, “innovation matters – now more than ever” (Crainer & Dearlove, 2014, p. 1). Businesses that have the ability to innovate and foster a culture of innovation have an advantage over their competitors, “the rewards of successful innovation can be exponential” and at the same time, “businesses that fail to innovate risk being rendered obsolete” (Simms, 2015, p. 37). Similarly, “our ability to adapt and innovate delivers both progress and prosperity” (McCormick, 2012, p. 64). However, it is important to acknowledge that innovation is essentially a process that tests and trials. Therefore, there will be set-backs and failures. “The most important point about winning the innovation game is that in the story of doing something differently, there are going to be more failures than successes”, writes Gary Dushnitsky, Associate Professor of Strategy & Entrepreneurship at London Business School (Lea, 2015, p. 58). For innovation to be effective, “suggested innovations should be met with a ‘why not?’ approach instead of a ‘why?’”(Simms, 2015, p. 37). For libraries, the push to continuously adapt to the changing needs and expectations of their communities means that the practice of innovation is of high value in optimising service delivery. Many of the benefits that businesses can realise through innovation, such as increases in quality, efficiency and productivity, can also be applied to the library environment. The perception that libraries are in desperate need of change, that they are an outmoded and irrelevant institution, and that they are at risk of being superseded by increased access to technology, has only further highlighted to libraries that innovation will be crucial to their ability to survive and thrive in the future, redefining their role and relevance to today’s communities. As stated by past Public Library Association President and Director of Skokie Public Library, Carolyn A. Anthony (2014), “the future of the public library depends on sustainable and continuous innovation”. The recognition of the acknowledged importance of innovation to the profession is reflected in the awards, grants and conferences that reward and present examples of innovation, or contribute to and fund innovative projects. For example, the International Federation of Library Associations and Institutions (IFLA) award the EIFL Public Library Innovation Award, and the Australian Library and Information Association (ALIA) host a Leadership & Innovation Forum. Innovation involves experimentation and risk-taking, not qualities traditionally associated with

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Innovation in Public Libraries

libraries, but through the application of new ideas and methods, libraries can develop a better, more responsive, more valued service that meets the needs of today’s communities and the communities of the future. In this book, innovation is used as a term to describe public libraries’ use of new, different, unusual or unique ideas, processes, delivery methods or ways of working that offer improved library services for their communities, or assist libraries to better meet their strategic objectives and goals. This book celebrates innovative library services by highlighting and promoting their activities.

Methodology This book identifies innovative library initiatives and projects as well as examining five public library services that demonstrate particular innovation and success. A literature review was conducted in order to locate new, different and unusual library programmes, initiatives or services. This focussed primarily on trade publications, such as library association journals, as well as public library news magazines and library science academic journals. A list of journals and magazines consulted can be found in the Appendix. Issues of these publications were reviewed from Jan. 2013 to early 2016, limiting the projects identified to those that were relatively recent, i.e. those that were reported in a publication after Jan. 2013. Effort was made to locate publications from a variety of different countries. Articles that were not in English were translated using online translation tools, wherever possible. After identifying a number of articles and the projects described therein, each article was assigned a number of keywords to facilitate ease of data sorting and searching. The five library services selected to be examined in greater detail were chosen through the use of criteria such as, l

l

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The number of times the library service was mentioned in articles for different projects, Whether the library had been recognised with awards, Whether innovation was demonstrated in a number of different areas, The availability of information about the library service.

In order to provide variety and maintain an international focus, libraries were not chosen that were geographically close together. After identifying the libraries, additional research was done on the library service in general, and on their recent activities. Effort was made to contact most of the libraries examined, but not all libraries that were contacted responded. That being the case, the majority of the information presented is publicly available, either on library websites or through various journals or news articles. The trends identified and examined in Chapter 3 are based upon the themes evident from the content of the literature review, and in the activities of the libraries examined in Chapter 2. After the trends were identified, additional research was performed which often correlated with existing conversations in the professional literature. This information has been incorporated and discussed as the background and basis of each trend. As such, the trends identified in Chapter 3 are primarily based on the practices and experiences of libraries, not on theoretical discussions, even if the practices of the

Introduction

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libraries were at first prompted by them. In Chapter 4, the common strategic directions of innovative libraries are identified, with several objectives and actions outlined for each. These directions were identified through the overview of innovative activities by libraries, and by examining strategic plans from the five innovative library services identified in Chapter 2.

International scope Although this book aims to present international library practice, maintaining an international scope has been challenging. Obstacles which have been encountered include, l

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The difficulty of locating information sources for some countries, The lack of sources in English, and the lack of suitable translations, Countries like the United States, United Kingdom and Australia make up the majority of the available professional literature, lending a bias, The high levels of professional activity in some countries, resulting in higher numbers of articles and an increased amount of discussion of library activities, By the very nature of the book’s topic, countries that have a high level of innovation are represented more than others, Limited to sources in English, establishing a bias towards English-speaking countries.

These have contributed to a narrower scope, with more examples of innovation presented from the United States, and Western and Northern European library services. However, it must be noted that the United States and Northern European countries are often acknowledged as the most modern and advanced public libraries in the world, and as such, we would expect to find more examples of innovation from these regions. Certainly, countries where public library systems are established, wellfunded and well-supported have considerably more opportunities to innovate than those that are not. The author has made every effort to review available literature for examples of innovative practice in libraries, but does not claim to have knowledge of every instance of public library innovation.

Context It is difficult to make a general statement on the position of public libraries today. The political, economic and social environment of the various countries in which public library systems operate have a significant impact on the state of those systems. How well utilised, funded, supported and valued public libraries are depends largely on the attitudes and position of their various funding bodies and is influenced by the concerns of local, regional and national governments. However, some background for the current operations of public libraries and their challenges would provide useful context on the activities described in this book. To that end, an attempt will be made at briefly outlining some global economic and social trends that have influenced and are likely

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to continue to influence libraries. These economic and social trends form a backdrop to the activities of public libraries, as well as influencing policy decision-making of funding bodies.

Economy The world economy continues to recover from the global economic crisis that began in 2008. Additionally, the slowdown of the Chinese economy has more recently affected the economies of countries such as Australia. The recession and limited economic growth that many economies are experiencing has meant that public libraries are struggling for funding and are subject to cost-cutting measures. This has been particularly noticeable in the United Kingdom, where cost-cutting over multiple years has led to considerable reductions in opening hours, significant loss of staff and closures of library branches across the country. In an article on staffing cuts, the BBC (2016) reported that 343 libraries had closed (including mobile libraries), with a further 111 closures planned for 2016. Additionally, the number of paid staff had fallen by 25% from 2010 figures, across the 182 authorities that provided data (BBC, 2016). As well as closures, libraries had been handed to community groups or other organisations to run, with the number of volunteer staff doubling from 2010 (BBC, 2016). At the same time, the economic crisis has prompted an increase in demand on library services, as people seek to economise their purchasing, with greater use of libraries for borrowing, as well as a need for services for demographics such as people experiencing homelessness, and for assisting job seekers. This has caused strain on public libraries, as they strive to provide the same level of service and meet increased demand with reduced staffing and budgets. This has also raised discussion on the place of libraries in the modern world, and seen a rise in models such as volunteer-run libraries.

Technology Technological change continues to thrive, with recent growth in the use of mobile devices and social media technology providing people with access to the internet like never before. As increasing numbers of people become ‘connected’, and technology continues to pervade every part of daily life, people’s modes of information discovery continue to change. Advances in technology have presented many opportunities for libraries for improved services, with the use of self-service, library apps, and social media channels providing greater ease of use and access to the library and its resources, as well as avenues for greater community engagement. However, it has also brought challenges for libraries. The ‘digital divide’ is growing, with many people in the community lacking the basic digital skills that are increasingly required to participate in everyday life. At the same time, the IFLA Trend Report predicts that information literacy skills and digital competence will have a higher value in the future, presenting barriers to inclusion to people who lack these skills (IFLA, 2015). Libraries everyday are inundated with requests for assistance with tasks such as filling in online forms and setting up email. The IFLA Trend Report states that more digital information was created from 2008 to 2011 than in all of previously recorded history (IFLA,

Introduction

7

2015). People need digital literacy skills in order to locate, access and use this information. Pressure on libraries for these services and recognition of the need to support communities with digital skills training has seen libraries focus on their role as a provider of access to technology and a supporter of digital literacy skills.

Data Increasing concerns over data privacy and security have accompanied the growth in the use of technology in people’s daily lives. The collection, use and storage of personal data by companies and governments, frequently without the awareness of the individual, has raised privacy concerns. Additionally, data security breaches continue to grow, with organisations that have collected personal data at risk of being hacked. Data security company Symantec reported that half a billion personal records were lost or stolen in 2015, raising concerns both about the ability of companies to protect their data, and the lack of transparency in reporting data breaches (Data breaches, 2016). People have less control over their data and there is a lack of transparency about when or how it is collected, stored and used. The privacy of borrowing information and personal data has long been recognised by libraries as an important right, with libraries treating their custody of this data seriously and respectfully. However, less obvious to libraries are the risks associated with library use outside of the library management system, such as information that is held on the library’s public computers or information collected through the use of library wi-fi, and the responsibilities of libraries to protect this aspect of library users’ privacy. The IFLA Trend Report discusses many emerging issues that may confront libraries regarding data, including, l

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The responsibilities of libraries to protect user’s data collected from e-book and other digital resource subscriptions and participation, knowingly or otherwise, in data mining, Internet filtering and censorship, Expanding data sets by governments and companies enabling individual identification and tracking, with serious consequences for personal privacy, Open data initiatives leading to increasing transparency and citizen-focussed services, How data generated by students of online learning is used or protected (IFLA, 2015).

Additionally, libraries have a role to inform and educate the public about their rights with regards to their data, and the risks of sharing it, as part of digital literacy programmes. Libraries may be under pressure to share the data they collect with government agencies or funding bodies. Open data initiatives, which many libraries wish to support, require knowledge of data privacy and security issues, to ensure the sharing of data whilst preserving anonymity.

Diverse communities Social and political upheaval in some parts of the world has seen an increase in migration, and an increase in racial and cultural tensions. Libraries must meet the needs of increasingly diverse communities, with a growing number of people experiencing

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significant linguistic and cultural barriers to the accessing of information and library services. Challenges associated with this include the difficulty of engagement with minority communities and new migrants, providing appropriate services, provision of language and language learning resources, providing access to support services, and promoting inclusion.

Ageing population Many developed nations of the world will be experiencing a growth in ageing populations. This affects many countries with well-established public library systems. This may place increased demand on public libraries, with older people traditionally high users of library services. Additionally, an increased focus on health and wellbeing programmes and lifelong learning initiatives may result from the increase in the older age group demographic. Libraries may be required to align particular services to the needs of seniors, with increased programming for older age groups, and an expansion of services for homebound patrons and patrons with chronic health issues. The importance of libraries as a community meeting place providing opportunities for socialisation will also be emphasised, with a need for libraries to provide social enrichment for seniors to combat issues such as isolation and associated mental health problems. Serving an ageing population may continue the trend of libraries meeting increased demand for services with fewer resources. This book aims to present an international overview of innovative public library projects and initiatives. In the following chapters, a variety of interesting programmes and services will be outlined, the activities of innovative library services will be examined, and trends in public library service delivery will be identified. In the final chapter, objectives and actions for public libraries are listed, based on the experiences of libraries recognised for their innovation. These objectives and actions are aligned with the common strategic directions of the library services featured in this book. Public libraries have continued to adapt and redefine their services in an effort to meet the needs and expectations of the communities they serve. The following examples demonstrate that public libraries are developing a dynamic model of service delivery that will define the role of public libraries into the future.

References Anthony, C. A. (2014). Innovation in public libraries. (Online) Available at: http:// publiclibrariesonline.org/2014/02/innovation-in-public-libraries/ Accessed 07.08.16. BBC. (2016). Libraries lose a quarter of staff as hundreds close. (Online) Available at: www. bbc.com/news/uk-england-35707956 Accessed 18.06.16. Crainer, S., & Dearlove, D. (2014). Innovation: Breakthrough thinking to take your business to the next level. New York, NY: McGraw-Hill Education. Data breaches becoming increasingly sophisticated. (2016). CILIP Update, (May) 10.

Introduction

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IFLA. (2015). Riding the waves or caught in the tide? Navigating the evolving information environment: Insights from the IFLA trend report. (Online) Available at: http://trends.ifla.org/ files/trends/assets/insights-from-the-ifla-trend-report_v3.pdf Accessed 17.06.16. Lea, R. (2015). Take the fear factor out of innovation. The Times, (10 November), 58. McCormick, I. (2012). Why boards must innovate. New Zealand Management, 59(8), 64. Moore, B. (2004). Australian concise Oxford dictionary (4th ed.). South Melbourne, Vic: Oxford University Press. Simms, J. (2015). Fear of failure dampens Australian innovation. The Age, (9 December), 37.

Overview of recent innovation

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This chapter provides an overview of projects and initiatives that feature an innovative idea, approach or service. These examples of innovation in public libraries have been identified through a literature review of library industry articles and news features from 2013 onwards. This overview presents both large- and small-scale initiatives, run by differing sizes of public libraries, demonstrating the capability of many public libraries to develop and implement a service or project that is innovative. The activities of libraries have been grouped into five broad areas: collections, customer services, technology, programmes and library buildings. The overview is presented to provide awareness and brief information about the activities of libraries in various parts of the world, and some projects mentioned in the sections below will be examined in greater detail as part of Chapters 2 and 3. The examples discussed in this chapter demonstrate the enthusiasm public libraries have for developing new services, and adapting and evolving existing services, to meet the demands of today’s changing world.

1.1

Collections

Collections are a central aspect of the public library service. Although libraries have been described as moving away from a collection-orientated service to a people-orientated service, a library’s collection of resources remains an intrinsic part of core service delivery. Despite the variety of activities the library provides, it is still its role as a provider of access to a collection of books that the public associates the most with the public library. Indeed, many programmes and initiatives that libraries run incorporate some type of collection that supports or extends the purpose of the programme. Libraries are increasingly thinking about what they collect, why, and how to make their collections more accessible and relevant to the public. Recent innovation by libraries applied to collections focuses on the use of outreach with physical collections, the increasing specialisation or theming of collections, patron participation in the development of collections, the use and development of digital collections, making the most out of or adapting existing collections, enhancing the discoverability of collections and the collection of user-created content.

1.1.1

Outreach collections

Libraries are attempting to make their physical collections more available and accessible to their community. Instead of waiting for patrons to come to the library, libraries are seeking to place collections into environments in which patrons may already be looking for something to read, for instance, in places where they have to do a lot of waiting. The Warwickshire Library and Information Service, United Kingdom, has provided a unique service by installing a book vending machine in the George Innovation in Public Libraries. http://dx.doi.org/10.1016/B978-0-08-101276-5.00001-6 Copyright © 2017 Kirstie Nicholson. Published by Elsevier Ltd. All rights reserved.

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Innovation in Public Libraries

Eliot Hospital (Khan, 2013). Using radio frequency identification (RFID), and linked to the library management system, the vending machine provides 400 titles available for loan and accepts returns (Khan, 2013). Similarly, Oulu City Library in Finland has partnered with the Oulu University Hospital to provide a book vending machine, supplying 100 books to hospital patients and visitors (Jokitalo, 2013d). In the United States, several libraries have explored using vending machines to provide a limited library service, often placing them in shopping centres. In 2014, Fresno County Public Library installed a 400-item vending machine in a mall, following similar examples from the Pioneer Library System, the Milwaukee Public Library and the San Diego Public Library (Enis, 2014a). Such machines can be used as an alternative or stop-gap measure to the construction of a new branch, providing self-service in a high traffic and convenient location. Bicycles are being used by a number of U.S. libraries to promote their collections. Combining the concepts of a mobile library and a pop-up library, the bicycles, ridden by a staff member, make appearances at city events and facilities. Some, like Cleveland Heights—University Heights Public Library and Pima County Public Library, use their Book Bikes to give books away (Francis, 2014). Others, such as at Denver Public Library and Seattle Public Library, provide mobile wi-fi hotspots and have the ability to circulate library books (Francis, 2014). Another pop-up library concept can be seen in B. P. Hasdeu Municipal Library’s Trolleybook project (EIFL, 2016l). The library, based in Chisinau, Moldova, wished to provide a dedicated space for children’s services and activities throughout the summer (EIFL, 2016l). Inspired by a suggestion from students at the School of Library and Information Science at Moldova State University, a decommissioned trolleybus was used and set up in a popular park as a temporary library space called Trolleybook (EIFL, 2016l). Stocked with print resources, games and mobile devices, Trolleybook opened in the park Valea Trandafirilor six days a week and soon became an attraction (EIFL, 2016l). During its stay, 11,600 children took part in activities, with the Trolleybook’s popularity ensuring its return in subsequent summers (EIFL, 2016l). Through the use of book bicycles and pop-up libraries, as well as with vending and self-service machines, libraries are attempting to extend the reach of their services beyond their buildings, providing access to their physical collections in locations that are highly frequented and convenient. Taking advantage of a captive audience, and the accessibility of digital collections, some libraries have partnered with airports to provide both wi-fi hotspots and e-books to people waiting for flights. At Manhattan Regional Airport in Kansas, United States, QR codes provide patrons with links to the Kansas State Library’s e-book collection (Chant, 2013). Promotional material displays the QR codes around the airport, targeted at people with mobile devices (Chant, 2013). Similarly, the Free Library of Philadelphia, United States, has set up a virtual branch at the Philadelphia International Airport, providing wi-fi and access to their digital resources (Chant, 2013). Taking things a step further, some libraries are seeking to set up a physical library space in airports. King County Library System, United States, has provided donated books and magazines to Seattle-Tacoma International Airport in the form of Quick Read stations (Chant, 2013). In 2014, San Antonio Public Library, United States, installed kiosks in

Overview of recent innovation

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the San Antonio International Airport, offering access to the library’s digital collections, as well as charging stations for mobile devices (Inklebarger, 2015b). Boise Public Library, United States, installed six touch screen computers at Boise Airport, providing access to the Internet, e-magazines, children’s e-books and information about Boise (Inklebarger, 2015b). The trend seems to have begun at Schiphol Airport in Amsterdam, where a nonlending library was opened in 2010 by ProBiblio, a nonprofit organisation (Clark, 2010). Now the concept is being explored by public libraries, which see the opportunity to promote their collections and services to people at the point of demand.

1.1.2

Specialised collections

Instead of providing a comprehensive collection covering all subject areas, libraries are theming their collections in response to demographics or location. In some instances, libraries change the direction of their collection after relocating with other institutions. For example, at M
ediathe`que Le Trente in Vienne, France, the library shares a building with the municipal music and dance conservatory. The entire second floor of the library is dedicated to music, dance and theatre resources including a sheet music collection (Belletante, 2014). Similarly at Le Pavillon Blanc in Colomiers, France, the m
ediathe`que is colocated with the Centre for Contemporary Arts, influencing the focus of the library’s collection and events (Blanchet, 2013). Some libraries are built around a certain theme, which is then reflected in the collection. For example, Bibliothe`que Louise Michel, France, was built as a family library, providing an environment that feels homely and comfortable (Certain, 2013). Resources have been tailored to suit a family-orientated space, with no division between services for adults and youth (Certain, 2013). Public libraries are also increasingly theming their own spaces, with specialised children’s libraries housed within the public library becoming more common. These are usually designed for a specific age group with the collection separated from the rest of the library and focussed on the target audience. For instance, TioTretton Library in Stockholm, Sweden, is exclusively for 10- to 13-year olds, with a range of specifically designed spaces and access to a kitchen and sewing machines (Bayliss, 2013). Similarly, Bibliothe`que de Champs Libre in Brittany, France, designed and built La Mezzanine, a dedicated library space for 11- to 14-year olds (Masse, 2013). In an example of specialising a collection by both subject and demographic, Singapore’s Central Public Library unveiled My Tree House in 2013, a library for children based on environmental themes (Li-Soh & Ni-Lo, 2013). The collection is primarily fiction, in line with the policy of the Central Public Library, but nonfiction material was also included on subjects such as nature, climate change and recycling (Li-Soh & Ni-Lo, 2013). The library uses the theme of ‘Enchanted Forest in the City’ so that a portion of the fiction collection is devoted to books incorporating fairytales and folklore, as well as fiction about animals, plants and the environment (Li-Soh & Ni-Lo, 2013). The collection comprises material in English, Malay, Tamil and Chinese, Singapore’s four official languages (Li-Soh & Ni-Lo, 2013).

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Innovation in Public Libraries

Other libraries which cater to a specific collection theme include Pignon Sur Rue’s Centre Doc in Lyon, France. An association that promotes cycling, Pignon Sur Rue’s library is themed around bicycles and cycling, is open to the public for a small fee and provides access to an online catalogue (Girard-Blanc, 2013). Bibliothe`que Rainer-Maria-Rilke in Paris has a collection dedicated to science-fiction and fantasy (Weuilly, 2013), and the Odense Music Library in Denmark offers a huge CD, vinyl LP and book collection, as well as offering instrument practice space, concerts, music lectures and sound workshops (Lake, 2014). These libraries are all open to the public but are not necessarily part of the local government or municipal library system. Nevertheless, they demonstrate the potential for specialised and tailored collections, and public libraries that have a strong local interest in a particular genre or subject area may wish to consider dedicating part of their collection to that interest. Other forms of specialised collections have seen libraries explore different types of resources. An increased awareness of sustainability issues has inspired a number of U.S. libraries to offer seed libraries. These consist of collections of seeds for users to plant, encouraging the growing of their own food and learning about the environment, gardening and food production. ‘Returns’ to the seed library are encouraged but not enforced. Libraries providing seed libraries include Fairfield Public Library, who launched their programme in 2011; Richmond Public Library, launched in 2010 and Pima County Public Library, who launched its seed library in 2012 (Hernandez, 2014; Landgraf, 2015b). The seed libraries often provide launching pads for a range of community engagement projects, involving local garden clubs and community gardens. The growth of specialised collections sees libraries tailoring their collections to specific identified local needs. Libraries are designing collections for smaller demographics in their communities, for example, aimed at certain age ranges of children and adolescents. Interests and themes are also represented, sometimes influenced by nearby institutions, or promoted by colocation. Additionally, libraries are eager to provide collections of different resources, for instance the growth in mini-collections like seed libraries.

1.1.3

Participatory acquisitions

Patron-driven acquisition has become common in academic libraries but has not yet been seen to a large extent in public libraries. Three examples show how public libraries are involving patrons in acquisition. In 2014, Helsinki City Library, Finland, provided library patrons with the chance to make selections of English book titles that would then be purchased and added as library stock. The selection lists were available over the course of one week, with an available participatory budget of up to €15,000 (Hopeakunnas, 2014). The initiative was well received, with 5084 ‘clicks’ made by users to select their preferred titles, and a total of 502 books chosen to be added to the collection (Hopeakunnas, 2014). The books are destined to become part of the forthcoming Helsinki Central Library’s collection, and the library was so pleased with the input from its patrons that it plans to involve users in selection in the future (Hopeakunnas, 2014). At Surrey County Council, United Kingdom, the library service regularly consults young library users, allowing them to select from prepublication

Overview of recent innovation

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catalogues (Young people given say on book choice, 2013). Titles are then purchased for use in the young adult collection (Young people given say on book choice, 2013). In 2012, Butte, Shasta and Humboldt County Libraries, United States, trialled diverting user demand for interlibrary loans into acquisition (Schwartz, 2014). Using Amazon, they automatically purchased the requested title and shipped it directly to the user, reporting that the buy vs borrow approach was cheaper and quicker than the equivalent interlibrary loans service (Schwartz, 2014). Now being used by the California State Library the project, called ‘Zip Books for Rural Libraries’, allows libraries to purchase requested books using Amazon, which ships direct to the user (Schwartz, 2014). When finished, the user returns the book to the library service, which then decides whether to accession the item (Schwartz, 2014).

1.1.4

Digital collections

No longer simply digital versions of existing physical media, born-digital items are proliferating and occupying increasingly larger components of a library’s collection. Libraries continue to seek better ways of collecting, curating and making accessible digital content. Kiosks are being used as ways to provide a dedicated interface for collections of digital content, whether it is library-created content or curated open access content, making these digital collections more visible. Aragon M
ediathe`que in Choisy-le-Roi, France, has installed kiosks which display a curated collection of open access content, utilising music site Ziklibrenbib and digital book portal InLibroVeritas (Devriendt, 2014). Each kiosk’s display of content is customisable, and patrons can plug in a USB stick to download selections or have a link emailed to them (Devriendt, 2014). Delaware County District Library, United States, has installed a touchscreen digital kiosk at local Olentangy Liberty Middle School for students to browse and download e-books from their collection (Sun, 2015). Although the collection can be accessed from the library website, the kiosk makes the collection visible and enables easy browsing of e-books (Sun, 2015). Another project which provides access to digital collections was developed by the Dr. Robert Ouko Memorial Community Library, Kenya (EIFL, 2016m). This project provides access for school children to digital versions of textbooks, reference books and African and international titles using preloaded e-readers (EIFL, 2016m). In an area where most primary schools have few or no books, the e-readers provide valuable resources, as well as motivating students to read and learn, and teaching digital literacy skills (EIFL, 2016m). The library assists teachers to incorporate the e-readers into their lessons, shows children how to use the devices and maintains the e-reader content (EIFL, 2016m). The e-readers are also used for reading activities such as reading marathons and reading promotion days (EIFL, 2016m). The library is now working to expand the programme, including a project to digitise stories written by the school children, and upload them to the e-readers (EIFL, 2016m). The programme was awarded an EIFL Innovation Award in 2014 (EIFL, 2016m). Simplifying access to e-book collections is also a focus for public libraries, with solutions being sought to make access to and use of e-books easier and quicker, as well as increasing the variety of content available. New York Public Library has been

16

Innovation in Public Libraries

leading development of an app which will make access to public library e-book collections easier. The app, called Library Simplified, intends to cut through the barriers between the e-book and the user and provides a single platform for e-book content. The app is designed so that users will no longer have to download a different app to access content depending on the vendor or create multiple accounts for different platforms (English & May, 2015). The app will also allow for reader’s advisory and e-book recommendations (English & May, 2015). Using Adobe Digital Rights Management (DRM), the app will be open source and free for libraries to use (English & May, 2015). Stockholm Public Library, Sweden, decided to work directly with publisher Ordfront after being unable to obtain access to the publisher’s e-book catalogue through their normal e-book distributor (Hjerpe, 2014a). Making links with the publisher, Stockholm was able to access the previously unavailable e-book content by negotiating an access model based on simultaneous loans and differentiated pricing (Hjerpe, 2014a). The Canadian Urban Libraries Council has been developing a platform that will integrate e-books with the library catalogue (Crawley, 2013). Instead of sending patrons to separate interfaces to browse e-books, all searching and circulation will be contained within the catalogue (Crawley, 2013). Negotiations with publishers have been ongoing, and six public libraries were due to pilot the platform in 2013 (Crawley, 2013). In a similar vein, Douglas County Libraries, United States, negotiated directly with publishers for provision of e-books and are using an Adobe content management server to self-manage the digital rights for the titles (Crawley, 2013). Tallinn Central Library, Estonia, developed its own e-book lending platform for Estonian literature called ELLU (EIFL, 2016g). The collection is unique, with Tallinn the only public library in Estonia lending modern Estonian titles as e-books (EIFL, 2016g). The platform was launched in 2012, providing Estonian literature to people living anywhere in the world, with registered users of the service including those from the United States, China, Taiwan and Europe (EIFL, 2016g). These examples demonstrate how libraries are attempting to improve access to e-books. Additionally, the University of Exeter’s project to promote its e-book collection is worth mentioning, as it could be easily replicated by a public library. QR codes, with links to e-books, were printed on shelf talkers and hung on the shelf with the physical book (Green, 2013). Scanning the codes takes the users directly to the e-book equivalent, improving the digital collection’s visibility and accessibility (Green, 2013). As yet, there are not many libraries that have chosen to exclusively collect digital content. Bibliothe`que du Chesnay, France, were given a mandate in 2009 not to collect any physical video or audio media, instead only providing digital media collections (Poyant, 2013). Utilising video on demand, remote download and digital collections, the library set up a portal to facilitate access (Poyant, 2013). This focus on digital media has meant the library has ensured access to high-speed optical fibre to allow for video download and streaming and has paid particular attention to the design and usability of its website, using the same colours and graphics as the physical library and using a single authentication to access online resources (Poyant, 2013). The United States’ first exclusively digital public library, BiblioTech, in Bexar County, Texas, opened in 2013 (Cole, 2014). Instead of books it provides computers, digital

Overview of recent innovation

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resources and services to support digital literacy (Cole, 2014). The building is equipped with desktop computers, i-pads and laptops, and hundreds of e-readers are available for loan (Cole, 2014). The library focuses heavily on outreach, and staff spend the majority of their time in one-on-one interactions with customers, freed from many of the processes inherent in a normal library dealing with physical stock (Cole, 2014). Some public libraries have extensive local history collections which they are seeking to digitise. Zentral und Landesbibliothek Berlin, Germany, has been driving the digitisation of phone and address book records in the DigiTABBerlin project (Herrmann, 2013). The library has been experimenting with using crowdsourcing to help improve the digitised records, harnessing the skills of the people who use the resource to correct records (Herrmann, 2013). The library are investigating using gamification to enhance the project, with use of rewards and other game features to further encourage its volunteers (Herrmann, 2013). Libraries are improving access to digitised collections through the development of special websites devoted to digital content. In 2012, Bibliothe`que Municipale de Lyon, France, launched its digital library Numelyo as a portal for its digitised content. The site was built using open source technology and makes available Lyon’s digitised collections including books, prints, manuscripts, newspapers and photographs (Gros & Guinard, 2013). The site can also be used to host virtual exhibitions and encourages participation from the public (Gros & Guinard, 2013). Similarly, Bibliothe`que Municipale de Toulouse’s website Rosalis provides access to its digital collection of 60,000 items with a strong local significance, including manuscripts, books, maps, images and sound recordings (Hernebring, 2013). Using free open source software Greenstone, Rosalis brings together the differing parts of the collection which had disparate online access previously (Hernebring, 2013). The website also incorporates features such as Rosalip
edie, a collaborative online encyclopaedia, and Rosaliblog, a place for users and library staff to share information and comment about the collection. The new site has been popular, with significantly higher visits than the physical heritage room previously received (Hernebring, 2013). The increasing importance of digital collections can be seen in these projects, which promote the collections as well as increasing their accessibility to the public.

1.1.5

Enhanced discoverability

Oslo Public Library, Norway, has developed a tool which builds on catalogue data and provides a value added service for customers. The Active Shelf, software which draws on enriched Resource Description Framework (RDF) data, is used in the library via a 22-in. touchscreen (Westrum, 2014). The patron places a book on the Active Shelf, which uses RFID technology to identify it. The Shelf then displays information about the book, other books by the author and suggestions for further reading, with links to related titles (Westrum, 2014). The project is part of an effort to improve digital discovery of stock due to the fact that 70% of Oslo Public Library’s collection is unavailable for patrons to browse (Westrum, 2014). The project builds on work which

18

Innovation in Public Libraries

converted MARC data to RDF, and the library hopes to use the Active Shelf as a basis for a new type of catalogue (Westrum, 2014). Brookline Public Library, United States, is using the Harvard Library Innovation Lab’s Awesome Box. The Awesome Box sits alongside a library’s regular book returns chute. If the user wants to recommend the book they are returning as ‘Awesome’, they return it into the Awesome Box instead of the returns chute (Peterson, 2014). The books returned through here are then featured on the library’s Awesome website, for users to browse and select from (Peterson, 2014). Brookline Public Library has taken the concept one step further by adapting the Awesome Box to appear like a small TARDIS, from the popular television show Dr. Who (Peterson, 2014). The TARDIS succeeded as a brilliant promotional and marketing tool, garnering attention for both Brookline Public Library and the Awesome Box concept (Peterson, 2014).

1.1.6

Neglected collections

Many libraries are looking at new ways of making better use of existing collections. Using or displaying resources in a different way often breathes new life into a collection, sparking interest and stimulating use. Libraries are also re-examining resources that have been neglected in the past, or niche materials that have not been reflected in their collections. The centenary of the start of World War I in 2014 provided libraries with an opportunity to promote use of their history collections. Municipale Bibliothe`que de Lyon, France, is working on a long neglected collection of World War I material, which is now being utilised in exhibitions, events and featured on the catalogue (Fouillet, Charmasson-Creus, Br
eban, & Giraudier, 2014). Other libraries have rediscovered lost and forgotten collections. M
ediathe`que de Cavaillon, France, took a disused vinyl record collection, which had long languished in storage, and began to actively promote it as part of the collection again, after noticing interest in the community, and with sales of LPs steadily increasing in France (Vander Poorte, 2014). Purchasing a turntable, and selecting a small number of records from the archive to circulate, the collection now has a small acquisitions budget for new items (Vander Poorte, 2014). The library has encouraged use with events and competitions focussed on the collection and has experienced solid numbers of issues after the launch (Vander Poorte, 2014). Huddinge Library, Sweden, had a largely unused collection of books, which were stored in the basement, hidden from the public. It has repurposed this space as a themed ‘retro’ library, organising the collection by decade and dedicating shelves to the 1940s, 1950s, 1960s and 1970s (Hjerpe, 2013). For each decade there are selected fiction, children’s literature, nonliterary prose and recently published literature about each time period (Hjerpe, 2013). Huddinge Library used a stage designer to help give the space atmosphere, and staff scoured flea markets and second hand stores for props (Hjerpe, 2013). The space was supported with events, lectures and programmes such as a vintage radio transmission each week (Hjerpe, 2013). Huddinge Library launched their retro library in 2012 and preliminary statistics at the time showed a 50% increase in loans (Hjerpe, 2013). The ingenuity of the library staff has brought life and purpose back to this portion of the collection.

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Libraries are also exploring collecting niche and new forms of literature. Aarhus Library, Denmark, and Roskilde Library, Denmark, have embarked on exploring new forms of literature in collaboration with Litteratursiden.dk (Juel, 2013). New forms of literature include SMS stories, internet literature, apps, poetry slams and performance literature (Juel, 2013). In their project ‘Literature taking place’ Roskilde and Aarhus supported the development of new literary, digital works and investigated what libraries can do to communicate and interact with these new forms (Juel, 2013). For example, at the Roskilde Festival, an interactive poetry machine developed during the project was exhibited (Juel, 2013). The machine enabled people to create poems by pressing on books, printing the poem on the spot (Juel, 2013). Roskilde has also reserved permanent exhibition space for digital literature, demonstrating its commitment to collecting and displaying new forms of literature (Juel, 2013). Around 40 Danish libraries provide access to SMS literature through subscriptions to SMSpress, a SMS story publisher and supplier (Jokitalo, 2016). These short fiction works are written for reading on mobile phones. Recently, Sølvberget Public Library became the first Norwegian public library to provide this service, exploring the provision of this new form of literature to its users (Jokitalo, 2016). Fanzines are another type of literature often neglected by public library collections. Fanzines are a type of literature which is produced by amateurs, focussing on a niche topic or passion and are usually of an ephemeral nature. Produced outside the publishing industry, fanzines are typically excluded by their very nature from the normal library acquisitions process (Mouquet, 2015). However, some libraries are beginning to actively collect fanzines. Active collection of fanzines by Bibliothe`que Nationale de France and the M
ediathe`que Marguerite Duras, France, are encouraging exposure of fanzines (Mouquet, 2015). There is a dedicated fanzine library in Poitiers, France, La Fanzinothe`que, and a tour, Zines in the Zone, which is a travelling pop-up library of fanzines and photobooks (Mouquet, 2015). Increasingly, libraries are recognising niche material in their communities and seeking to integrate it into their collections.

1.1.7

User-created content

Perhaps the most significant recent innovation in collections is the shift to libraries creating collections of their own user’s content. Supporting writing and encouraging creativity in the community, libraries who enable patrons to publish books in print or as e-books often accept the published works into special collections. Sacramento Public Library, United States, has a dedicated self-published local authors’ collection, which is supported by its community writing and publishing centre I Street Press (Farkas, 2013). Multnomah County Library, United States, accepts submissions from self-published e-book authors from the website Smashwords (Landgraf, 2015c). Focussing on adult fiction titles, Multnomah intends to use them as the basis of a local e-book collection for readers looking for new reads (Landgraf, 2015c). Glen Ellyn Public Library, United States, has a collection of self-published books by local authors or about the local area (Landgraf, 2015c). Santa Clara County Library, United States, has partnered with short fiction website Jukepop, offering a curated collection of Jukepop’s short fiction e-books from its catalogue (Barack, 2014).

20

Innovation in Public Libraries

Rijeka City Library, Croatia, launched an online magazine in 2013 written and produced by local students and young unemployed people (EIFL, 2016f). The publication is intended to report on serious issues and challenge local sensationalist media (EIFL, 2016f). Called GKR Magazin, the magazine has amassed a dedicated team of volunteers to run it, working as editors, proofreaders, designers and contributors, building crucial skills and providing a creative outlet (EIFL, 2016f). Rijeka uses open source software to publish GKR Magazin, which attracts 2000 visitors a day to its website (EIFL, 2016f). In publishing the magazine, Rijeka supports community creativity and user-created content.

1.1.8

Classification

Classification of collections is also an area where libraries are innovating. When the City of Melbourne’s Southbank Library opened in 2012, it felt the Dewey Decimal Classification System was inappropriate for its small nonfiction collection (Bateman, 2013). Instead, it developed a system of 10 genre zones, using headings such as ‘health’ and ‘science & nature’ (Bateman, 2013). Melbourne plans to use the system in its new Docklands and Carlton Libraries but anticipates incorporating some elements of Dewey to allow for the larger collections in these branches (Bateman, 2013). Several other libraries have also developed alternative classification schemes. The Maricopa District County Library, United States, uses Shelflogic, a Dewey free system based on Book Industry Standards and Communications (BISAC), and Darien Library, United States, uses Glades, a system it designed which combines various Dewey numbers into eight genre-themed areas (Bateman, 2013; Fister, 2009). Public libraries are innovating with the development and management of their collections. Libraries are increasingly developing specialised collections, tailoring their resources to specific, local community needs. At the same time, libraries are promoting access to their physical collections by taking them out into the community through the use of book vending machines and pop-up libraries, as well as promoting digital collections in highly frequented places. Libraries are also encouraging the participation of library users in acquisitions with participatory purchasing and patron-driven acquisition initiatives. The application of new ideas to existing collections displays the ability of public libraries to make efficient use out of existing resources. These examples demonstrate the ways in which public libraries are innovating to meet the collection needs of their communities.

1.2

Customer services

Libraries are exploring ways in which they can improve the experience of connecting with the library, as well as access to library services. In order to promote engagement and improve ease of use, libraries are implementing ways to reduce barriers to access. Libraries seek to include residents in library planning, with increased opportunities for people to become involved in decision-making processes through participatory

Overview of recent innovation

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planning, design and budgeting initiatives. Libraries are also seeking to improve access to library services by increasing opening hours, with 7 days a week opening in major libraries, and the use of self-service. Libraries are exploring a range of ways to improve the customer experience, encouraging use of the library and engagement with the community.

1.2.1

Participatory planning

Involving the community and the library user in planning processes, whether it is the design of a new building, or the development of the library’s strategic plan, is an innovative way to incorporate community feedback into library decision-making. Many libraries are going further than the occasional survey to discover what their community wants from their public library service. Recent examples of libraries working in this area shows libraries are keen to collaborate with the community through participatory design and planning. There is a particular emphasis on examples involving children and young adults in library decision-making in the literature, promoting a feeling of ownership and cultivating confidence and leadership skills in these demographics. In 2014, Bergen Public Library, Norway, ran a project called UROM (Youth Room), part of the YOUNG project, a project designed to increase participation in library services by teenagers (Jore, Indergaard, & Rørnes, 2014). As part of the project, Bergen designed a new room and service in collaboration with the target demographic, partnering with students from the Bergen School of Architecture (Jore et al., 2014). The students were given the task of designing the library’s new youth room, UROM, collaborating with the target age group in interviews and in focus group workshops (Jore et al., 2014). The space is designed for multiple activities such as quiet reading, gaming, film screening and concerts (Jore et al., 2014). After the opening of UROM, the library hired young adults aged 14–18 as part-time staff, with duties including developing and running events, and evaluating the YOUNG project (Jore et al., 2014). Malm€ o City Library, Sweden, incorporated the ideas and feedback of children in designing a new children’s library space in its ‘Little Castle’ initiative (Jokitalo, 2015b). The library wanted to see the space from the perspective of children and learn how they wanted to use the space and collections (Jokitalo, 2015b). Asking children to describe their dream world, Malm€ o found that magical and secret worlds as well as nature were popular themes (Jokitalo, 2015b). These factors have been incorporated into the design, with features like pillars designed like trees, quiet nooks, secret places to read and a machine, the Curlicue, which children can feed their art into to be projected within the library (Jokitalo, 2015b). Richland Library, United States, created an advisory board for children in the preteen age group of 8- to 12-year olds (Goforth Gregory, 2015). It found that this age group of children was underserved and had different interests than older teenagers or younger children (Goforth Gregory, 2015). Richland used the advisory board to brainstorm ideas for a new tween space at the library, where it discovered the children

22

Innovation in Public Libraries

wanted a place that was fun and happy (Goforth Gregory, 2015). The library made changes to the space based on the children’s feedback, for example, the practical furniture that had been selected was changed to comfortable pillows, to align with how the children wanted to use the space (Goforth Gregory, 2015). These examples demonstrate how libraries are involving children and teenagers in participatory planning in order to improve the design of new library spaces for these demographics. Helsinki City Library is building a new Central Library, due to open in 2018, and has embarked on a wide-reaching participatory design process to involve Helsinki residents in the design of the building (Miettinen, 2013). The scope of the collaboration is impressive, beginning in 2012 and continuing until the new library building is completed. Involving the community in the design of the library ties into the City of Helsinki’s objective to provide more opportunities for residents to have an influence over decision-making in the City (Miettinen, 2013). A comprehensive suite of campaigns has been used to gather community feedback and input on the project. These have included: l

l

l

l

l

Pop-up libraries at city events to obtain suggestions A ‘Tree of Dreams’ touring the city that residents hang their ideas on, with a virtual tree serving the same purpose for online suggestions The Dream! campaign, where various city personalities described their dreams about the new library and invited the public to share theirs Workshops with target groups, for example, teachers, families, I.T. professionals Start Sticking campaign, where on a chosen day, users wrote their feedback on post-it notes and stuck them on the object of their comment (Miettinen, 2013)

The wide range of opportunities for feedback ensures a considerable amount of suggestions will be available to be incorporated into the new library’s design and planning, with the Dream! campaign collecting over 2000 ideas from residents (Helsinki City Library, 2016a). Some of these ideas were used in a series of participatory budgeting workshops, where residents were invited to choose how to spend a €100,000 development budget (Helsinki City Library, 2016b). Four pilot projects were launched in 2013 as a result of these workshops, giving an insight into the priorities of the community, and the services they felt the library should be providing: l

l

l

l

Urban Workshop at the Meetingpoint (digital culture) Storybook Birthday Parties (families and children) Boundless Space to Allow the Mind to Rest (relaxation and silence) Lost & Found—contemporary writers bring classics to life (literature) (Helsinki City Library, 2016b)

The Storybook Birthday Parties project has been piloted at the Rikhardinkatu Library, offering stories, games and singing on a circus, pirate or princess theme for 6- to 10-year olds (Helsinki City Library, 2013). The Boundless Space project has been installed at Library 10, with the addition of the Suvanto space (Helsinki City Library, 2016c). The space provides a small zone to enjoy quiet and solitude, with projections of images from nature, relaxed seating and thick textured materials, like the pebble-like carpeting, to provide softness and a feeling of comfort (Helsinki City Library, 2016c).

Overview of recent innovation

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In addition to these participatory opportunities for the planning of the new Central Library, Helsinki residents have had the chance to propose new projects and services for the library. In 2014, a competition was held, open to both staff and users, for new service ideas. Three new projects received funding, selected from over 80 entries (Jokitalo, 2014g). These were the BioHackLab, an experimental and creative space focusing on biological science; the Skills Club, a peer sharing and learning programme and Sharing the Stories, a programme to capture stories from differing neighbourhoods (Jokitalo, 2014g). These examples demonstrate the high level of participatory opportunities that Helsinki offers for its residents. Participatory budgeting is another way libraries can involve the community in decision-making about the priorities of the library service. The London Borough of Lambeth created an interactive website called the ‘Lambeth Library Challenge’ which allows users to see how their decisions about budgeting affect the services the library can offer (Users given virtual budget control, 2013). The tool, designed like a short game, not only allows people to see how money is spent in running the library but allows the Council to collect information on how residents prioritise services, finding out which library services are more important to users (Users given virtual budget control, 2013). The app for the website won the Digital Innovation in Public Service Award at the Nominet Internet Awards (Users given virtual budget control, 2013). Other practices to involve communities in library decision-making are Thunder Bay Public Library’s ‘Community Action Panel’, made up of community members and working to achieve the Library Board’s strategic goals, and Vancouver Public Library’s ‘Free-For-All’ community engagement process which included surveys, events and workshops to engage with 5000 stakeholders in order to develop its 2013–2015 strategic plan (Bird & Martinez, 2013).

1.2.2

Improving access and engagement

Other innovative initiatives have focused on reducing barriers to access and improving self-service opportunities for customers. For instance, the Warwickshire Library and Information Service, United Kingdom, embarked on a scheme to provide access to library services for the majority of primary school students within its area by giving every student a library card (Thebridge, 2015). Using data about school registrations, the children were registered as a new borrower in the library management system (Thebridge, 2015). Participating schools then distributed the cards, which were already assigned to students, with their names preprinted (Thebridge, 2015). In order to manage children who might be existing library members, their information was transferred to the new membership card (Thebridge, 2015). Two-thirds of schools participated in the scheme and welcome events supported the roll-out, providing an introduction to library services and some continuity to encourage children and their parents to use their newly issued cards (Thebridge, 2015). In an effort to improve ease of use for logging on to library computers, Paul Sawyier Public Library, United States, uses a biometric identification system (Dixon, 2015). The system, which uses fingerprint scanners, is required for use of the public computers and for the library’s media box, but registration with the system is optional (Dixon, 2015). Paul Sawyier reports

24

Innovation in Public Libraries

that use of the scanners improves security and convenience, as it provides a simple and quick way to log-on (Dixon, 2015). Edmonton Public Library, Canada, has implemented several initiatives to improve customer services. For example, Edmonton has hired community librarians for each of its branches in order to connect and consult with the community and identify barriers to service (Peet, 2015a). Recognising that customers do not classify their queries, Edmonton also unified all customer engagement work under a single Discovery Services team, bringing together customer service, readers’ advisory, reference and information services (Berry, 2014). In a further effort to reduce barriers to access, in 2013 Edmonton abolished the registration fee for memberships, making library cards free. This resulted in a 40% increase in memberships for the year (Berry, 2014). These projects aim at improving ease of use of library services and removing barriers to access for increased levels of customer service. Libraries have improved access to reference services for customers. Danish libraries provide an online reference service specifically tailored to children. Questions can be sent by SMS or email from the Danish website pallesgavebod.dk, an online library site which provides access to library services for children across Denmark, supported by the Danish Agency for Culture (Jokitalo, 2014a). In an effort to provide efficient access to digital reference services and digital resources, Nanjing Library, China, spearheaded a project to create the Joint Reference Network of Public Libraries in Jiangsu Province, partnering with 19 public libraries (Wang & Tang, 2014). Due to inadequate resourcing for digital services, several libraries in Jiangsu Province were unable to meet patron demand (Wang & Tang, 2014). At the same time, Nanjing Library had a plentiful digital resources budget but felt utilisation of resources was low when limited to only Nanjing Library patrons (Wang & Tang, 2014). The result was a collaborative effort which mirrors previous projects in China, where differing types of libraries partner to provide digital reference services (Wang & Tang, 2014).

1.2.3

Opening hours

Extending opening hours is increasingly seen as a way of improving access to library services for patrons. Major new library building projects open with 7 day a week opening as a standard offering. For example, Geelong’s new Library and Heritage Centre opened in 2015 with 7 day a week opening (Geelong Regional Libraries, 2016b), and Aarhus Library’s DOKK1 building opens from 8 a.m. to 10 p.m. weekdays and 10 a.m. to 4 p.m. on weekends (DOKK1, 2016b). When libraries are without the resources to extend opening hours, some are exploring using self-service as a way to maintain longer opening hours without incurring excessive costs. The concept of open libraries has become increasingly popular in Scandinavian libraries over the past 10 years. These libraries combine staffed or ‘fully serviced’ opening hours with ‘self-serviced’ hours, using the self-serviced hours to provide access to the library for longer periods during the day, in the evenings, or over the weekend. Users can use their medical card or library card to access the building. In 2013, 180 of Denmark’s 450 libraries were open libraries, providing extended hours using self-serviced access (Larsen, 2013).

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In general, there are minimal problems with opening the libraries without staff, and loans and visits have increased for open libraries (Larsen, 2013). Aalborg Libraries, Denmark, began opening at 8 a.m., with full services commencing at 10 a.m. In those 2 hours, for which the library had previously been closed, over 300 people visited (Boelt, 2015). From Feb. 2014, Aalborg extended its hours again to close at 10 p.m. (Boelt, 2015). The library uses soft music and jingles to mark the difference in, and change-over from, serviced to self-serviced hours (Boelt, 2015). Similarly, Aarhus’ DOKK1 building uses self-service hours from 8 a.m. to 10 a.m. and from 7 p.m. to 9 p.m. (DOKK1, 2016b). Allerød Library, Denmark, announced in 2015 that it was trialling extending its hours to be open 24 hours a day (Jokitalo, 2015e). Using a combination of staffed and self-service hours, as of the time of writing, the library remains open around the clock (Allerød Biblioteker, 2016). This concept is now spreading to public libraries in other countries, with Salt Lake City Library, United States, proposing in 2015 to trial opening two floors of its main branch 24 hours a day (Peet, 2015c). If approved, the library sees the extended service as an opportunity to serve a greater proportion of the community and plans to accompany the offering with programmes such as computer classes and movie screenings (Peet, 2015c). Libraries have sought to improve customer services by focussing on increasing engagement with customers and providing opportunities for them to be involved in library service processes through participatory planning, design and budgeting. Libraries have also sought to improve access to services and reduce barriers to access through initiatives like Warwickshire’s efforts to give every schoolchild a library card, and Edmonton removing its library registration fee. Extending opening hours is seen as a way in which libraries can improve access to their services and resources, with growth in the number of libraries providing self-service hours.

1.3

Technology

Technology both provides opportunities for libraries to take advantage of technological changes to improve services, as well as creating a need for technology-based initiatives to tackle issues like a lack of access to technology, and a lack of digital literacy skills. The growth in mobile technology and social media has prompted libraries to innovate to utilise these technologies in order to improve access to services and engagement with customers, as well as to develop their own tools, such as apps, to improve convenience and ease of use. The need to provide guidance for the selection of apps has led libraries to curate collections tailored to the needs of their customers. Libraries are seeking to improve access to technology, with projects that provide Internet access utilising wireless technology. Libraries are keen to explore new technologies in order to discover how they can be applied to library services, with the testing of technologies like augmented reality. Self-service continues to be used to promote convenience for customers, with additional applications of the technology being developed. Technological solutions have often been implemented to reduce staff time, automating repetitive functions; however, the use of technology in libraries is increasingly being focussed around providing

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Innovation in Public Libraries

convenience and an improved experience for patrons in a more community-driven focus to implementing technological solutions. Libraries use technology in a range of innovative ways to foster community engagement and improve use and access to library services.

1.3.1

Social media

Libraries are capitalising on the popularity of social media, using social media sites as a way to promote the library and its services, as well as to ‘push’ information to their clients. Social media is also used to heighten discoverability of digital collections, particularly photographic collections. More dynamically, social media is being used as a means of engaging library users, running competitions and events, displaying content created by library users, and cultivating a base of library supporters. Social media platforms are an easy, cost-effective way for a library to expand beyond its building into the digital world, tapping into the vast number of people using these platforms. Social media tools such as blogs, videos and audio recordings enable libraries to provide easy access to their own content. Edmonton Public Library uses YouTube to provide guides to library services, an introduction to using the library, and videos for children (King & Porter, 2013). Central Rappahannock Regional Library, United States, used a humorous YouTube video called ‘Libraries will survive’ to bring awareness to the budget cuts it had experienced. Intended as a morale boost for staff, the video went viral, bringing the library media attention and public support (Dankowski, 2013). New York Public Library uses social media extensively, with multiple Facebook and Twitter accounts (Dankowski, 2013). Blogs are used by New York Public Library staff, who write on a range of different subjects, and are a valuable discovery point for New York’s collections and services (Dankowski, 2013). New York has also used Google Hangouts to facilitate author talks and other events (Dankowski, 2013). Social media can be used as a platform for library-created content, for example, podcasts, such as in the case of Topeka and Shawnee Public Library, United States, which hosts regular podcasts on book-related topics (King & Porter, 2013). Social media is being used by libraries to engage customers through competitions and online events. As part of the Norwegian Year of Languages, Askim Public Library, Norway, used Instagram, a photo-sharing app, to hold a poetry competition asking users to create a poem by rearranging fridge magnets in the library (Jokitalo, 2013a). Participants took a photo of their creation and posted it on Instagram, with the library running a prize draw competition for the winner (Jokitalo, 2013a). Poetry seems well suited to social media, as New York Public Library also used Twitter to run a poetry competition. The competition was held in 2013 to promote National Poetry Month (Enis, 2013a). The library asked people to follow @NYPL and submit three poetic tweets (Enis, 2013a). Ten winners were selected, and each day in Apr. New York highlighted one of the poems through its multiple social media channels (Enis, 2013a). The contest was intended to encourage engagement with poetry, and to increase followers and awareness of the library’s social media channels (Enis, 2013a). The competition builds on a previous project, the ‘Twitter Fiction

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Festival’, an experimental virtual storytelling event, for which New York collaborated with Twitter, the Brown Institute for Media Innovation and the Plympton Literary Studio (Enis, 2013a). New York has also used Instagram for a Favourite Authors Knockout competition (Hopkins, Hare, Donaghey, & Abbott, 2015). Libraries are also experimenting with relatively new social media sites such as Vine and HistoryPin. Vine, a social media site where people post 6-second looping videos, has been used by Schaumburg Library to highlight student artwork (Hopkins et al., 2015). Historypin, a site where photographs can be pinned to map locations, has been used by Queens Library, United States, for its ‘Queens: Neighbourhood Stories’ project (Hopkins et al., 2015). Libraries that report success with the use of social media recommend that staff be given the freedom to feature content that interests them (McPhee, 2014). Indeed, featuring library staff’s knowledge and creativity is seen as one of the benefits of using social media. Christchurch City Libraries, New Zealand, have a theme each month for their website content, which their social media content also mirrors (Robertson, 2014). They also post in other languages, in an effort to reflect diversity in their community (Robertson, 2014). Edmonton Public Library, which in 2015 recorded a 19% increase in Facebook fans and a 23% increase in Twitter followers, recommends using a social media style guide, utilising scheduling tools and focussing on quality posts that use photographs (McPhee, 2014). It also emphasises the engagement opportunities social media provides, fostering two-way conversations and interactions with followers (McPhee, 2014). Smart and effective use of social media is being used by libraries to engage with customers in new and interesting ways with opportunities for more dynamic interactions, enhancing the discoverability of content and encouraging content creation in both libraries and users. Innovative libraries are harnessing social media platforms and using these as a measure of successful community engagement.

1.3.2

Apps

Libraries have approached the surge in apps for mobile devices in various ways. Some have plunged into developing their own apps for library customers, whilst others have approached apps as another media type that libraries can apply their professional skills to in curating, assessing and providing access to selected and recommended apps. App development projects include Library Simplified, previously mentioned under Collections. This app, developed by New York Public Library in collaboration with nine partners, aims to simplify the e-book borrowing process and allows seamless access to e-books purchased through multiple vendors (English & May, 2015). Other library services have developed apps for their own users to search their catalogue and administer their library membership account. Queens Library has developed an app that incorporates catalogue searching, events information and bookings, ‘Ask a Librarian’ live chat and the ability to scan ISBNs and check whether the library has a copy of the title (Enis, 2014d). The National Library Board of Singapore has recently released its NLB Mobile app through which library users can search, check on their account information, receive personalised reading recommendations, view events and borrow

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Innovation in Public Libraries

books directly from the shelf by scanning the book’s barcode with their smartphone (National Library Board, 2015a). Family members can be added to the app so that books for the entire family can be borrowed on the one device (National Library Board, 2015b). Other apps developed by libraries include ‘Shake it!’ by Orange County Library System, United States, which gives a random book recommendation based on age, genre and material when the mobile device is shaken, and ‘ACPL Family’, by Allen County Public Library, United States, which provides videos and activities to help with early literacy skills (Landgraf, 2015a). Colorado Public Library, United States, are developing a wildlife discovery app called ‘Wild Colorado’. The project plans to emphasise the social, interactive and educational elements of the app, intending to use crowdsourcing to add to the app’s information base (Sanchez, 2015). Kickstarter, a crowd-funding website, was used to raise funds to continue the development of the app, which the library sees as of use to a wide range of organisations and groups (Sanchez, 2015). The sheer quantity and range of apps available has led libraries to curate and recommend them in order to assist patrons in the selection of appropriate apps. This often ties into digital literacy programmes, with the use of apps providing an opportunity to learn about mobile technologies, how to use different devices and inform the public about issues like online privacy. North Ayrshire Library, United Kingdom, won the 2015 Libraries Change Lives award for its app-based digital literacy programme ‘Appiness’ (Changing lives, 2015). The programme is aimed at young children and their parents and provides access to a curated suite of educational apps for children, as well as informing about online safety (Changing lives, 2015). Providing a curated selection of appropriate apps for children is also the purpose of Bibapps.com, a website developed by La Petite Bibliothe`que Ronde, France (Simon, 2013). To assist parents with finding and selecting appropriate apps, the website provides an online catalogue of apps and animations curated by librarians (Simon, 2013). The site can be used to search or browse, with popular and featured apps and animations highlighted (Simon, 2013). Similarly, West Vancouver Memorial Library, Canada, has developed an app advisory service for children and teenagers (Ozirny, 2013). Seeing it as an extension of the library’s role in selecting and recommending quality resources, apps were evaluated based on reviews, industry recommendations, whether popular book titles or characters featured, and their usefulness in helping with homework (Ozirny, 2013). Both free and fee-based apps were evaluated, with the library using social media site Tumblr to feature the selected apps (Ozirny, 2013). The library also has a ‘Technology Petting Zoo’, where mobile devices are provided, loaded with recommended apps for people to test (Ozirny, 2013). West Vancouver Memorial is now looking at expanding its service by developing collections for purposes such as studying, or for the needs of specific user groups, such as those with developmental disabilities (Ozirny, 2013).

1.3.3

Internet use and access

Libraries are acting to reduce the digital divide by providing wireless access to the Internet and online content. Accustomed to providing internet access through public access computers located in their buildings, libraries are now ‘lending’ internet access

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using wi-fi hotspots. In 2014, New York Public Library ran a programme to lend 100 mobile wi-fi hotspots to patrons that were enrolled in an online education programme (Enis, 2014c). In 2015, the programme was extended with 10,000 hotspots available through the New York Public Library, Brooklyn Public Library and Queens Library (Inklebarger, 2015a). Many other libraries have explored this service, for example, Chicago Public Library’s ‘Internet To Go’ project, making 100 hotspots available from six of its branches, and Kansas City Public Library’s programme to provide internet access by making available hotspots, laptops and free Internet through a grant from nonprofit organisation Mobile Beacon (Inklebarger, 2015a). Other libraries are providing online content through the lending of Rokus, digital video players that plug into televisions. Ephrata Public Library has lent Rokus for the past few years, providing access to free online content through the devices, as well as to a Netflix subscription (Goldberg, 2014). Sandusky Library and Indian Prairie Public Library also lend the devices, with Indian Prairie using them to provide a digital copy of its DVD purchases (Goldberg, 2014). Queens Library developed a customised interface for approximately 5000 Nexus tablets provided by Google as a response to hurricane-affected communities (Enis, 2014e). Queens preloaded the tablets with library e-resources content, as well as information on topics such as employment and health (Enis, 2014e). The programme is part of an effort to bring mobile technology to underserved areas (Enis, 2014e). Kisumu Public Library, Kenya, developed a video conferencing project for schools using smartphones and laptops (EIFL, 2016d). As very few schools have access to the Internet, the project makes use of mobile phone networks to enable schools in remote communities in Kenya and Uganda to connect to each other, enabling participation in interschool debates, quizzes and competitions (EIFL, 2016d). The library facilitates the setting up of the connections and provides technology training for the teachers to enable them to use free video conferencing software, such as VSee (EIFL, 2016d). The project provides teachers with improved technology skills, as well as improving communication and learning opportunities between schools. Informing people about issues and risks associated with the Internet and the digital environment, forms part of many digital literacy programmes. San Jos
e Public Library, United States, has developed an online tool for educating people about online privacy issues called the Virtual Privacy Lab (Berman & Worona, 2016). The website is an interactive, encrypted site that builds a ‘privacy toolkit’ tailored to the user’s requirements (Berman & Worona, 2016). The site provides curated lists of apps, websites, articles and other resources to assist with the user’s personal privacy needs and has been professionally translated into Spanish and Vietnamese to increase accessibility (Berman & Worona, 2016).

1.3.4

New technologies

Libraries often demonstrate enthusiasm to experiment with new technologies, finding ways to apply them to the library environment. Los Angeles Public Library has experimented with augmented reality technology in a collaborative project with the University of Southern California (Boyadjian, 2014). Students of the University developed an augmented reality app that told the story of the historic central library

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Innovation in Public Libraries

building (Boyadjian, 2014). Library staff contributed stories and information about the building which the students built the app around (Boyadjian, 2014). The project was a creative collaboration that allowed library staff to revisit the history of their library, as well as contribute to the development of an augmented reality app (Boyadjian, 2014). Public Library San Javier-La Loma, Colombia, began a community mapping project when it found the most recent map of its area was dated 1971 (EIFL, 2016e). The library used online mapping tools like Crowdmap and Open Street Map to enable the community to contribute to building maps of the area and engaged experts in open source mapping software to teach the community how to utilise the programmes (EIFL, 2016e). The library also used balloon mapping to gather data for the project, with a digital camera attached to helium balloons that drifted over the neighbourhood (EIFL, 2016e). The project presents real opportunities for community connections and engagement, with over 400 residents involved, contributing information, photographs and memories to the mapping process (EIFL, 2016e). The project won an EIFL Innovation Award in 2014 (EIFL, 2016e). Other libraries have experimented with interactive and gaming elements to enhance library interactions, such as in tours. Hjørring Library used the services of a certified Google photographer to create an interactive virtual walking tour of its library (Jokitalo, 2013e). Aarhus Library, Denmark, has introduced game elements in its self-guided tour for its new DOKK1 building (Jokitalo, 2014c). These are meant to be fun and engaging, motivating people to continue through and complete the tour (Jokitalo, 2014c). Libraries have also explored using new technology to provide more cost-effective services. White Plains Public Library has used Raspberry Pi and APC basic computers to build its own OPAC terminal (Enis, 2013b). Using the cheap, single-board computers means that a functioning OPAC can be provided for under US$50 (Enis, 2013b). A prototype was developed and made available to the public, with plans to now permanently instal the OPAC in the library (Enis, 2013b).

1.3.5

Self-service

Self-service technology is being increasingly incorporated into public library buildings, providing convenient and easy access to services for users. Public libraries in Singapore provide self-service lending, returns, account management and payments. The two recently opened next-generation libraries, library@orchard and Sembawang Public Library, both feature self-service lockers for the collection of reservations, and a digital concierge, a touchscreen navigation station (National Library Board, 2015b). Stuttgart’s City Library on Mail€ander Platz also features a digital concierge and provides laptops to borrow within the library, available from self-service lockers on each floor (Yi, Bubmann, Brunner, & Larson, 2012). Stuttgart also uses RFID technology for its ‘Library for Insomniacs’, self-service lockers available 24 hours a day from the outside of the building, from which users can select and borrow books (Yi et al., 2012). These services utilise self-service technology to reduce barriers and make the library visit easier and more streamlined, whilst enabling the library to offer services it previously could not.

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Libraries continue to explore the application of new technologies to their services, investigating how technology can improve access to library services and resources. Libraries are keen to provide access to new technologies for their communities, fostering familiarity with technology and digital literacy skills. Libraries are exploring providing access to the Internet and online resources through wireless technologies, as well as taking advantage of the growth in mobile technologies by providing apps and utilising social media. Libraries are also improving convenience and ease of use for customers through the use of self-service technology. With a focus on improving access to and use of services, libraries are keen to capitalise on the benefits new technologies provide.

1.4

Programmes

The quantity and range of programmes that public libraries run is vast, covering everything from adult colouring clubs to community gardens. Local needs and community interests play a major part in libraries’ decisions to develop and run particular programmes; however, this overview of recent innovative programmes displays several common themes. Programmes that cater to leisure, relaxation and hobbies for adults are growing, with benefits to community well-being, learning and socialisation. Digital literacy programmes, as well as related science and technology-themed programmes, including those inspired by the maker movement, are being used by libraries to foster learning, digital literacy skills and creativity. Programmes that promote health or are directed at the health needs of particular community members, see libraries developing targeted resources and events. Literature, reading and literacy programmes for both adults and children remain a focus for libraries, with a variety of different programmes aimed at fostering a love of reading in the community. Additionally, libraries’ focus on learning and education has seen them develop a range of programmes to encourage both formal and informal learning. Libraries are developing and implementing programmes that meet a range of community needs, with a truly diverse offering that demonstrates the broad community role that public libraries occupy.

1.4.1

Programmes for leisure, relaxation and hobbies

Libraries have always provided programming that offers opportunities to socialise whilst engaging people’s interests and hobbies. These types of programmes are on the rise, with libraries recognising the associated benefits to community well-being. New and different variations on this type of programming see libraries providing programmes based on craft, cooking, gardening and film discussion. Adult colouring clubs have begun to pop up in libraries, taking advantage of the worldwide trend in colouring books. In the United States, libraries that started clubs in 2015 include Woods Hole Public Library, Emerson Public Library, Grand Forks Public Library and East Baton Rouge Parish Library (Fialkoff, 2015; Marcotte, 2015). Denver Public Library hosted a day and a half long programme called Adult Coloring

32

Innovation in Public Libraries

Therapy (Fialkoff, 2015). Using purchased colouring-in books, or freely available colouring in pages from the Internet, libraries see colouring events as simple and low-cost social activities that contribute towards community well-being and support creativity. Crafting groups offer many of the same benefits. In Finland, Tampere City Library and Helsinki City Library hold knitting groups where staff select and read short stories (Jokitalo, 2014f). Called Story Knit in Tampere, and Short Story Hook in Helsinki, the programmes offer another way of encouraging making in the community (Jokitalo, 2014f). These knitting programmes combine the pleasure of being read to with creativity and socialisation. Some libraries are choosing to take advantage of the popularity of their cookbook collections by running food- and cookery-based programmes. Cherry Hill Public Library, United States, ran a series of cooking events to tie in with its popular cookbook section (Woodworth, 2014). After being told they were unable to use anything other than a microwave in their cooking demonstrations, staff took an innovative approach to programming, focussing on nutritious food that was easy and simple to prepare (Woodworth, 2014). As well as having sessions on raw food and mix and serve snacks, the library held a grilling pizza session in the car park (Woodworth, 2014). Gold Coast Public Library, United States, runs a ‘Cook the Book’ book club (Compton, 2015). Cookbooks are selected by staff by theme and displayed at the reference desk for book club participants to select a recipe (Compton, 2015). Participants then prepare their chosen recipe and bring it to the book club meeting for everyone to taste and discuss (Compton, 2015). After tasting, staff guide discussion about the recipes and the cooking process, as well as enticing other library users by posting pictures of the dishes on Facebook (Compton, 2015). Marion Public Library, United States, hosts a unique film club, following PBS’ Masterpiece Theatre series (Roberts, 2016). Aimed at seniors, and utilising resources from the PBS website, the club is run like a book club, providing opportunities for discussion and sharing about the television series or film and the book it is based on (Roberts, 2016). The library works in collaboration with the Granger House Museum and Cultural Centre, with the Museum providing the location and catering (Roberts, 2016). Examples of Masterpiece book and film club events include a summer session themed around Sir Arthur Conan Doyle’s Sherlock Holmes series, to tie in with the screening of Arthur and George, and lectures and a British-themed tea to link in to the screening of Wolf Hall (Roberts, 2016). The programme offers socialisation, as well as encouraging discussion and critical thinking about literature and film. Libraries are using outdoor spaces as learning environments, with programmes featuring community gardens, workshops in food production and sustainability. Arlington Public Library partnered with its local Urban Agriculture Task Force and the Arlington Food Assistance Centre to convert green spaces into vegetable gardens, and run classes in urban gardening (Rovira Hazlett, 2015). Arlington has also launched The Shed, a lending programme for a variety of gardening tools, which will further its promotion of urban gardens (Rovira Hazlett, 2015). Cicero Library, part of the Onondaga Public Library system, runs the LibraryFarm project, which converts library lawns to organic gardens (Rovira Hazlett, 2015). Library users can ‘borrow’ plots of these organic gardens to grow food (Rovira Hazlett, 2015). The gardens

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are used as a venue for workshops and education sessions, as well as a meeting place for the community, with a picnic area and a Little Free Library (Rovira Hazlett, 2015). St. Louis County Library started a community garden programme in 2012 in partnership with organisation Gateway Greening (Rovira Hazlett, 2015). Seeking to activate outdoor space, it has installed community gardens at several branches, making available garden plots for ‘loan’, and providing a place for related programmes and events (Rovira Hazlett, 2015). St. Louis’ programme has also included a ladybug release party, outdoor storytimes, nature drawing programmes for children and the Book-A-Gardener programme, where users can book a 30-minute session to ask gardening questions (Rovira Hazlett, 2015).

1.4.2

Health and well-being programmes

Health-themed programmes are on the rise as libraries seek to provide services and resources for those in the community with developmental disabilities, mental health issues and conditions like dementia. Often, health programmes tie into city-wide initiatives to improve community health and well-being, seeing libraries contribute to government health agendas. Libraries provide meeting space for groups wishing to discuss topics related to health issues. One unusual example of this is death caf
es, discussion groups about mortality. These are beginning to be hosted or run by libraries after first appearing in 2011 (Inklebarger, 2015c). The groups aim to be informal and educational forums that discuss personal experiences of death, and libraries, as a neutral location, are seen as ideal meeting places. Some, like at Gig Harbor Public Library, United States, are run by members of the community, whilst other groups are being moderated by library staff (Inklebarger, 2015c). The Books on Prescription programme concept originated in Wales in 2002 and was launched in 2013 throughout England by the Society of Chief Librarians and the Reading Agency (Prescription books reach 100,000, 2014; University of Otago Library, 2016). The programme enables health service providers to ‘prescribe’ self-help and health books that may assist sufferers of mental health conditions (Carty, 2015). Books on Prescription makes an effort to direct people to expert recommended titles, assisting them to self-manage their mental health and well-being (Prescription books reach 100,000, 2014). The programme has been taken up elsewhere in the world, with Otago and Southland Libraries, New Zealand, running Books on Prescription since 2011 in conjunction with WellSouth Primary Health Network (Carty, 2015). In its first year in England, Books on Prescription reached 275,000 people and was expanded in 2015 with the addition of a specialised booklist on dementia (The Reading Agency, 2016). The Reading Agency also runs the programme Mood-boosting Books, which provides lists of uplifting fiction and nonfiction titles selected by readers (The Reading Agency, 2016). Cumbria Library Service, United Kingdom, has implemented a range of programmes to support people in its community living with health-related problems. Since 2007, it has offered the Books on Prescription programme (Cochrane, Knocker, & Towers, 2014). Cumbria has also developed specialist programmes to support people living with autism and mild mental health conditions, working

34

Innovation in Public Libraries

in partnership with a number of health agencies (Cochrane et al., 2014). Working with organisation Dementia Care Matters, Cumbria has created a range of services specifically for people with dementia (Cochrane et al., 2014). Resource bags aimed at individuals and family members affected by dementia are available, themed on topics such as gardening, holidays, school days, the royal family and growing up, and contain books, memory prompts and activities (Cochrane et al., 2014). Cumbria also offers resource boxes for reminiscence and reading groups, which can be borrowed by residential care homes and community groups (Cochrane et al., 2014). In addition, Cumbria is developing a collection of dementia-themed books, including those recommended by practitioners, informational works and those written by people living with dementia or their families, and has coordinated a series of dementia friendly arts workshops with local organisation Prism Arts (Cochrane et al., 2014). Programmes targeting dementia and the common symptom of memory loss are being developed by many other libraries. Santa Cruz Public Library, United States, runs a tablet-based workshop for people with early stage memory loss (Schwartz, 2015a). The programme enables patrons to engage in an activity that is normalising, learn something new and do something that is helpful for their memory, as well as contributing to digital literacy skills (Schwartz, 2015a). Selected apps for a range of activities based around a theme such as music, games or life stories are used. For example, in one session, a storytelling app called Swaha enabled participants to talk over pictures and create a digital narrative to send to their family (Schwartz, 2015a). Drammen Public Library, Norway, has collaborated since 2010 with Villa Fredderikke, a facility for people who have early onset dementia, to run a video game programme for seniors called Seniorgamer (Tinholt, 2014). The programme has its own space in the library, with a gaming screen mounted on wheels and a collection of books on topics such as health and local history (Tinholt, 2014). Drammen has found that motion games like boxing and bowling using an Xbox Kinect were the most suitable for the programme, as well as the most popular (Tinholt, 2014). In order to develop the Seniorgamer programme further, Drammen has partnered with Risør and Bergen Public Libraries to develop a national model (Tinholt, 2014). Gail Borden Public Library, United States, runs a ‘Tales and Travel’ programme. Targeted at people with dementia and Alzheimer’s disease, the programme encourages conversation, participation and expression during the 1-hour outreach sessions at nursing homes and care facilities (Dankowski, 2015). During the programme, participants ‘travel’ to different countries or U.S. states, prompted by music, photographs, souvenirs and other objects (Dankowski, 2015). Gail Borden has been keen to expand the successful programme, developing a take-home kit version that will be available for loan, and making information and resources for the programme available on a website hosted by the Dominican University (Dankowski, 2015). Springfield-Greene County Library, United States, runs a programme for adults with developmental disabilities called Explore consisting of themed meetings using books, craft and multimedia, such as audio recordings and YouTube videos (O’Dell, 2015). The programme has so far crowdsourced a picture book, printing the finished pages so participants could take a copy home, and held a Spring Music

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Listening Party, where participants listened to a wide range of music and played along with instruments (O’Dell, 2015). Springfield-Greene has expanded the Explore programme with an outreach component, as well as incorporating a monthly movie club using its IndieFlix subscription (O’Dell, 2015). Dundee Central Library, United Kingdom, is using a 3D printer as the focus of a programme for people with mental health conditions, learning or physical disabilities and behavioural issues (Reaching out to users through 3D printers, 2014). Participants work on projects that will help improve library services for other users, utilising the library’s 3D printer facilities (Reaching out to users through 3D printers, 2014). So far, participants have worked on projects building objects for reminiscence packs, making accessible aids for digital devices to help people with arthritis, and making book stands for displays in the library (Reaching out to users through 3D printers, 2014). Libraries are also developing programmes to encourage physical activity in their communities. Pietrari Local Public Library, Romania, launched a programme in 2012 to tackle health issues in its village, where 25% of people are overweight (EIFL, 2016c). The ‘Be fit not fat’ programme offered exercise classes in the library using the Nintendo Wii Fit Plus video game, as well as an intensive programme for the seriously overweight (EIFL, 2016c). The library worked with fitness experts and nutritionists and was awarded an EIFL Innovation Award in 2014 for the programme (EIFL, 2016c). Stordal Public Library, a joint use school library in Norway, faced challenges with engaging adults in the community (Moltu, 2014). To tackle this, it started the ‘Library on a Roll’ project, a series of events targeted at adults, emphasising health issues (Moltu, 2014). The project incorporates a focus on good health and well-being, tying into Stordal Municipality’s involvement in the public health initiative Good Health (Moltu, 2014). Events included walks with poetry readings from tree stumps, literary stunt performances, a World Mental Health Day event about stress and mental health, ‘exercise, swimming and books’ events with book sharing followed by a walk or swim, and a headlamp safari for children accompanied by adults ending in a campfire with fairy tales and hot drinks (Moltu, 2014). Attendance at the events was pleasing for the small library, and Stordal wishes to continue the successful project, receiving funding for a second year of events in 2015 (Moltu, 2014). Tromsø Library, Norway, has been exploring how reading and literature can be therapeutic and promote good health and well-being. Through its Stronger Mental Health for Children and Adolescents project, it has worked on a range of services to promote mental health (Larsen, 2015). Themed searches for various mental health issues are available on the catalogue, and every month two changing exhibitions are featured in the library on mental health topics to promote awareness (Larsen, 2015). For young children, Tromsø provides a special collection of picture books about feelings. Tromsø also runs book chat groups for young asylum seekers, discovering that participants want differently themed books than those of other young people, who favour crime, thriller and action genres (Larsen, 2015). Instead, participants prefer books about love and being new or culturally different in Norway (Larsen, 2015). Tromsø observed that, as the emotional needs and feelings of people are reflected in the literature they desire, reading choices can be strongly therapeutic for people

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Innovation in Public Libraries

(Larsen, 2015). In a similar effort to promote good mental health to children and adolescents, Lenvik Public Library has digitised and catalogued a collection of letters sent to journalist Simon Flem Devold from children and adolescents for his column Pa˚ skra˚ss (Larsen, 2015). The topics range from love to depression and grief, with the unique resource now available on a dedicated website (Larsen, 2015).

1.4.3

Programmes for minorities

As an inclusive and safe community meeting place libraries are ideal spaces to promote community integration. Libraries provide many services for people that may be marginalised, at-risk, or otherwise excluded from normal society. One important role of libraries is to provide opportunities for people who may feel disconnected from their community to mix and participate in community activities, as well as providing appropriate resources and information. For example, in a trial for 2015, Helsinki City Library provided wi-fi hotspots and access to newspapers and magazines using PressReader at 10 asylum seeker reception centres run by the Finnish Red Cross (Jokitalo, 2015a). Libraries also serve as a base for other organisations to conduct services and facilitate specialised outreach services. Salt Lake City Public Library coordinated a social services information and resources fair in 2014 targeted at homeless and at-risk individuals (Torres, 2015). Named Project Uplift, the fair provided information on topics like healthcare, job skills, food and housing and provided access to more than 30 service providers (Torres, 2015). The fair also offered meals, haircuts and children’s activities, and ties into city-wide initiatives to tackle homelessness (Torres, 2015). Although Salt Lake City regularly refers clients to various services, the fair enabled people to access a wide variety of services and information in a single location (Torres, 2015). Winnipeg Public Library has worked on several initiatives to improve services to adult learners of English and to indigenous people (Williams, 2013). After undertaking an evaluation of existing services, including creating a working group that interviewed migrant and adult literacy agencies, and engaging an Aboriginal consultant to conduct focus group workshops and provide recommendations, the library undertook extensive weeding, redeveloped core collections and reviewed practices (Williams, 2013). To improve the library’s offering for adults learning English and for English literacy, Winnipeg completely refreshed its English as an Additional Language and Adult Basic Education collections, created new promotional materials for learners, developed a ‘Going to the Library’ booklet as an accessible guide to library services and created photo novels, photographic stories with activities for the English as an Additional Language classroom (Williams, 2013). To improve and expand its services for the indigenous community, the library established an Elder-in-Residence programme, created on-site and off-site Aboriginal programming and created a new mobile library service with a targeted collection and special, flexible loan rules (Williams, 2013). Winnipeg utilised community feedback to implement these services and has experienced a dramatic increase in the usage of targeted collections and programmes (Williams, 2013).

Overview of recent innovation

1.4.4

37

Literature and reading programmes

Libraries continue to promote quality literature in a range of initiatives that foster a love of books and reading. Libraries are also implementing projects that encourage writing and publishing in their communities. Bergen Reads, a 3-year project by Bergen Public Library, promotes the sharing of literature with the people of Bergen. In 2011, the project focused on collective reading experiences, inviting the entire city to vote for their favourite book (Jore et al., 2014). In 2012, it created a portrait interview book called Show Me Your Library, featuring user tips from their own home libraries (Jore et al., 2014). In 2013, the project culminated with Bergen Reads—Together, where the public contributed readings of a single book (Jore et al., 2014). This involved the setting up of a reading booth in the library where people recorded reading a short passage from the book Rain by Stig Holma˚s (Jore et al., 2014). The completed recordings were then projected on the exterior of the library building (Jore et al., 2014). As part of another reading campaign, Danish public libraries distributed 100,000 books as part of the ‘Denmark is Reading’ campaign on 23 Apr. 2015, in collaboration with the Ministry of Culture and bookstores (Skovsbo & Andersson, 2014). The day, inspired by World Book Day, involves volunteers handing out 25 books each to reluctant readers in an effort to promote reading (Skovsbo & Andersson, 2014). All Danish publishers were invited to submit Danish titles of general appeal that were no longer than 300 pages, with 5 books ultimately selected to be distributed (Skovsbo & Andersson, 2014). Similarly, Huddinge Public Library, Sweden, distributed colourful bags of books, themed as candy flavours corresponding to reading genres, throughout community facilities in 2013 as part of a national reading programme (Jokitalo, 2013b). Chicago Public Library’s One Book One Chicago Online programme offers free simultaneous access to a selected e-book (Schwartz, 2015b). In a partnership with BiblioCommons, the book will be released as a serial in six instalments and be accessible to patrons with a library card (Schwartz, 2015b). This online reading component is part of Chicago’s One Book One Chicago annual reading event. The programme includes interactive elements, such as reading sprints and conversations on Twitter, as well as ‘missions’, fun projects that coincide with each instalment, with patrons encouraged to share the results on social media (Schwartz, 2015b). These programmes are examples of library involvement in city-wide or national campaigns to foster reading in their communities. Cuyahoga County Public Library, United States, has implemented a new type of book club. After a poor response to an online discussion board book club, the library transformed the book club into ‘Night Owls’ (Gilliss, 2014). Night Owls is a weekly live discussion on the library’s Facebook page, moderated by a staff member, with conversation prompted by asking whether anyone wants to discuss a book (Gilliss, 2014). The programme has been so popular that the library has started another similar group at lunchtime called ‘Booked for lunch’ (Gilliss, 2014). Greenville Public Library, United States, also runs an online book club, called ‘Eat Drink Read’ (Gilliss, 2014). The club utilises social media, using website goodreads.com, and links reading and the enjoyment of food, pairing books

38

Innovation in Public Libraries

with wine and recipes (Gilliss, 2014). School and District Library Dreieich, Germany, runs a teen book review group called JuLiD (Hein, 2013). The group consists of 16 students from local schools who meet regularly to discuss new young adult books (Hein, 2013). Books are supplied as review copies from publishers, and the teen critics read, review and assess the titles (Hein, 2013). JuLiD members submit book reviews, which are published on the group’s own website, as well as on school Facebook pages, and are used by their peers and teachers to find new reads (Hein, 2013). Each year, JuLiD selects five top books, which are promoted in libraries and bookstores (Hein, 2013). The opportunity to discuss books fosters a culture of reading and literature and builds on the library’s role as a provider of quality reading material. Multnomah County Library launched its My Librarian programme in 2014, aiming to create the same sense of connection and engagement online, as what users experience with staff in the library when discussing books and reading (Kastner, 2015). Multnomah created a website featuring several staff members, describing their reading interests and using detailed, expressive photographs. Through the site, users can request personal reading recommendations from the librarian of their choice, as well as exploring librarians’ curated reading lists (Kastner, 2015). In developing the service, Multnomah used six focus groups, finding that users did not use the library for readers’ advisory, instead using reviews and comments on websites like goodreads.com (Kastner, 2015). It also learnt that users were reluctant to ask librarians for suggestions and did not know the library offered readers’ advisory services (Kastner, 2015). The My Librarian programme is intended to tackle this lack of awareness, as well as supporting the library’s goals of encouraging a culture of reading, creating meaningful conversations about literature and demonstrating the specialised knowledge the library can provide (Kastner, 2015). My Librarian has been a success, with the response from the public for the programme overwhelmingly positive (Kastner, 2015). Supporting writing in the community fosters a love of reading and literature. In 2014, the Public Library of Cincinnati and Hamilton County Foundation launched a writer-in-residence programme, planned to run for 3 years (Bustamante, 2014). The writer will be given a stipend and be required to run a writer’s workshop, speak at community events and participate in library promotions (Bustamante, 2014). National Novel Writing Month (NaNoWriMo), a writing initiative that began in the United States, is being supported by many libraries in their efforts to promote writing and a culture of literature. The purpose of NaNoWriMo is to encourage writers to complete a 50,000 word draft of a novel in the space of 1 month. Libraries can take part in NaNoWriMo by providing writers with a space during the month of Nov., hosting write-ins and writing and editing themed workshops. Topeka and Shawnee County Public Library and District of Columbia Public Library are two libraries which have hosted NaNoWriMo participants (Morehart, 2014). To encourage writers to reach the 50,000 word goal, District of Columbia Public Library provides a prize kit including a copy of the writer’s completed book from its print-on-demand book machine (Morehart, 2014).

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Some libraries are experimenting with various publishing initiatives to support writers in their communities. In a programme implemented by Provincetown Public Library, United States, a local press was created, the Provincetown Public Press, to offer writers the opportunity to publish e-books (Koerbar, 2014). Using a selection panel, the Press will publish a small number of e-books each year (Koerbar, 2014). Williamson County Public Library used its experience of writing and publishing a picture book using IngramSpark, Ingram Content Group’s e-book and print on demand platform, to support its local author community, launching the Janice Keck Literary Awards (Koerbar, 2014). Winners will be given support and funding to publish via IngramSpark (Koerbar, 2014). These initiatives to support writers are indicative of the trend in libraries to support the creation of content by library users. In an effort to bring media attention to its expertise in literature, and the library’s role in curating and recommending quality literature to the public, HelMet (Helsinki Metropolitan Area Libraries Network), established an annual literature prize (Hopeakunnas, 2015). Titles are short-listed by staff, and the winner is chosen by a panel of library specialists, receiving the ‘Golden Library Card’ prize and a monetary reward (Hopeakunnas, 2015). As part of the award, the public also has the opportunity to vote on a reader’s choice winner (Hopeakunnas, 2015). Awarded for the first time in 2015, the prize received media attention, and HelMet’s social media posts received many more followers than usual, making the award successful at highlighting its focus on literature (Hopeakunnas, 2015). The prize, therefore, has worked to raise the media profile of the HelMet libraries, as well as bringing attention to libraries’ role in providing access to quality literature.

1.4.5

Literacy programmes

Libraries have developed innovative programmes to foster literacy skills, particularly for preschool and school age children. Book cubbies are used by City of Armadale Libraries and City of Wanneroo Libraries, Australia, as part of their early literacy programmes (Molloy, 2015). Created by Kids’ Own Publishing, the book cubby can be used as a pop-up library at community events or as a focus for book-making events for children (Molloy, 2015). Children have the pleasure of seeing their creations ‘published’ by being photocopied into an eight page book format and have the opportunity of reading other books children have created (Molloy, 2015). The book cubby displays the finished books, which are featured on the cubby walls whilst it is used in events and programmes. Many libraries have explored reading programmes for children using reading dogs. Dogs are nonjudgemental and neutral reading partners, and their presence encourages the feeling of a comfortable environment in which to practice reading skills. In Finland, Tapiola Library in Espoo has been running a reading dog programme since 2012 (Helmet, 2014). Its success has encouraged other Finnish libraries to begin programmes, for example, Pirkkala Public Library, Pori City Library and Ka¨mmenniemi Public Library (Jokitalo, 2013c). In Sweden, the first certified Reading Education Assistance dog began working in Ulricehamn and Falk€opings in 2014

40

Innovation in Public Libraries

(Jokitalo, 2014d). In a similar programme that offers children the chance to read to someone, St. Albans Library in Victoria, Australia, runs a Reading Buddies programme where children have the opportunity to read to a volunteer in English (Perrett, 2014). The programme is targeted at improving children’s English literacy skills, and the child receives a small prize after every five books read (Perrett, 2014). The volunteers range from adults to high school students, and a library staff member manages the session (Perrett, 2014). The programme has contributed to building English literacy skills in an area in which 18.9% of residents have identified as not speaking English well, or at all, and has also assisted in broadening community engagement (Perrett, 2014). Lviv Regional Children’s Library, Ukraine, has developed a literacy programme that introduces children to the Ukrainian alphabet, words and writing in preparation for school (EIFL, 2016a). The programme targets a need in Lviv for preschool learning, as many children in Lviv are unable to get a place at kindergarten (EIFL, 2016a). The programme, Literandiya, uses an educational game called Mishenyatkova ABC (Mouse ABC), developed by technology company Impulse for teaching the Ukrainian alphabet, as well as incorporating games and competitions (EIFL, 2016a). Launched in 2015, the programme has continued to expand and is now being used to assist children at a nearby boarding school with language learning difficulties and internally displaced people from Eastern Ukraine (EIFL, 2016a). Library staff are also using their skills to teach teachers and students from Lviv Institute of Postgraduate Education how to use Mishenyatkova ABC (EIFL, 2016a). The literacy programme was awarded an EIFL Innovation Award in 2015 (EIFL, 2016a). Public libraries in Singapore run a wide range of programmes targeted at improving literacy and cultivating a love of reading in children and teenagers. These include kidsREAD, a club to promote reading among children aged 4–8 years from low income families; Read@School, which encourages reading for pleasure in children aged 7–17 years; and Young Read! Singapore, part of the annual Read!Singapore campaign (National Library Board, 2015b; Rajaratnam, 2013). As part of the Read!Singapore campaign, a Youth Book Selection Committee of students aged 15–19 years devises a reading list and acts as reading ambassadors (Rajaratnam, 2013). Singapore also runs Quest, a reading programme for reluctant readers using collectible cards and making use of the popularity of manga and fantasy adventure stories, and Conquest, a reading programme aimed at 10- to 15-year olds, and based on a board game, utilising the local story the Legend of Bukit Merah (Rajaratnam, 2013). Singapore runs a Junior Reading Ambassador programme, enlisting young student ambassadors to promote reading to their peers (Rajaratnam, 2013). The ambassadors, chosen from participating primary schools, are trained in storytelling, book talking and writing book reviews (Rajaratnam, 2013). The programme helps strengthen partnerships between schools and libraries and encourages confidence and leadership skills in the participants (Rajaratnam, 2013). Biblioteca Oasis del Saber, Colombia, runs an adult literacy programme that incorporates online games, karaoke, interviews with community members and film discussions (EIFL, 2016b). Illiteracy is a major problem in the region the library serves, so Biblioteca Oasis del Saber developed ‘Growing Adults’, focussing on teaching

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reading, writing and numeracy skills, as well as on civic education (EIFL, 2016b). The programme is intensive, continuing for 10 months, with several hours of classes monthly, with the aim that people who complete the programme will have equivalent literacy to grade three students (EIFL, 2016b). The programme has been popular, with the next round of classes due to begin in late 2016, and has been awarded an EIFL Innovation Award (EIFL, 2016b).

1.4.6

Science and technology programmes

Libraries are expanding their offering in science and technology-themed programmes as interest in Science, Technology, Engineering and Mathematics (STEM) learning and maker culture continues to grow. This has seen an increase in makerspaces and maker programming, as well as in science-based learning programmes, particularly for children and young adults. The traditional summer reading programme has been seen as an opportunity to promote STEM learning. In 2012, Chicago Public Library instead ran a Summer Learning Challenge, incorporating STEM-based learning experiences into the programme (Jacobson, 2016). Chicago was particularly concerned with supporting learning through the summer holidays to increase school readiness for students (Jacobson, 2016). Using four pathways of read, learn, discover and create, achievements were rewarded with digital badges to demonstrate learning progress (McChesney, 2014). The new programme was a big success, with participation in the 6- to 9-year-old age group rising by 85% (McChesney, 2014). In a similar programme, Palmerston North Libraries and Community Services, New Zealand, ran a Summer Technology Challenge in partnership with Massey University, aimed at 10- to 15-year olds (Blockley-Powell, 2016). The Challenge combined robotics, engineering and design, with the children working in groups to build robots for a civil defence scenario (Blockley-Powell, 2016). Hawera LibraryPlus, New Zealand, held a ‘Learn, Grow and Create with Tech’ school holiday programme for 5- to 12-year olds in 2015 which included basic computing using Raspberry Pi, coding using Scratch Junior and an introduction to electricity using LEDs (Curnow, 2015). Many libraries across the world are developing makerspaces. Intended as an environment to learn, create and experiment, makerspaces often focus on technology and science but can also be places for people to knit, sew and build. These spaces support a range of maker-themed programmes. Typically provided in a makerspace are computers and suites of creative software such as Adobe Creative Suite, Manga Studio, Minecraft EDU, video making and editing and stop-motion animation, as well as equipment like 3D printers and scanners, Espresso book machines, Arduino boards, Makey Makey kits, LEGO Mindstorms, Little Bits, Raspberry Pis, Squishy Circuits, gaming consoles and sewing machines. Examples of libraries whose makerspaces have been featured in recent literature include Olsztyn Municipal Public Library’s MultiCentre in Poland; Fayetteville Free Library’s Fab Lab, District of Columbia Public Library’s Digital Commons and Dream Lab and Denver Public Library’s ideaLAB in the United States; Yarra Plenty Regional Library and Geelong Public Library in Australia; Edmonton Public Library in Canada; Vaggeryd Library’s Barnhack and Skaparbibblan in Sweden and Auckland Libraries in New Zealand. Programmes

42

Innovation in Public Libraries

run in these makerspaces include sound recording, movie making and editing, robotics, coding, electronics, gaming and games programming, animation, sewing, fabrication, web and app development and design. Madison Public Library, United States, has a media lab as part of its Bubbler programme, a programme which engages people who are interested in creating and making (Chant, 2014). In a partnership with local public access TV station WYOU, Madison hosts the station in its media lab, providing the space and equipment (Chant, 2014). In exchange, the station shares its expertise in broadcasting, supporting learning and workshops in the media lab (Chant, 2014). San Diego Public Library opened a BioTech Lab in 2015 (Peet, 2015d). Part of the library’s Life Science Collaboratory, which runs classes and science-based talks, the BioTech Lab offers biological science equipment such as microscopes, centrifuges and DNA copying machines (Peet, 2015d). The BioTech Lab plans to collaborate widely with organisations in San Diego’s biotech community and has used partnerships with local science organisations to become established (Peet, 2015d). Efforts have been made by some libraries to extend makerspace programming online. With the aim of creating a participatory environment online to support their makerspace programmes, U.S. libraries such as Chicago Public Library and Skokie Public Library are using their websites to post the media that users create in makerspaces (Carruthers, 2014). Skokie Public Library also uses its website to post photographs and recordings of makerspace events (Carruthers, 2014). In addition, libraries hope to use their online spaces as informational tools to assist their makerspace users’ learning. Chicago Public Library provides self-paced learning modules on its YOUmedia website, and Carnegie Public Library’s Labs@CPL is exploring providing information online for students getting started on projects (Carruthers, 2014). Programmes that utilise maker projects to promote STEM learning use technology-based kits such as Makey Makey, Squishy Circuits and Raspberry Pi, or simply incorporate scientific concepts into paper- and craft-based projects. Fayetteville Free Library, United States, offers a programme called Library Geek Girl Camp, which runs fun, science-based activities for girls and promotes women who work in science and technology fields (Farkas, 2015). Brooklyn Public Library, United States, hosted a Storymaker Maker Party programme, where children created narratives using programming, stop-motion animation and robotics (Farkas, 2015). Community library Cercle de lecture et d’animation culturelle, known as CLAC, runs maths and computer-coding lessons using Scratch for children in Yaound
e, Cameroon, from its mobile library, Street-CLAC (EIFL, 2016i). The STEM-based programme began in 2013 from the main library building, supported by organisation Libraries Without Borders (EIFL, 2016i). The success of the programme, which helped participating children score an average of 13.8% higher in maths classes, inspired the extension of the programme to Street-CLAC, where the programme now provides lessons to over 1500 children (EIFL, 2016i). Gaming is also being incorporated into technology-based programmes. North Melbourne Library used the popular building and crafting video game Minecraft to engage young library users by collaboratively developing a Minecraft Gaming Day (Cilauro, 2015). A group of six regular young library patrons were asked to be part of

Overview of recent innovation

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a development team for the event, which challenged participants to create a library within Minecraft (Cilauro, 2015). The library found that the event encouraged active participation in children, and that they interacted collaboratively with other participants (Cilauro, 2015). Technology-based programmes are also being used to teach children digital literacy skills whilst learning about library resources. Pelcˇu Pagasta Biblioteca, Latvia, runs a monthly programme called ‘Little school of local history’ (EIFL, 2016n). Children work in teams to research a topic through the library’s digital history collection and create a story based on local history and legend (EIFL, 2016n). They then illustrate scenes from their story, digitise their artwork and use it to create an animated film, using library computers and software (EIFL, 2016n). The programme teaches technology and digital media skills, as well as promoting local history, use of the library’s collection and creativity in participants. The programme earned the library an EIFL Innovation Award in 2014 (EIFL, 2016n). Libraries are incorporating environmental science and ecology themes into their programming. Cyberiada Public Library, Poland, has developed an interactive educational programme about the environment (EIFL, 2016k). Launched in 2015, the programme has reached over 2000 children, using technology such as multimedia boards, tablets and interactive games to teach about energy and water conservation, recycling and local flora and fauna (EIFL, 2016k; Morawiec, 2016). The programme was developed with assistance from ecologists and environmental experts (EIFL, 2016k). Evaluation conducted by the library revealed that 75% of participants were saving water and energy due to the programme, 32% were encouraging recycling in their home and 89% were collecting bottle-tops and CDs to raise money for the local animal shelter (EIFL, 2016k). The programme has also inspired the children of one participating classroom to adopt a bee each through a Greenpeace programme, after learning about the importance of bees from the library (EIFL, 2016k). The programme was awarded a 2016 EIFL Innovation Award (EIFL, 2016k). Libraries are also engaged in supporting the sciences by linking programmes into national science initiatives. In France, an annual Science Festival (la F^ete de la Science) presents opportunities for libraries to be involved in the promotion of science. M
ediathe`ques de Sartrouville presented a programme of events in 2012 to tie into the Science Festival with the theme of astronomy, utilising the French Association of Astronomy and approaching authors of astronomy books to give lectures (Ancelin, 2013). Library involvement in science- and technology-themed programmes reflects growing interest in the maker movement and in STEM learning, with libraries utilising the opportunities provided by these programmes to foster digital literacy skills, creativity and lifelong learning.

1.4.7

Learning programmes

Library programmes which focus on learning have a strong emphasis on digital literacy and technology skills, as well as promoting job readiness. Other learning opportunities promoted by libraries see them take advantage of their role as a meeting place to support clubs, and to complement online learning courses. In 2013 Manchester Libraries, United Kingdom, ran free digital literacy workshops for unemployed

44

Innovation in Public Libraries

women (Digital skills for women, 2013). Run by industry leaders, the courses included basic I.T. skills, introduction to web development, social media and introduction to programming (Digital skills for women, 2013). In 2013 Bergen Public Library began a 3-year project called Digital Arena. Its aim was to transform the library into a place for learning and experiencing new media and digital technology (Jore et al., 2014). As part of the Digital Arena project, the library runs Code Club for children, where they learn basic coding skills using Scratch and LEGO Mindstorms (Jore et al., 2014). Bergen also runs the DEL Digital Inclusion programme which includes a Service Centre for Language and Digital Services, providing library visitors with daily access to guidance on technology-related topics, in a variety of languages (Jore et al., 2014). The DEL Digital Inclusion programme also runs Laptop Clubs. These clubs teach elementary computer skills to promote digital literacy in the community (Jore et al., 2014). Kaunas Municipal ‘Vincas Kudirka’ Public Library, Lithuania, developed a programme to promote technology skills in an effort to encourage young people to pursue technology-related careers (EIFL, 2016j). This addresses a national skills shortage, as only 6% of college and university students enrol in I.T.-related courses (EIFL, 2016j). Partnerships with the technology industry were used to develop the programme, involving the Association of Lithuanian Engineers, I.T. teachers and the Robotics School (EIFL, 2016j). Kaunas’ programme involved the opening of a learning space in 2015 called ‘Future Laboratory 3D’ (EIFL, 2016j). This space facilitates the learning of technology skills, as well as providing the opportunity for students to visit technology companies and gain work experience and careers guidance (EIFL, 2016j). Programme participants worked on a project to build a model ‘smart city’ using design software, 3D printers and Arduino kits and had the opportunity to exhibit parts of their ‘smart city’ project at the Vilnius Mini Maker Faire (EIFL, 2016j). Stadtbibliothek Mannheim, Germany, runs an annual digital literacy event specifically aimed at parents (Ertelt & Hekmann, 2014). Media Elternabend seeks to improve media competence and knowledge amongst parents, acknowledging their crucial role in teaching digital literacy skills to their children (Ertelt & Hekmann, 2014). The event begins with a talk by an expert in a relevant field, and information stations reflecting different topics are presented throughout the library for people to browse, with information in the form of pamphlets, brochures and relevant material from the library collection (Ertelt & Hekmann, 2014). The event has widespread promotion and after the 2014 event, Mannheim made a short film showcasing Media Elternabend for its YouTube channel (Ertelt & Hekmann, 2014). Sengkang Public Library, Singapore, runs a Parenting Club, the first learning community solely aimed at parents in Singapore (Abdullah, 2013). The Club gives parents of young children the opportunity to meet each month and share their experiences in parenting (Abdullah, 2013). The club is run by a facilitator, and library staff assist in recommending suitable books and topics for discussion (Abdullah, 2013). Sengkang has a large demographic of children, with 22.3% of the population under 14, and the club has received an overwhelming response (Abdullah, 2013). Hultsfred and Hagfors Libraries, Sweden, are using the concept of living libraries, where users can ‘borrow’ a person to talk to, to help assist foreign language speakers to learn Swedish (Jokitalo, 2015d). Both libraries are offering to ‘lend’ Swedish

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language speakers out to users to help improve their language skills (Jokitalo, 2015d). Stockholm City Libraries also support the learning of Swedish by running language caf
es to enable people to practice their language skills in a relaxed, informal environment (Hjerpe, 2014b). Led by volunteers, caf
es are also available in other languages such as Japanese, Italian and German, and offer informal, conversational learning (Hjerpe, 2014b). Caf
es are often led by previous participants in the Swedish language caf
es, who prepare topics to guide the conversation, and actively encourage participants to speak (Hjerpe, 2014b). Malm€ o City Library’s learning centre, La¨rcentrum, was established in 2010 as a collaboration between the Library and the Malm€o educational administration (Wahlstedt & Cederholm, 2013). Malm€ o employs three teachers to staff the centre, who work alongside librarians to provide a learning environment for digital literacy, new immigrants to learn skills and communicate, and to teach Swedish language skills (Wahlstedt & Cederholm, 2013). The centre also acts as a learning space for library employees to improve and practice their technology skills (Wahlstedt & Cederholm, 2013). The centre has engaged with the local business community in the ‘Open Office’ programme, where organisations occupy the La¨rcentrum space for a week, holding lectures and presentations and being available as ‘living books’ for the public to consult (Wahlstedt & Cederholm, 2013). Micoud Public Library, Saint Lucia, developed a learning programme to tackle unemployment and promote job skills in young people (EIFL, 2016h). Micoud observed that although young people were competent with using social media apps, they lacked word processing and basic computer skills (EIFL, 2016h). The library created a 4-week training programme that taught computer literacy, using email and word processing software, job application skills, interview skills, time management and goal-setting (EIFL, 2016h). Micoud had an overwhelming response to the programme, with a growing waiting list, and feedback that participants had received job interviews and job offers (EIFL, 2016h). Micoud was awarded an EIFL Innovation Award for the programme, and plans to run further training in 2017 (EIFL, 2016h). Many libraries are beginning to partner with course providers in order to support people in their community that are seeking to continue their education, whether formal or informal. Libraries including Los Angeles Public Library, Sacramento Public Library and the Public Library of Cincinnati and Hamilton County are participating in a programme that offers the chance to complete a high school diploma (Lepore, 2015). Career Online High School is an online accredited course provided through Gale Cengage aimed at adult learners who wish to complete their high school diploma (Lepore, 2015). Part of libraries’ appeal as partners is that library buildings are neutral spaces, without the sometimes negative associations of formal learning institutions (Lepore, 2015). Participating libraries purchase a scholarship from Gale Cengage, to provide the course to applicants that have gone through a selection process, whilst Career Online High School provides teachers, coaches and the I.T. set up (Lepore, 2015). In another example of supporting formal learning, the Swedish city of Vejle launched Smart University Vejle in 2013, a university which provides online content to help support students who wish to study without having to attend university in the city (Jokitalo, 2014e). Vejle Public Library is supporting the university by providing

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Innovation in Public Libraries

various facilities to students, including study areas, meeting rooms and video conferencing (Jokitalo, 2014e). Public Library ‘Victoria Dorantes’ no. 382, Mexico, runs a distance education programme aimed at parents called ‘Back to School for Better Family Learning’ (EIFL, 2016o). The library has partnered with Tec de Monterrey, a technical university, which provides the course content, and the Education Department of the State of Tlaxcala, which provides the computers and internet connections (EIFL, 2016o). The library aims to create a learning environment in families and encourage parents to support their children’s education (EIFL, 2016o). Libraries are also venturing into the field of Massive Open Online Courses (MOOCs). Ridgefield Library, United States, included a MOOC as part of its summer reading programme (Pawlowski, 2013). Using a Coursera class called ‘The Fiction of Relationship’, it held meetings for course participants each week over 10 weeks (Pawlowski, 2013). The group watched the lecture projected on a screen and then discussed the lecture content and the week’s readings (Pawlowski, 2013). Ridgefield said the programme contributed to its goal to be an intellectual and cultural centre and supported lifelong learning (Pawlowski, 2013). In 2014 New York Public Library also announced a partnership with Coursera. New York will take part in Coursera’s Learning Hubs initiative and will support selected Coursera classes by hosting weekly in-person discussion groups at several branches (Enis, 2014b). Courses are selected by assessing topics of broad appeal and whether content ties in with library collections (Enis, 2014b).

1.4.8

Events

Libraries develop a range of interesting events that foster community engagement, tap into the interests of specific demographics and promote arts and culture. Events enrich the library environment with activities that are unusual, interesting and inspiring. Manchester Central Library, in partnership with the organisation Brighter Sound, engaged rock band Everything Everything as artists in residence during a week of events called ‘Chaos to Order’ (Rock band residency to explore future of libraries, 2014). The band used the library’s spaces for performance, installation and interactive events as part of the celebrations for the reopening of Manchester Central Library in 2014 after its extensive 4-year refurbishment (Rock band residency to explore future of libraries, 2014). M
ediathe`que D
epartementale du Haut-Rhin, France, began inviting a musician to accompany its mobile library service. As a mini-residence for the musician, the artists were given freedom to use the mobile library as a performance space (Walter, 2014). For each ‘microtourn
ee’ a different musician accompanies the library staff, with recordings of the performances available online (Walter, 2014). Conventions are being run by libraries, engaging younger adults that are interested in geek culture relating to comics, anime and video games. Salt Lake County Library Service, United States, holds a teen anime convention known as ToshoCon, and Ann Arbor District Library, United States, runs a 2-day comic convention called Kids Read Comics! (Rogers-Whitehead, 2015). The Hurricane Branch of Washington County Library System’s anime club runs an anime convention called Fannatiku Fest (Rogers-Whitehead, 2015). Ann Arbor hopes to engage reluctant readers, creating experiences that will enthuse kids to read more comics, seeing the format as a gateway to further reading (Rogers-Whitehead, 2015).

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Events can be used to promote cultural awareness. Cardiff Central Library, United Kingdom, hosted Japan Day, a day of events to highlight Japanese culture (Pathak & Richards, 2013). The event involved collaboration with a wide range of organisations, including Cardiff University, the Japanese Embassy, local businesses, a kendo troupe and a bonsai group, as well as the Japanese community (Pathak & Richards, 2013). Cardiff utilised an informal focus group, which acted as library advocates to the Japanese community, worked on delivering Japan Day and gave assistance in developing the Japanese community language collection (Pathak & Richards, 2013). The event included a wide range of activities like a tea ceremony, animation and language workshops, drop-in activities like origami making and storytelling sessions and included a handbell performance by children from the Japanese Saturday School, a kendo performance outside the library at noon and a kimono fashion show (Pathak & Richards, 2013). The event supported community engagement, inclusion and cultural awareness. Public libraries run a diverse range of programmes to meet community needs. A focus on learning, leisure, health, digital skills and science-based programmes reflects the changing role of public libraries. Libraries continue to develop literature-, reading- and literacy-based programmes for adults and children, wishing to foster a culture of reading in their communities and support literacy skills, as well as promote the library’s expertise in the area of literature. The sheer number of interesting programmes that libraries develop and run reflects their role as places where people meet to learn, socialise and create.

1.5

Library buildings

The rate of construction of new and refurbished libraries is an encouraging sign of investment in public libraries by local governments. It would be impossible to provide details of every new library building from the past few years. Instead, mention will be made of a few libraries featured in the literature that are of particular interest, as well as discussion of some common themes, for example, the increase in dedicated children’s libraries and in colocation. Examination of recent library building projects demonstrates that public libraries: l

l

l

l

l

l

Are expected to stimulate visits and act as an attraction to an area, being used as an ‘anchor’ site Often accompany new development or a redevelopment of an area Are designed with sustainability and environmentally friendly design as a priority Reflect the local environment, in incorporating geographic features, local materials or reflecting local interests and demographics Include spaces for a range of differing activities including studying, collaborative learning, quiet reading, events and workshops Want an attention-getting iconic architectural design

The buildings discussed below as examples of recent library design have garnered attention in the literature and, in some cases, have been recognised with awards for design. These buildings usually constitute major or landmark projects for the cities involved.

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1.5.1

Innovation in Public Libraries

New builds

Craigieburn Library, Australia, was the inaugural winner of the Danish Agency for Culture’s design award for public libraries in 2014. The design of Craigieburn was praised for its openness and flexibility, inviting spaces and high quality of design (Australian winner for design, 2014). Utilising natural materials, the building is made of locally sourced rammed earth, reflecting an interest in sustainability and connecting the building in a real way to its environment (Arch Daily, 2014). The design utilises natural light, with louvred verandas running along the front of a double-storey reading space (Arch Daily, 2014). The building also provides an art gallery, caf
e, childcare facility, computer-training centre and meeting spaces (Australian winner for design, 2014). The new Geelong Library & Heritage Centre, Australia, occupies a striking domed building in a new cultural precinct. Opened in Nov. 2015, the building has 6000 m2 of floor space, replacing a City Library of 702 m2 that had limited facilities to meet the demands of a modern library service (City of Greater Geelong, 2009). Across five public levels the new library features a caf
e, a major event space, a plush all-red Heritage Reading Room, high-speed Internet and wi-fi, several bookable meeting rooms and an exhibition space (Geelong Regional Libraries, 2016a). The design provides spaces for a wide range of activities, from technology experimentation in pop-up makerspaces, to cosy reading nests in the children’s section (Geelong Regional Library Corporation, 2015). The building incorporates many green design specifications, allowing it to achieve a 5 Green Star rating, including rainwater and grey water harvesting and reuse, energy efficient lighting and air-conditioning systems and a photovoltaic electricity system (Geelong Regional Library Corporation, 2015). This links into Geelong’s Library Design Principles, which specifies that libraries be built with green design considerations (City of Greater Geelong, 2009). Geelong has invested heavily in a variety of new technologies for the library, including a nine-screen digital wall, touchscreen information kiosks, virtual reality and gaming consoles and makerspace equipment. In addition, the collection has been extensively refreshed to provide an offering of over 100,000 items, improving the breadth and depth of the collection (Geelong Regional Library Corporation, 2015). In its opening weekend, the new building received 10,000 visitors, and in 2016 the library won the Victorian Architecture Medal for its striking design (A.R.M. Architecture, 2016; Barry, 2016). The National Library Board of Singapore has opened several new libraries over the past few years, including library@chinatown, opened in 2013. The library, located in a shopping centre, occupies 1000 m2 and is a community-supported library, heavily utilising volunteers (National Library Board, 2014, 2016). library@chinatown is themed to reflect Chinese culture in its programming and collection. The design of the building utilises Chinese design motifs such as peony patterned carpet and fittings that emulate the Great Wall of China (Library visits, 2013). In 2014, Singapore opened library@orchard and Sembawang Public Library, also located in shopping centres. These libraries feature self-service technology, with digital navigation stations and reservation pick-up lockers available outside of library opening hours. library@orchard is themed around design and the applied arts, with the theme of ‘design is for everyone’ (National Library Board,

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2015b). Sembawang has been refurbished to focus on the needs of young families. Design elements of the library reflect the area’s history as a shipbuilding centre (National Library Board, 2015b). Reading areas for families have been incorporated into the building, and one of Singapore’s new Early Literacy Libraries is located at Sembawang (National Library Board, 2015b). These two libraries are part of Singapore’s roll-out of new and redeveloped next-generation libraries. DOKKI, Aarhus Library’s new main library, opened in Jun. 2015. The building, located in the harbour precinct, attracted 18,000 visitors on its first weekend (Østerga˚rd, 2016). Part of a new river-side development, the library is the first step in an extensive transformation of an industrial harbour into an urban space. Aarhus’ vision for DOKK1 is for a ‘flexible and dynamic sanctuary for everyone in search of knowledge, inspiration, and personal development’(DOKK1, 2016a). The building is designed to be attractive and interactive, whilst supporting learning and the search for knowledge (DOKK1, 2016a). DOKK1 houses both the library and the Citizens’ Services department and features a caf
e, great hall, meeting and study spaces, rentable space, a makerspace, labs for children and tweens, a space for 0- to 3-year olds, a gaming area and an automated car park (City of Aarhus, 2015). The building is designed to be accessible from every direction, with no main entrance, and an open fac¸ade, closely connecting the interior and exterior of the building (City of Aarhus, 2015). Around the surrounding deck, a playground provides five different play areas, each one designed for a different style of play and representing a different continent (City of Aarhus, 2015). Sustainability is a major element of the building’s design, with recyclable construction materials used, automated solar shades, solar panels on the roof, use of seawater for cooling and a range of other measures to maximise energy efficiency (DOKK1, 2016c). The building itself is compact, reducing thermal loss, and the design allows for the sun to reach the fac¸ades in winter and be shaded by the roof in the summer (DOKK1, 2016c). The design and planning of DOKK1 has been a success, with the popular library building attracting approximately 4500 people every day (Østerga˚rd, 2016). The new Library of Birmingham, United Kingdom, is located in the city centre and houses the main library, the city archives and the Shakespeare Memorial Room. The design of the building makes use of a series of stacked rectangular spaces, through which a circular atrium rises (Mecanoo, 2013). The fac¸ade is wrapped in a series of interlocking aluminium circles, against a background of blue and gold (Mecanoo, 2013). The library includes a children’s library and a music library, with a below ground level performance space that can be viewed from the public square above, and a book rotunda spanning three floors at the library’s centre (Mecanoo, 2013). The library is intended to be a place of learning and community, with the ability to connect people of all ages and backgrounds, forming the new social heart of Birmingham (Mecanoo, 2013). Outside, gardens have been integrated into the building on roof terraces (Buro Happold, 2013). On the roof top, a nonseeded green roof allows local species to self-seed and grow, whilst on the third- and seventh-floor roof terraces, raised planting beds can be used to grow fruit, vegetables and herbs (Buro Happold, 2013). Bird and bat boxes have also been incorporated into the building (Buro Happold, 2013). The building has achieved a Building Research Establishment

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Innovation in Public Libraries

Environmental Assessment Method (BREEAM) Excellent rating, with a variety of systems used to reduce energy consumption, including a hybrid ventilation system, allowing for natural ventilation, a grey water recycling system and solar control glazing (Buro Happold, 2013). The beautiful building, the largest public library in the United Kingdom, has attracted many visitors since opening in Sep. 2013, with 2.7 million visits in the first year of operation (Peet, 2015b).

1.5.2

Location

There are a variety of considerations which typically determine the location of new library buildings. For stand-alone buildings, two themes that influence location are convenience and access, which situates libraries in spaces that, for instance, are close to transport hubs or in shopping precincts, and redevelopment and revitalisation, where the new library building is used as part of a wider development of a disused area of the city or town, with the expectation that it will contribute to economic development in that area. Consideration for convenience and access sees libraries being situated in existing spaces that are highly frequented by people, in order to maximise the number of visitors and provide convenient access to services for people. These often include shopping centres and places in close proximity to transportation. The National Library Board of Singapore has located several libraries in shopping centres, including Sengkang Library and library@chinatown (Abdullah, 2013; Library visits, 2013). The National Library Board aims to bring libraries closer to the people of Singapore by pursuing its strategy of locating them in shopping centres, believing that positioning libraries in shopping centres draws different and larger amounts of people into libraries and also makes libraries quicker and cheaper to open (Balamurugan & Won, 2016). Kista Public Library, recent winner of the Danish Agency for Culture’s Library of the Year award, is located in the Kista Galleria shopping centre (Jokitalo, 2015c). ProBiblio, a Dutch organisation that supports libraries, has been operating a library in a train station since 2011. De Bibliotheek op het station, the library at the station, provides a small but current collection to commuters, along with wi-fi, internet access, magazines and newspapers at Haarlem Station (van Tol, 2013). Five local libraries partner in the project, and ProBiblio have hopes to expand their network to other stations (van Tol, 2013). Placing a library in the station was intended to compensate for the fact that most people say they are too busy to go to the library; by placing the library in a location that is part of their daily routine, it is located exactly where and when people need it. After a year of operation, the station library had far exceeded ProBiblio’s goal for loans (van Tol, 2013). The second theme in location of stand-alone buildings is redevelopment and revitalisation. Aarhus Library’s new main library, DOKK1, opened in 2015 in the harbour area of the Danish city. As one of the only completed buildings in the area, it was located there in order to encourage people into that part of the city (Ogden, 2015). Canada Water Library, United Kingdom, opened in 2011 by the London Borough of Southwark, was located in an area of mixed development to support community cohesion in a diverse area (Green, Bareham, & Foster, 2013). The Stuttgart City Library on M€ailander Platz, Germany, was the first completed building in an area

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intended to be a new commercial precinct. The nine storey building is given particular significance in the design of the area, being taller than the surrounding buildings, in order to symbolise the centre of the district (Yi et al., 2012). Its placement was intended to stimulate economic investment because of the amount of people it would attract into the area as visitors (Yi et al., 2012). Colocation of libraries is becoming more common, but rather than the traditional joint use building with a school or with another local government facility, we are now seeing the alignment of library buildings with a wider variety of organisations, with two main types of colocation. One is concerned with locating libraries with highly trafficked and commercial spaces, and the other for colocation with cultural institutions. Colocation is often a result of funding reductions, or as a way that funding bodies attempt to increase financial and service efficiency. It appears that most cases of colocation of public libraries occur when there is financial pressure on the library service, and that a stand-alone building seems to be preferred when there is adequate financial support for a new building. However, despite this impetus, colocation can be a very positive move. Some libraries do well as a result of the colocation, enabling them to be more accessible and provide better services. One example of the first type of colocation is local governments pursuing retail partnerships to provide buildings for their library services. Lidhult Library, Sweden, has moved in with the local supermarket ICA (Jokitalo, 2014b). The library matches the supermarket’s opening hours and is now open 7 days a week. Residents chose to have the library located at the supermarket rather than at the school, as they considered it a more convenient location (Jokitalo, 2014b). The accessibility of the location coupled with the increase in opening hours mean that lending statistics have increased and the small community have taken ownership of the site, providing input into the collection, interior design and furnishings (Jokitalo, 2014b). Edmonton Public Library will be colocating its third library with a recreation facility in the Lewis Farms Facility and Park (Edmonton Public Library, 2016). The library is new, providing an additional service point in a growing suburb, with convenience and accessibility a priority (Edmonton Public Library, 2016). The new library will take advantage of the anticipated high traffic at the facility, building on a history of successful colocation. The second type of colocation is that of associating libraries with cultural institutions. This is part of a wider movement to link library activities more strongly with the arts and culture sector. Pavillon Blanc in Colomiers, France, opened in 2011, incorporating the intermunicipal library and a contemporary arts centre (Blanchet, 2013). The library in Pavillon Blanc replaces four small neighbourhood libraries in the new 5840 m2 building it shares with the Centre D’Art (Blanchet, 2013). Because of the joint location, the library has a strong focus on cultural subjects, with a collection organised by themes like ‘music and voice’, ‘literature’ and ‘society and civilisation’, without separating material by format or age group (Blanchet, 2013). Together the library and arts centre collaborate on a wide range of events, and on multimedia and artistic workshops, as well as offering performance, meeting and conferencing space (Blanchet, 2013). The Chocolade Fabriek Gouda is a colocation of the Gouda Library, the Mid-Holland Regional Archive, the Gouda Fine Printing Society and a

52

Innovation in Public Libraries

restaurant (Bruijnzeels, 2015). As a result of a 30% cut in funding, the library service chose to move into an old chocolate factory building on the outskirts of the city rather than reducing services (Bruijnzeels, 2015). Opened in 2014, the building is a true collaboration with the four institutions sharing a common area with no separating walls (Bruijnzeels, 2015). The library shelving takes up approximately 30% of the space, the rest is filled with workshop space for children and for technology, as well as meeting and working spaces (Bruijnzeels, 2015). The Chocolade Fabriek Gouda receives over 1000 visits per day, and with 30% more visits than what the individual institutions previously received combined, the colocation appears to be a success story (Bruijnzeels, 2015). Southbank Library in Melbourne, Australia, opened in 2012 in a heritage-listed building (Bateman & Nolen, 2013). Along with the library, the building also houses a caf
e, family services, community meeting room and artists’ studios (Bateman & Nolen, 2013). The library occupies a small space of 250 m2 and offers a select collection targeted at its main demographic of young professionals, mostly employed in the arts and recreation sector (Bateman & Nolen, 2013). In the first 6 months of opening, the library had over 41,000 visitors and over 44,500 loans, with many workers choosing to visit the library during their lunch hour (Bateman & Nolen, 2013).

1.5.3

Children’s libraries

Special libraries designed for children, whether as part of a main library building, or on their own, are being given increasing attention, with the recognition that the users of these spaces have their own specific needs and desires. Instead of being included in the overall design of a library, children’s spaces are being tailored to their demographics with high-level design, and often including participatory planning initiatives from the target age group. Children’s spaces are being divided up into smaller separate areas for differing age groups, with the preteen age group of 10–13 receiving particular attention as an age range that is felt was previously neglected. Tiotretten Library, part of the Kulturhuset building in Stockholm, is a library just for children aged 10–13. The space for the new library was taken from a former adult library area and repurposed to provide a space for children to pursue a variety of activities (Bayliss, 2013). As part of the design process, the library asked questions of children about their dream space (Bayliss, 2013). Their feedback revealed they wanted a space of their own with a knowledgeable adult figure that wasn’t a teacher (Bayliss, 2013). The completed design includes a kitchen, sewing machines and creative technologies, as well as reading hammocks in front of the windows, in an effort to create a space for children to explore and experiment in (Bayliss, 2013). Books are integrated into every area, so all activities tie back into reading (Bayliss, 2013). The staff are trained to be a neutral presence in the space, remaining present but occupying themselves with a book or craft and engaging children by asking about their reading or activity (Bayliss, 2013). In 2013 the National Library Board of Singapore opened My Tree House, a children’s library housed within the Central Public Library, exclusively focused on environmental themes (Li-Soh & Ni-Lo, 2013). The existing children’s section of the

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Central Library was refurbished using recycled and environmentally friendly materials including LED lighting, low VOC paint, carpet squares with a high recycled content, eco-resins and recycled plastics (Li-Soh & Ni-Lo, 2013). Designed as a space to educate children about sustainable living, Singapore aims to improve environmental literacy among children (Li-Soh & Ni-Lo, 2013). With the theme of ‘Enchanted Forest in the City’, the library is split into active and passive zones, and a ‘tree house’ with a canopy of over 3000 plastic bottles acts as the centre of the space (Li-Soh & Ni-Lo, 2013). Two installations provide an educational interactive experience: the ‘Knowledge Tree’ uses a projection that children can touch with their shadows, answering quiz-type questions that the ‘tree’ poses, and watching plants grow if their answers are correct; the ‘Weather Stump’ displays the ‘rings’ of a tree based on live weather readings in Singapore, as well as being used as seating for storytelling (Li-Soh & Ni-Lo, 2013). The concept of My Tree House is in line with the Central Library’s focus on Art and Design and the concept of being a ‘lifestyle library’, by encouraging an appreciation for a green lifestyle in children (Li-Soh & Ni-Lo, 2013). The project won the Building Construction Authority Green Mark Platinum Award in 2013 (Li-Soh & Ni-Lo, 2013). Other children’s libraries that have been featured in the literature are examples of refurbishing existing spaces for either a teenage or preteen audience. For instance, Bibliothe`que de Rennes M
etropole redesigned its children’s section to provide a unique space for children aged 11–14 on its first floor (Masse, 2013). Finding that despite making up 10% of its membership, this age group was largely invisible in the library, the area ‘La Mezzanine’ was created, including areas for reading, work and play as well as a digital living room with internet stations and tablets (Masse, 2013). Providing comfortable and movable furniture, the space accommodates a collection of fiction, comics, manga and magazines as well as DVDs, board games, video games and spaces for practicing instruments (Masse, 2013). Similarly, Richland Library designed a space for 8- to 12-year olds based on feedback from children that they wanted a fun and happy place for themselves (Goforth Gregory, 2015). These new children’s libraries focus on creating a sense of ownership in their target audience, providing tailored spaces and resources. These spaces mirror the larger trend in library design of providing spaces for a wide variety of activities, with both passive and active activities accommodated, as well as reflecting an increase in participatory planning and design. The continued construction of new library buildings demonstrates the value placed on libraries as an important community space. Libraries such as Aarhus Library’s DOKK1 and the Geelong Library & Heritage Centre are newly completed landmark buildings featuring striking architecture and an array of spaces, services and resources. New libraries are used as anchor points in developments, stimulating revitalisation of the area by attracting visitors. Libraries are being colocated with a variety of other organisations, with a growth in colocation with cultural institutions, as well as with retail spaces and recreation facilities, providing convenience to visitors and minimising costs. The number of new library buildings constructed or redeveloped demonstrates the continued importance of the presence of physical library spaces.

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This chapter has provided an overview of recent projects and initiatives in the areas of collections, customer services, technology, programmes and library buildings. These projects and initiatives feature an innovative idea, approach or service and have been featured in library industry articles or news features. In this overview, an awareness of the activities of public libraries in differing parts of the world can be gained, as well as brief information about their projects, programmes, services and resources. Some of the examples presented in this overview will be seen in greater detail in following chapters, as the activities of particular library services are examined. The range of innovative projects and initiatives pursued by public libraries demonstrates the willingness of libraries to change, experiment and take risks in order to deliver exceptional library services that are responsive and effective, engaged with their communities and working to fulfil their service goals.

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Blanchet, M. (2013). La m
ediation, cur de projet: Le Pavillon Blanc de Colomiers. Bibliothe`que(s), 70, 53–57 (Translated into English using Google Translate). Blockley-Powell, V. (2016). Summer technology challenge at Palmerston North City Library. Library Life, (442), 21–22. Boelt, K. (2015). Open libraries in Aalborg: A great success. Scandinavian Library Quarterly, 48(1/2). Boyadjian, A. (2014). Augmented library. Library Journal, 139(15), 30. Bruijnzeels, R. (2015). Die bibliothek: Aussterben, € uberleben oder erneuern? Bibliothek Forschung und Praxis, 39(2), 225–234. (Translated into English using Google Translate). Buro Happold. (2013). Engineering the Library of Birmingham. (Online). Available at: http:// www.libraryofbirmingham.com/article/designandconstruction/studentresources (Accessed 24 Jul. 2016). Bustamante, C. (2014). Publishing: Libraries welcome writers in residence. Library Journal, 139(17), 18. Carruthers, A. (2014). Bigger than our buildings: The exciting potential of online makerspaces. Feliciter, 60(1), 18–20. Carty, S. (2015). Books on prescription: An evaluation. Library Life, (437), 7–9. Certain, H. (2013). Bibliothe`que familiale et familie`re. Bulletin des bibliothe`ques de France, 2, 60–64. (Translated into English using Google Translate). Changing lives one app at a time (2015). CILIP update, Oct., 12. Chant, I. (2013). Public: Libraries, airports partner. Library Journal, 138(14), 16. Chant, I. (2014). Madison Library hosts public tv station. Library Journal, 139(1), 1. Cilauro, R. (2015). Community building through a public library Minecraft Gaming Day. Australian Library Journal, 64(2), 87–93. City of Aarhus. (2015). DOKK1 and the urban waterfront. (Online). Available at: www. urbanmediaspace.dk/sites/default/files/pdf/uk_ums_haefte_2015.pdf (Accessed 20 Jun. 2015). City of Greater Geelong. (2009). Public library buildings development strategy. (Online). Available at: http://www.grlc.vic.gov.au/sites/default/files/governance/GRLC_PLBDS_FINAL_ AdoptedSept2009.pdf (Accessed 23 Jul. 2016). Clark, N. (2010). At Schiphol, an unlikely sanctuary of books. (Online). Available at: http:// www.nytimes.com/2010/09/16/arts/16iht-library.html?_r¼0 (Accessed 3 Jul. 2016). Cochrane, S., Knocker, S., & Towers, H. (2014). Opening doors to people living with dementia. CILIP update, Jan., 36–38. Cole, L. (2014). BiblioTech—A matter of logic. Focus on International Library and Information Work, 45(3), 84–87. Compton, A. (2015). Move over, Rachael Ray. Library Journal, 140(5), 23. Crawley, D. (2013). Public libraries and e-books: After a tumultuous honeymoon, seeking a stable marriage. Feliciter, 59(1), 21–23. Curnow, A. (2015). Fingers in the pi: Growing and creating at Hawera LibraryPlus. Library Life, (439), 28. Oct. Dankowski, T. (2013). How libraries are using social media. (Online). Available at: https:// americanlibrariesmagazine.org/2013/07/16/how-libraries-are-using-social-media/ (Accessed 7 Aug. 2016). Dankowski, T. (2015). Stimulating mind. (Online). Available at: https://americanlibrariesmagazine. org/2015/02/09/stimulating-minds/ (Accessed 7 Aug. 2016). Devriendt, J. (2014). Choisir la libert
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Dixon, E. (2015). Biometric access. American Libraries, 46(5), 24. May. DOKK1. (2016a). About DOKK1. (Online). Available at: https://dokk1.dk/english/about-dokk1 (Accessed 22 Apr. 2016). DOKK1. (2016b). Opening hours. (Online). Available at: https://dokk1.dk/opening-hours (Accessed 5 Jul. 2016). DOKK1. (2016c). Sustainability. (Online). Available at: https://dokk1.dk/sustainability (Accessed 22 Apr. 2016). Edmonton Public Library. (2016). Lewis farms. (Online). Available at: http://www.epl.ca/ lewis-farms/ (Accessed 24 Jul. 2016). EIFL. (2016a). Contributing to literacy: Innovation Award: Library uses computer game to teach the Ukrainian alphabet. (Online). Available at: http://www.eifl.net/eifl-in-action/ contributing-literacy-innovation-award-0 (Accessed 29 Jul. 2016). EIFL. (2016b). Contributing to literacy: Innovation Award: Library’s intensive literacy classes transform lives in Colombia. (Online). Available at: http://www.eifl.net/eifl-in-action/ contributing-literacy-innovation-award (Accessed 30 Jul. 2016). EIFL. (2016c). Creative use of ICT: Innovation Award: Keeping fit in Romania: Pietrari Local Public Library helps the community get back into shape. (Online). Available at: http:// www.eifl.net/eifl-in-action/creative-use-ict-innovation-award (Accessed 30 Jul. 2016). EIFL. (2016d). Creative use of ICT: Innovation Award: Kenya National Library Service uses ICT to link up schools hundreds of kilometres apart. (Online). Available at: http://www. eifl.net/eifl-in-action/creative-use-ict-innovation-award-0 (Accessed 30 Jul. 2016). EIFL. (2016e). Creative use of ICT: Innovation Award: Public Library San Javier-La Loma puts this Colombian community on the map. (Online). Available at: http://www.eifl.net/eifl-inaction/creative-use-ict-public-libraries-5 (Accessed 30 Jul. 2016). EIFL. (2016f). Creative use of ICT: Innovation Award: Rijeka City Library’s interactive online magazine inspires young writers and artists in Croatia. (Online). Available at: http://www. eifl.net/eifl-in-action/creative-use-ict-public-libraries-3 (Accessed 30 Jul. 2016). EIFL. (2016g). Creative use of ICT: Innovation Award: Tallinn Central Library’s pioneering e-book lending service reaches Estonians across the world. (Online). Available at: http:// www.eifl.net/eifl-in-action/creative-use-ict-public-libraries-4 (Accessed 30 Jul. 2016). EIFL. (2016h). Improving People’s Lives: Innovation award: Award winner: Library’s ICT and job-seeking skills programme builds young people’s confidence to seek work in St Lucia. (Online). Available at: http://www.eifl.net/eifl-in-action/improving-peoples-lives-innovationaward-1 (Accessed 29 Jul. 2016). EIFL. (2016i). Improving People’s Lives: Innovation award: Award winner: Mobile library brings online learning to under-resourced schools in Cameroon. (Online). Available at: http://www.eifl.net/eifl-in-action/improving-peoples-lives-innovation-award-2 (Accessed 30 Jul. 2016). EIFL. (2016j). Improving People’s Lives: Innovation award: Award winner: Public library helps build Lithuania’s tech generation. (Online). Available at: http://www.eifl.net/eifl-inaction/improving-peoples-lives-innovation-award (Accessed 29 Jul. 2016). EIFL. (2016k). Improving People’s Lives: Innovation award: Award winner: Public library’s environmental education programme inspires young people to action in Poland. (Online). Available at: http://www.eifl.net/eifl-in-action/improving-peoples-lives-innovation-award-0 (Accessed 30 Jul. 2016). EIFL. (2016l). Supporting education: Innovation Award: Library’s dynamic summer learning centre in a city amusement park attracts thousands of young people. (Online). Available at: http://www.eifl.net/eifl-in-action/supporting-education-innovation-award (Accessed 30 Jul. 2016).

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EIFL. (2016m). Supporting education: Innovation Award: Library’s educational e-readers programme improves rural children’s reading skills in Kenya. (Online). Available at: http://www.eifl.net/eifl-in-action/supporting-education-innovation-award-0 (Accessed 30 Jul. 2016). EIFL. (2016n). Supporting Education: Innovation Award: Library’s local history classes for children build curiosity and creativity. (Online). Available at: http://www.eifl.net/eifl-inaction/supporting-education-innovation-award-1 (Accessed 30 Jul. 2016). EIFL. (2016o). Supporting Education: Innovation Award: Library’s online education programme builds a positive learning environment in families in Mexico. (Online). Available at: http://www.eifl.net/eifl-in-action/supporting-education-innovation-award-2 (Accessed 30 Jul. 2016). English, J., & May, M. (2015). Click, click, read. American Libraries, 46, 14–18. June. Enis, M. (2013a). NYPL hosts national poetry contest on Twitter. Library Journal, 138(6), 17. Enis, M. (2013b). White Plains Public Library builds $50 OPAC terminals. Library Journal, 138(5), 20. Enis, M. (2014a). Remotely convenient. Library Journal, 139(10), 46. Enis, M. (2014b). Public: NYPL partners with Coursera. Library Journal, 139(11), 13. Enis, M. (2014c). Technology: CPL, NYPL lend wi-fi hot spots. Library Journal, 139(13), 16. Enis, M. (2014d). Technology: Queens Library to vend app. Library Journal, 139(20), 1. Enis, M. (2014e). Technology: Tablet training. Library Journal, 139(18), 17. Ertelt, E., & Hekmann, M. (2014). Medien-Elternabend: Stadtbibliothek Mannheim macht m€utter und v€ater stark f€ur die medienerziehung ihrer kinder. Bibliothek Forschung und Praxis, 38(3), 430–435 (Translated into English using Google Translate). Farkas, M. (2013). Community creativity. (Online). Available at: https://americanlibrariesmagazine. org/2013/10/29/community-creativity/ (Accessed 13 Aug. 2016). Farkas, M. (2015). Making for STEM success. American Libraries, 46(5), 27. May. Fialkoff, F. (2015). Dover, others, cash in on adult coloring. Library Journal, 140(13), 20. Fister, B. (2009). The Dewey dilemma. (Online). Available at: http://lj.libraryjournal.com/ 2010/05/public-services/the-dewey-dilemma/ (Accessed 25 Jul. 2016). Fouillet, B., Charmasson-Creus, A., Br
eban, T., & Giraudier, F. (2014). Le fonds de la guerre de la bibliothe`que de Lyon. Bulletin des bibliothe`ques de France, 3, 146–159. (Translated into English using Google Translate). Francis, C. (2014). Custom library book bikes roll out across US. American Libraries, 45(6), 18–19. June. Geelong Regional Libraries. (2016a). About the Dome. (Online). Available at: http://www.grlc. vic.gov.au/glhc/about-dome (Accessed 22 Apr. 2016). Geelong Regional Libraries. (2016b). Geelong Library & Heritage Centre (the Dome). (Online). Available at: http://www.grlc.vic.gov.au/locate/geelong-library-heritage-centredome (Accessed 5 Jul. 2016). Geelong Regional Library Corporation. (2015). Imagine the future at your library: Annual report 2014–15. (Online). Available at: http://www.grlc.vic.gov.au/sites/default/files/ 5622_GRL_Annual%20Report_2015_WEB.pdf (Accessed 23 Jul. 2016). Gilliss, A. F. (2014). A novel idea. American Libraries, 45(5), 45–49. May. Girard-Blanc, S. (2013). Pignon sur rue. Bibliothe`que(s), 68, 28 (Translated into English using Google Translate). Goforth Gregory, J. (2015). Stuck in the middle. American Libraries, 46(5), 42–45. Goldberg, B. (2014). Libraries stream toward Roku lending. American Libraries, 45(6), 20. June. Green, J. (2013). Promoting e-books using QR codes. CILIP Update, 12(6), 36–37. June.

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Green, R., Bareham, R., & Foster, L. (2013). The glue that binds a community. CILIP update, Jan., 29–30. Gros, N., & Guinard, P. (2013). Numelyo, la bibliothe`que num
erique de Lyon. Bulletin des bibliothe`ques de France, 5, 12–15 (Translated into English using Google Translate). Hein, L. (2013). JuLiD—lesef€orderung mit und f€ur jugendliche in ’Zukunftsgestalter in bibliotheken 2013—kurzberichte kreativer projekte’. Bibliothek Forschung und Praxis, 37(2), 166–171 (Translated into English using Google Translate). € Helmet. (2014). R.E.A.D Borje. (Online). Available at: http://www.helmet.fi/en-US/Libraries_ and_services/Tapiola_Library/Librarys_services/READ_Borje(42723) (Accessed 22 Jul. 2016). (Translated into English using Google Translate). Helsinki City Library. (2013). Throw a storybook birthday party at the library!. (Online). Available at: http://keskustakirjasto.fi/en/2013/08/12/throw-a-storybook-birthday-party-atthe-library/ (Accessed 12 May 2016). Helsinki City Library. (2016a). All dreams. (Online). Available at: http://keskustakirjasto.fi/en/ all-dreams/ (Accessed 13 May 2016). Helsinki City Library. (2016b). City residents decide on funding—Library to launch the selected pilot projects next year. (Online). Available at: http://keskustakirjasto.fi/en/2012/11/12/ city-residents-decide-on-funding-library-to-launch-the-selected-pilot-projects-next-year/ (Accessed 13 May 2016). Helsinki City Library. (2016c). Tranquil reading in the Suvanto. (Online). Available at: http:// keskustakirjasto.fi/en/2015/03/03/tranquil-reading-in-the-suvanto/ (Accessed 13 May 2016). Hernandez, J. (2014). Community builders: Green thumb. Library Journal, 139(5), 65. Hernebring, P. (2013). Rosalis, à la crois
ee des chemins: Une d
ecennie d’explorations. Bulletin des bibliothe`ques de France, 5, 15–17 (Translated into English using Google Translate). Herrmann, E. (2013). In Zukunft gemeinsam. Bibliothek Forschung und Praxis, 37(2), 151–161 (Translated into English using Google Translate). Hjerpe, A. (2013). Use what you have. Scandinavian Library Quarterly, 46(2). Hjerpe, A. (2014a). Library in partnership with publisher. Scandinavian Library Quarterly, 47(4). Hjerpe, A. (2014b). Voluntary language learning. Scandinavian Library Quarterly, 47(1). Hopeakunnas, M. (2014). Residents keen to select books for the library. Scandinavian Library Quarterly, 47(4). Hopeakunnas, M. (2015). HelMet literature prize promotes library and literature. Scandinavian Library Quarterly, 48(4). Hopkins, P., Hare, J., Donaghey, J., & Abbott, W. (2015). Geo, audio, video, photo: How digital convergence in mobile devices facilitates participatory culture in libraries. Australian Library Journal, 64(1), 11–22. Inklebarger, T. (2015a). Bridging the tech gap. American Libraries, 46(9/10), 16–17. Sep./Oct. Inklebarger, T. (2015b). Digital books are up in the air. American Libraries, 46(1/2), 17. Inklebarger, T. (2015c). When the subject is death. American Libraries, 46(11/12), 20–21. Nov./Dec. Jacobson, L. (2016). Endless summer learning. School Library Journal, 62(3), 30–34. Jokitalo, P. (2013a). Fridge poetry. Scandinavian Library Quarterly, 46(4). Jokitalo, P. (2013b). Reading candy. Scandinavian Library Quarterly, 46(2). Jokitalo, P. (2013c). Reading to dogs becoming more and more popular. Scandinavian Library Quarterly, 46(2). Jokitalo, P. (2013d). Small-scale mobile library. Scandinavian Library Quarterly, 46(3).

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Jokitalo, P. (2013e). Virtual visit to Hjørring public library. Scandinavian Library Quarterly, 46(4). Jokitalo, P. (2014a). Ask Palle’s mates!. Scandinavian Library Quarterly, 47(2). Jokitalo, P. (2014b). Books, crosswords and your daily bread. Scandinavian Library Quarterly, 47(3). Jokitalo, P. (2014c). Library guiding gamified. Scandinavian Library Quarterly, 47(4). Jokitalo, P. (2014d). Reading dogs, the patient listeners. Scandinavian Library Quarterly, 47(3). Jokitalo, P. (2014e). Smart university at Vejle public library. Scandinavian Library Quarterly, 47(1). Jokitalo, P. (2014f). Stitch and listen. Scandinavian Library Quarterly, 47(4). Jokitalo, P. (2014g). Idea nuggets encourage new service forms in Helsinki. Scandinavian Library Quarterly, 47(3). Jokitalo, P. (2015a). Best practices in serving the newly arrived. Scandinavian Library Quarterly, 48(4). Jokitalo, P. (2015b). Children as service designers. Scandinavian Library Quarterly, 48(1/2). Jokitalo, P. (2015c). And the winner is Kista Public Library. Scandinavian Library Quarterly, 48(3). Jokitalo, P. (2015d). Living library, part 2. Scandinavian Library Quarterly, 48(1–2). Jokitalo, P. (2015e). The completely open library. Scandinavian Library Quarterly, 48(1/2). Jokitalo, P. (2016). Reading on the go. Scandinavian Library Quarterly, 49(1–2). Jore, M., Indergaard, L. H., & Rørnes, R. (2014). A library with people and for people. Focus on International Library and Information Work, 45(3), 93–97. Juel, P. C. (2013). Literature breaks out. Scandinavian Library Quarterly, 46(2). Kastner, A. (2015). The personal touch. Library Journal, 140(16), 22–25. Khan, A. (2013). Dispensing books in hospital. CILIP Update, 12(7), 44–45. King, D. L., & Porter, M. (2013). Libraries as content creators. (Online). Available at: https:// americanlibrariesmagazine.org/2013/05/28/libraries-as-content-creators/ (Accessed 7 Aug. 2016). Koerbar, J. (2014). Public libraries become publishers. Library Journal, 139(7), 20–21. Lake, J. (2014). Music to our ears: A visit to the Odense Music Library, Denmark. Focus on International Library and Information Work, 45(1), 31–32. Landgraf, G. (2015a). Libraries explore a variety of mobile options. American Libraries, 46(1/2), 14–15. Landgraf, G. (2015b). Not your garden-variety library. American Libraries, 46(1/2), 58–62. Landgraf, G. (2015c). Solving the self-published puzzle. American Libraries, 46(11/12), 44–47. Larsen, J. H. (2013). Open libraries in Denmark. Scandinavian Library Quarterly, 46(3). Larsen, E. B. (2015). Stronger mental health. Scandinavian Library Quarterly, 48(1–2). Lepore, K. (2015). Second chances. American Libraries, 46(1/2), 34–37. Library visits (2013). InCite, 34(10), 31. Li-Soh, L., & Ni-Lo, W. (2013). My Tree House—World’s 1st green library for kids. (Online). Available at: http://library.ifla.org/122/1/115b-soh-en.pdf (Accessed 8 May 2016). Marcotte, A. (2015). Coloring book clubs cross the line into libraries. American Libraries, 46(11/12), 18–19. Masse, C. (2013). La mezzanine: Cr
eation d’un espace pour les 11–14 ans à la bibliothe`que des Champs Libres. Bulletin des bibliothe`ques de France, 2, 70–73 (Translated into English using Google Translate). McChesney, E. (2014). Change agents: STEMing summer slide. Library Journal, 139(5), 28. McPhee, J. (2014). 10 ways to rock on social media. Feliciter, 60(3), 16–17.

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Mecanoo. (2013). Library of Birmingham: Integrated with the REP. (Online). Available at: http:// www.libraryofbirmingham.com/article/designandconstruction/studentresources (Accessed 24 Jul. 2016). Miettinen, V. (2013). The future library designed with you. Scandinavian Library Quarterly, 46(2). Molloy, J. (2015). A library within a library for books by children, for children. InCite, 36(1/2), 29. Moltu, B. (2014). Stordal Library is on a roll. Scandinavian Library Quarterly, 47(4). Morawiec, M. B. (2016). Cyberiada zwycie˛zca˛ EIFL Public Library Innovation Award. (Online). Available at: http://www.lustrobiblioteki.pl/2016/07/cyberiada-zwyciezcaeifl-public-library.html (Accessed 29 Jul. 2016). (Translated into English using Google Translate). Morehart, P. (2014). A novel in 30 days. American Libraries, 45(11/12), 19–20.
(2015). F comme fanzines…: Faites-les vous-m^emes, lisez-les avec les autres. Mouquet, E. Bulletin des bibliothe`ques de France, 6, 38–53 (Translated into English using Google Translate). National Library Board (2014). library@chinatown. (Online). Available at:http://www.nlb.gov. sg/Portals/0/library/documents/librarychinatown%20-%20Fact%20Sheet.pdf (Accessed 9 May 2016). National Library Board. (2015a). NLB mobile app video. (Online). Available at: https://www. youtube.com/watch?v¼gd64tInIvXw (Accessed 10 May 2016). National Library Board. (2015b). Keep on discovering: Annual report 2014/15. (Online). Available at: https://www.nlb.gov.sg/Portals/0/Reports/fy14/ (Accessed 8 May 2016). National Library Board (2016). library@chinatown. (Online). Available at:http://www.nlb.gov. sg/VisitUs/BranchDetails/tabid/140/bid/322/Default.aspx?branch¼library%40chinatown (Accessed 9 May 2016). O’Dell, K. (2015). Creating a level of comfort. Library Journal, 140(19), 18. Ogden, K. (2015). Next library festival at DOKK1. Library Life, (440), 18–21. Østerga˚rd, M. (2016). Dokk1—A performative library space?: Rethinking the library in a new urban context. (Online). Available at: www.oppland.no/Handlers/fh.ashx?MId1¼2277& FilId¼3049 (Accessed 28 Jul. 2016). Ozirny, S. (2013). App advisory for youth and the creation of wvmlyouth.tumblr.com. Feliciter, 59(5), 21–23. Pathak, P., & Richards, N. (2013). Making connections. CILIP update, Sep., 40–42. Pawlowski, D. (2013). MOOCing at the public library. Library Journal, 138(21), 40. Peet, L. (2015a). Public: Edmonton expands outreach. Library Journal, 140(1), 12. Peet, L. (2015b). Public: Hard times ahead for Library of Birmingham. Library Journal, 140(3), 15. Peet, L. (2015c). Public: Salt Lake City proposes 24–7 operations. Library Journal, 140(1), 16. Peet, L. (2015d). San Diego opens biotech lab. Library Journal, 140(16), 16. Perrett, S. (2014). Reading buddies. InCite, 35(11/12), 22. Peterson, K. M. (2014). Library’s TARDIS ’awesome box’. Library Journal, 139(2), 16. Poyant, V. (2013). Les ressources num
eriques à la bibliothe`que du Chesnay: Exp
erimentation et perspectives. Bulletin des bibliothe`ques de France, 3, 53–59 (Translated into English using Google Translate). Prescription books reach 100,000. (2014). CILIP update, Feb., 9. Rajaratnam, R. (2013). For the love of reading!: New strategies to engage the next generation of readers. (Online). Available at: http://library.ifla.org/71/1/105-rajaratnam-en.pdf (Accessed 8 May 2016).

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Reaching out to users through 3D printers (2014). CILIP update, Jun., 9. Roberts, D. (2016). A library masterpiece. Library Journal, 141(1), 28. Robertson, D. (2014). A seven year engagement: Social media at Christchurch City Libraries. Library Life, (425). Rock band residency to explore future of libraries. (2014). CILIP update, Jul., 8. Rogers-Whitehead, C. (2015). Making geeks. American Libraries, 46(6), 60–63. Rovira Hazlett, D. (2015). Lending a green thumb. Library Journal, 140(12), 28–29. Sanchez, J. (2015). Wild Colorado wildlife discovery app. (Online). Available at: https:// americanlibrariesmagazine.org/2015/10/30/wild-colorado-wildlife-discovery-app/ (Accessed 7 Aug. 2016). Schwartz, M. (2014). Zipping up gaps in the collection. Library Journal, 139(10), 30. Schwartz, M. (2015a). A place to feel smart again. Library Journal, 140(13), 44. Schwartz, M. (2015b). One book online. Library Journal, 140(4), 29. Simon, C. (2013). Des histoires et des jeux vid
eo. Bibliothe`que(s), 69, 50–52 (Translated into English using Google Translate). Skovsbo, L. V., & Andersson, R. L. (2014). World book day in Denmark. Scandinavian Library Quarterly, 47(4). Sun, C. (2015). Industry: School, public library partner on e-kiosk. Library Journal, 140(3), 19. The Reading Agency. (2016). Reading well. (Online). Available at: https://readingagency.org. uk/adults/quick-guides/reading-well/ (Accessed 25 Jul. 2016). Thebridge, S. (2015). A library card for every primary school pupil. CILIP update, May, 42–44. Tinholt, E. (2014). Public library knock-outs. Scandinavian Library Quarterly, 47(1). Torres, K. (2015). Linking the needy to the needed. Library Journal, 140(17), 22. University of Otago Library. (2016). Books on prescription: About. (Online). Available at: http:// otago.libguides.com/c.php?g¼171564&p¼1130161 (Accessed 25 Jul. 2016). Users given virtual budget control. (2013). CILIP update, Oct., 12(10), 12. van Tol, D. (2013). Train station library proves the publicity power of remarkable projects. (Online). Available at: www.infotoday.com/mlsljan13/van-Tol–Train-Station-LibraryProves-the-Publicity-Power-of-Remarkable-Projects.shtml (Accessed 20 Apr. 2016). Vander Poorte, R. (2014). Retour vers le futur. Bulletin des bibliothe`ques de France, 2, 72–86 (Translated into English using Google Translate). Wahlstedt, S., & Cederholm, C. (2013). Investment in learning. Scandinavian Library Quarterly, 46(3). Walter, R. (2014). Microtourn
ee: Bibliobus avec artiste embarqu
e. Bulletin des bibliothe`ques de France, 2, 128–129 (Translated into English using Google Translate). Wang, B., & Tang, X. (2014). A case study of a joint virtual reference network in Jiangsu province, China. Chinese Librarianship, (37), 26–34. Westrum, A. -L. (2014). The library catalogue of the future. Scandinavian Library Quarterly, 47(2). Weuilly, J. -P. (2013). Rilke, r
eserve d’imaginaire: La bibliothe`que Rainer-Maria-Rilke à Paris. Bibliothe`que(s), 69, 39–40 (Translated into English using Google Translate). Williams, K. (2013). Beyond books: Outreach at Winnipeg Public Library. Feliciter, 59(2), 19–22. Woodworth, A. (2014). Programs that boil, bake, and sizzle. Library Journal, 139(8), 40. Yi, E. Y., Bubmann, I., Brunner, C., & Larson, S. (2012). Stadtbibliothek am Mailander Platz. (Online). Available at: http://www1.stuttgart.de/stadtbibliothek/druck/nb/FestschriftEnglish. pdf (Accessed 11 May 2016). Young people given say on book choice (2013). CILIP update, Apr. 12(4), 10.

Innovative libraries

2

The public library services of Edmonton, Canada; Stuttgart, Germany; Aarhus, Denmark; Chicago, United States and Singapore stand out through their continual efforts to innovate and their commitment to providing cutting-edge modern library services to their communities. These libraries are award winners and are frequently mentioned in library industry journals, with articles featuring their activities across a range of areas, encompassing library design, community engagement, programmes and new technologies. In this chapter, the activities of these five public libraries will be presented as exceptional examples of innovation in the library sector. Their successes and achievements will be discussed, as well as their strategic priorities, programmes and services. By taking a closer look at the practices of innovative libraries, a clearer picture of what success means in a modern public library will be revealed. At the same time, a better understanding of the activities that libraries should be prioritising and pursuing will be shown, inspiring libraries to make changes to their own services based upon the experiences of these notable public libraries.

2.1

Edmonton Public Library, Canada

Edmonton Public Library is a library service with a strong focus on community connection and engagement (Fig. 2.1). Recent rapid growth in the City of Edmonton’s population has driven the library service to expand both its services and locations, with several new and redeveloped branches opening in recent years. Since 2008, Edmonton’s services have been strongly driven by its community-led philosophy. Its innovative library service has garnered it several awards. In 2014, Edmonton Public Library was named Library of the Year by Library Journal. In 2015, it won two American Library Association Presidential Citations for Innovative International Library Projects, for its Outreach Services and Digital Literacy as a Core Service, and in 2016 Edmonton won the CLA/OCLC Award for Innovative Technology, and a COSUGI Library Marketing Award (Edmonton Public Library, 2016a). Edmonton’s activities across several service areas have been featured in industry journals and include makerspaces, library design, social media use and services for the homeless. Edmonton’s statistics demonstrate the positive community response to its service, with 17,050 visits to Edmonton’s branches per day (Edmonton Public Library, 2016e). How has Edmonton achieved this, and what can be learnt from its approach to the delivery of library services? The services of Edmonton Public Library are guided by its community-led service philosophy. This philosophy underpins the planning processes of the library, ensuring that an understanding of community needs is the first step for any proposed service or project. According to Edmonton’s statement on its website Community-Led Service Philosophy, Innovation in Public Libraries. http://dx.doi.org/10.1016/B978-0-08-101276-5.00002-8 Copyright © 2017 Kirstie Nicholson. Published by Elsevier Ltd. All rights reserved.

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Fig. 2.1 Edmonton Public Library statistics (City of Edmonton, 2016; Edmonton Public Library, 2016g, 2016h; Mills, 2016). Population served Service points 2015 visits No. of staff Budget

877,926 (2014) 22 5,792,615 753 C$59,383,098 (2015)

We connect, consult and collaborate with individuals and groups to understand the needs of our communities to inform the direction of library work and policies (Edmonton Public Library, 2016d)

The use of customer feedback, and the contribution of all staff to strategic planning, mean that community-led service is constantly used to inform and direct ongoing library planning (Bird & Martinez, 2013). Edmonton’s activities are also guided by its values, mission and strategic goals. Its mission is stated in the document EPL Mission, Vision and Strategic Goals 2014–2018 as, We share. EPL shares expertise, information, technologies and spaces with Edmontonians for learning, connecting, creating, discovering, enjoying and enriching our communities (Edmonton Public Library, 2013a)

This mission is supported by Edmonton’s core value, “we are passionate about sharing” (Edmonton Public Library, 2010). Placing ‘sharing’ as its mission and core value allows Edmonton to reposition itself as a collaborator with the public and the community, facilitating the sharing of content and knowledge and working with partners to realise community needs and desires. In order to deliver its mission, Edmonton is guided by its strategic goals and its business plan (Edmonton Public Library, 2013a, 2013b). Edmonton’s four strategic goals are: l

l

l

l

Act as a catalyst for learning, discovering and creating Transition the way we do business Transform communities Evolve our digital environment (Edmonton Public Library, 2013a)

For each of these goals, Edmonton’s 2014–2016 EPL Business Plan specifies objectives, with targeted actions for the library service to undertake in order to reach each objective. For example, for the strategic goal of ‘Evolve our digital environment’ one objective is ‘The ease of use and integration of content is praised by customers’. Six actions form Edmonton’s plan to achieve this objective, including ‘Increase our e-collections’, ‘Improve EPL’s website’ and ‘Pilot and evaluate online programming’ (Edmonton Public Library, 2013b). Tying its strategic goals to practical actions not only demonstrates Edmonton’s determination to implement its goals but makes the likelihood of success much higher. Many of the actions detailed in the 2014–2016

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EPL Business Plan, for which 2016 is the last year for implementation, have been achieved, and some are recognisable as having been reported in industry articles. For instance, the action ‘Participate in Edmonton’s Open Data community and support data literacy initiatives’ is reflected in the hackathons Edmonton hosted in 2014 and 2015 as part of International Open Data Day, and ‘Eliminate membership fee’, an action under the objective ‘We reduce barriers to accessing library services’, has been achieved with library cards now free for residents. The successful meeting of its objectives means that Edmonton Public Library has made significant progress towards the goals outlined in its 2014–2016 EPL Strategic Goals. Edmonton’s efforts in implementing a community-led service led it to employ 17 community librarians in 2008, one for each of its branches (Peet, 2015). These librarians work outside of the library building with the primary aim of connecting and engaging with the community. In 2015, community librarians held 960 meetings with community organisations and stakeholders (Edmonton Public Library, 2016h). Working to consult with customers, form relationships with organisations and individuals, and identify and eliminate barriers to service, the community librarians represent a visible presence for the library in community spaces (Berry, 2014). The work of the community librarians serves to implement Edmonton’s community-led philosophy in a real and direct way, to connect with the community in order to understand its needs and translate this understanding into effective library services. One of these community needs has led Edmonton to increase engagement with people experiencing homelessness. Due to an increasing demand for services for the homeless and the high numbers of people seeking sanctuary in Edmonton’s main Stanley A. Milner Library, Edmonton began to employ outreach workers to engage specifically with this demographic (Peet, 2015). The first outreach worker was employed in 2011, with this later expanding to three employees working across five branch libraries as well as at Stanley A. Milner Library (Peet, 2015). The role of the outreach workers is to connect with at-risk individuals, providing information and assistance in finding health, medical, housing, employment and other services. Initially funded by a grant, and provided in partnership with nonprofit organisation Boyle Street Community Services, the library chose to continue the programme in 2014, when funding ceased, reallocating funds from its existing budget (Peet, 2015). This demonstrates the importance Edmonton places on the service provided by the outreach workers. In 2013, Edmonton recorded that its outreach workers had over 6000 interactions with at-risk individuals (Berry, 2014). In addition to staff resourcing, Edmonton has improved access to library resources for at-risk individuals, introducing a library card for people with no address and no identification in 2013 (Berry, 2014). This card enables use of the public access computers and the ability to borrow one library item without having proof of an address (Berry, 2014). The services provided by Edmonton’s outreach workers were highlighted as one of the contributing factors to Edmonton’s winning of Library of the Year in 2014 (Peet, 2015). Building on this work, Edmonton hosted its first Downtown Community Services Resource Fair in 2015, partnering with a range of organisations including Boyle Street Community Services, the Bissell Centre and the Edmonton Police Service (Edmonton Public Library, 2016h). The Fair was an opportunity for community and social agencies to connect with each other and the

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public, providing access to information, resources and services (Edmonton Public Library, 2016h). Edmonton’s community-led philosophy has led it to identify and reduce barriers to service, as well as targeting services to community needs. In 2013 the C$12.00 fee for library cards was removed, making library membership free for residents (Berry, 2014). This resulted in a 40% increase in memberships by the end of the year, representing a massive increase in the number of people accessing and using library services (Berry, 2014). In 2015, Edmonton removed the requirement for customers to renew their memberships annually, with the EPL for Life campaign (Edmonton Public Library, 2016h). Services aimed at targeting specific community needs include the hiring of an Aboriginal Services Librarian in 2007 to focus on indigenous service needs, facilitating book clubs at Edmonton Young Offenders Centre, and providing materials to inmates at Edmonton Institute for Women in partnership with the Greater Edmonton Library Association (Berry, 2014). Other initiatives by Edmonton include an early literacy programme called ‘Welcome Baby!’, which provides packs containing a board book, rhyme booklet and library card invitation, to public health clinics to be given to parents at immunisations (Berry, 2014). Edmonton also provides off-site access to library services through a literacy van programme, epl2go, which provides mobile library services to areas of Edmonton without easy access to library branches (Martinez & Garvin, 2014). Additional service points provide access to library services in underserved areas, with an off-site eplGO service point for returns and two lending machines in high trafficked areas, one at a light rail terminal and one on a university campus (Berry, 2014). Edmonton has adopted a centralised system of working to promote better coordination between its branches. The use of common standards and guidelines ensures a unified ‘EPL’ brand at all sites. To improve delivery of programmes and events, standardised programmes were established. These programmes are developed collaboratively, then promoted and delivered system-wide in a coordinated approach (Berry, 2014). Edmonton found that this resulted in improved attendance, whilst making programmes more efficient and easier to prepare and deliver (Berry, 2014). Edmonton has also centralised its staffing structure. For example, the unification of all customer engagement work resulted in the formation of the Discovery Services team, incorporating customer service, readers’ advisory and reference and information services (Berry, 2014). One outcome of the formation of Discovery Services was the project Staff Picks, a way to showcase staff expertise and provide users with a curated selection of books to choose their next read from (Thomas, 2016). Using the Edmonton brand and the slogan ‘We read, we listen, we watch, we game and we share’, staff identify their picks using stickers and bookmarks (Thomas, 2016). Other ways in which Edmonton has adopted a centrally coordinated system are the creation of standard merchandising tools, guidelines and practices, common display themes and standard display stands and furniture for use across all branches (Thomas, 2016). For example, a custom-made shelf block was designed to highlight books in a front-facing display, allowing for the book’s removal with marketing material behind, ready to be displayed when the book is borrowed (Thomas, 2016). Edmonton

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has also developed a common set of signs and wayfinding standards, to be used across all branches and service delivery points (Berry, 2014). Edmonton has supported and promoted the maker movement, with the establishment of a makerspace in 2013 at Stanley A. Milner Library to facilitate gaming, creative making and digitisation activities (Haug, 2014). An existing audio–visual room was cleared and refurbished, and the new position of Makerspace Assistant was created to assist with management of the space (Haug, 2014). The EPL Makerspace provides the equipment and tools to experiment with technology, featuring Little Bits, Makey Makeys, Arduinos, Raspberry Pis, LEGO Mindstorms and 3D printers, as well as providing access to creative and programming software such as Scratch, Python, Manga Studio, Adobe Creative Suite and Minecraft Education Edition (Haug, 2014). The space also contains a green screen, espresso book machine and sound recording booths and equipment (Berry, 2014; Edmonton Public Library, 2016h). The provision of makerspaces ties into several of Edmonton’s business plan objectives and supports its strategic goals of ‘Act as a catalyst for learning, discovery and creating’ and ‘Evolve our digital environment’. Accordingly, Edmonton plans to expand makerspaces to more branches, and its epl2go literacy vans carry makerspace kits (Berry, 2014). The new Capilano branch building, due to open in 2018, will have a makerspace, and the plans for the redevelopment of Stanley A. Milner Library include a larger, expanded makerspace (Edmonton Public Library, 2016c, 2016j). To further work towards their strategic goal to ‘Evolve our digital environment’, Edmonton launched a digital public space for music sharing in 2015. The space, Capital City Records, makes albums by local Edmonton musicians available for streaming and downloading (Edmonton Public Library, 2016h). Content is continually added to the site, with a jury selecting new albums twice a year with the aim of adding 100 albums annually (Edmonton Public Library, 2016h). The site has proved popular, with songs streamed 16,110 times from its launch in Aug. to the end of 2015 (Edmonton Public Library, 2016h). The project supports Edmonton’s 2014–2016 EPL Business Plan objective ‘EPL has defined and created a digital public space in collaboration with community and partners’, providing a digital space that makes local community-created content accessible. Edmonton encourages staff to continually innovate and explore ways to better deliver services to customers. It provides opportunities for training and staff development in the areas of leadership, taking initiative and problem-solving. The development of these skills influences the attitudes and focus of staff, and thus works to effect organisational change. Training that Edmonton has provided to staff include Leading From Any Position training, which encourages initiative and innovative thinking, and Crucial Conversations training, to empower staff to negotiate difficult conversations (Berry, 2014). Additionally, a leader-in-residence programme gives staff the opportunity to learn from an industry leader, providing access to training and workshops (Berry, 2014). Edmonton has also modified its staffing structure, moving from a branch structure to centralised teams based on library services or initiatives, for example, Early Literacy, Adult Services, Community-Led Services, Green Team and Discovery Services (Berry, 2014). This centralised approach has helped Edmonton work more efficiently and consistently across its branches.

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In an effort to develop an open data policy and support open data initiatives, Edmonton hosted a hackathon for International Open Data Day in 2014 (Carruthers, 2014). International Open Data Day promotes open data policies in government. The event tied into two objectives in Edmonton’s 2014–2016 EPL Business Plan, ‘Becoming involved in the open data community’ and ‘Supporting data literacy’ (Edmonton Public Library, 2013b). To host the day, Edmonton partnered with City employees, particularly the IT department, making the event an opportunity for interdepartmental collaboration. Utilising the EPL Makerspace, the day included a ‘speed data-ing’ event, where attendees could speak to city business representatives, and time for open data work, followed by a discussion and presentation on what had been worked on during the event (Carruthers, 2014). Examples of participants’ projects included visualisations of the energy production of the city’s solar panels, and the most popular dog breeds based on registration data (Carruthers, 2014). The day was evaluated with follow-up surveys, and Edmonton gained valuable information on participants’ library data priorities, and formed partnerships with the open data community (Carruthers, 2014). Edmonton has continued its participation in 2015, hosting its second Open Data Day hackathon (Edmonton Public Library, 2016h). To promote usage and community awareness, Edmonton actively markets its library, services and programmes. The library has experienced great success using social media to promote the Edmonton brand and to engage with library customers. Using a style guide, a team of seven maintain the library’s social media channels, ensuring the representation of a variety of perspectives and interests (McPhee, 2014). Edmonton encourages two-way conversations on social media and ensures it responds to comments and questions, posts daily, uses photos and video and utilises day-of-the-week features like Tech Tip Tuesday and Throwback Thursday (McPhee, 2014). Between Aug. 2013 and Jun. 2014, Edmonton’s Facebook fans increased by 26% and engagement doubled. For the same period on Twitter, followers increased by 7%, and the number of retweets and mentions increased by 26% (McPhee, 2014). Edmonton’s 2015 statistics show continued growth with Facebook fans increasing by 19%, and Twitter followers increasing by 23% over 2014 figures (Edmonton Public Library, 2016f). Social media campaigns complement Edmonton’s marketing and branding. Since rebranding the library in 2010, Edmonton has used several promotional campaigns including Just getting started! in 2013, the year of Edmonton Public Library’s 100th birthday, and Library of the Year 2014 after its achievement of the Library Journal award (Edmonton Public Library, 2016i). It has adopted epl as a brand, with eplGO service points and the epl2go mobile literacy vans. This strong public image ensures the library is visible and recognisable within the community. Faced with ever increasing demand for library services in its fast-growing city, Edmonton has been busy with the construction and refurbishment of several library branches and joint-use facilities. In 2013, two new and three redeveloped branches were completed, with further projects underway (Berry, 2014). The work on these projects is guided by Edmonton’s business and strategic plans, with the aim to contribute to the community flexible and functional buildings with designs that are iconic, inspiring and aesthetically pleasing (Martinez & Garvin, 2014). Several standards and

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guidelines have been developed to ensure a consistent look and design across all Edmonton service points, including Signage and Wayfinding Standards, Furniture Standards and a Service Desk Philosophy (Martinez & Garvin, 2014). Environmental sustainability is a priority in new building and refurbishment projects, with all new buildings Leadership in Energy and Environmental Design (LEED) certified (Martinez & Garvin, 2014). Several of Edmonton’s branches are integrated with other community facilities. Mill Woods includes a senior’s centre and a multicultural centre, and Meadows and Clareview, featured in the American Libraries 2015 Library Design Showcase, are integrated with recreational facilities (Martinez & Garvin, 2014; Morehart, 2015). Edmonton’s Jasper Place branch opened in 2013, and has received several awards, including an Award of Merit for Architecture at the Prairie Design Awards in 2014, an Award of Merit for Architecture at the Edmonton Urban Design Awards in 2013 as well as a New Landmark Libraries Award from Library Journal in 2015 (Puckett Rodgers, 2015a). The design of Jasper Place, a library of 15,000 ft2, was inspired by the question ‘what is a library that has no books?’ (Puckett Rodgers, 2015b). As an answer, Edmonton has built a library that gives the surrounding neighbourhood “a new social heart” (Puckett Rodgers, 2015b, p. 9). With a distinctive undulating concrete roof, and twice as big as the building it replaces, the design of Jasper Place allows for plenty of natural daylight, uses repurposed wood beams from the former building as wood panelling and is LEED silver-certified (Puckett Rodgers, 2015b). The building encourages the community to spend time within its walls, with extra-wide stairs to allow for seating, furniture that users can move and rearrange and furnishings in a relaxed, contemporary aesthetic (Puckett Rodgers, 2015b). The library has a mini makerspace, and a programme room adjacent to the main library entrance can be used after the library closes (Puckett Rodgers, 2015b). The new building cost C$14 million (Puckett Rodgers, 2015b) and was designed by HCMA Architecture and Design, and Dub Architects (Arch Daily, 2013). Edmonton’s current building projects include new branches at Calder and Capilano, the Lewis Farms Facility and Park and the major refurbishment of Stanley A. Milner Library. The planned features and design considerations of these new buildings reveal the priorities of Edmonton Public Library in what it views as essential and important aspects of a library building. For instance, the Calder branch’s new building will almost double in size to 10,000 ft2 in order to allow it to meet demands for study and community space, and to accommodate a full range of library services (Edmonton Public Library, 2016b). The building will be LEED silver-certified and includes a 24-hour book return, improved collections, a larger community room, a quiet study room, a central reading area with a fireplace, an aquarium in the children’s area, 3 early literacy stations and 20 public computers with free wi-fi (Edmonton Public Library, 2016b). The Capilano branch will incorporate a forested ravine on the site into its design, using it as a background to a study space. It will also feature a makerspace, a community programmes room, 24-hour book return and a water fountain (Edmonton Public Library, 2016c). The planning for these projects reveals an understanding of the services Edmonton’s community values, and the desire to make the library an aesthetically pleasing, pleasant place to visit. The thoughtful designs

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incorporate elements of the surrounding environment, as well as giving consideration to the accessibility of the building and convenience for the visitor. Due to be completed by 2020, the revitalisation of Edmonton’s central Stanley A. Milner Library will ensure it continues to effectively serve the over one million people who visit each year (Edmonton Public Library, 2016j). The project is in its planning phase, which has incorporated community feedback. So far several design needs have been identified, with a number of expanded spaces planned including a larger makerspace, a children’s library with opportunities for Science, Technology, Engineering and Mathematics (STEM) activities and an indoor play area, space for creative activities like music and art, private study spaces and quiet reading areas, community reading space including a community board room, a theatre and an interactive simulation wall for learning and multimedia presentations (Edmonton Public Library, 2016j). Construction for the C$62.5 million project is due to begin in 2017 (Edmonton Public Library, 2016j). Edmonton’s statistics for the 2015 calendar year show the success its community-led philosophy has had, with increases in key performance indicators across the service. Visits have increased by 9%, new members by 10%, and circulation by 7% compared to 2014 figures (Edmonton Public Library, 2016f). Edmonton’s in-house programme attendance increased by 15%, and its outreach programme attendance increased by 14% (Edmonton Public Library, 2016f). Over one million sessions were recorded on its EPL App in 2015, an 85% increase over 2014 figures (Edmonton Public Library, 2016f). Edmonton Public Library continues to apply innovative ideas based on its understanding of community needs, underpinned by its community-led philosophy and its mission ‘we share’. Edmonton’s approach has led it to build beautiful and inspiring buildings, connect with its community in new ways, provide places for people to create and experiment and remove barriers to access. Edmonton’s statistics show that its efforts are appreciated by the community, with increased usage and a growing demand for library services. Edmonton Public Library demonstrates that connecting with community needs and becoming a visible presence in the community results in a valued and responsive library service.

2.2

National Library Board, Singapore

The National Library Board of Singapore has responsibility for the 26 public libraries in Singapore, as well as the National Library and the National Archives of Singapore (Fig. 2.2). Working to a series of strategic frameworks, the National Library Board has Fig. 2.2 National Library Board statistics (National Library Board, 2015c, 2016c; Wikipedia contributors, 2016a). Population served Service points 2015 visits No. of staff Budget

5,535,000 (2015) 26 26 million n/a n/a

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transformed Singapore’s public libraries into one of the most effective and innovative library services in the world. Since 2010, it has been working to implement its strategic plan to take Singapore public libraries to 2020 (Sabaratnam & Ong, 2013). Libraries for Life has four strategic objectives covering the areas of, l

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Reading, learning and information literacy, Next-generation libraries, Excellence in Singapore and regional content, The digital library (Sabaratnam & Ong, 2013).

These objectives guide the National Library Board in working towards its vision of ‘Readers for life, learning communities, knowledgeable nation’ for Singapore (National Library Board, 2015c). The National Library Board has implemented a wide range of initiatives to foster literacy and a lifelong love of reading. These initiatives include the long running READ!Singapore and kidsREAD projects, which celebrated their 10th year in 2014. READ!Singapore is a wide-ranging initiative featuring a variety of events and programmes that encourage reading. It includes book clubs, workshops, storytelling and author events, and is aimed at both adults and children, presented in Singapore’s four official languages (National Library Board, 2016a). To celebrate the 10th anniversary of READ!Singapore, a reading festival, Read!Fest, was held with the theme of ‘Books that Moved me’ and included over 100 programmes (National Library Board, 2015c). A special anthology of stories was published as part of the festival and included specially commissioned poems by Singapore writers (National Library Board, 2015c). kidsREAD is a reading club for children aged 4–8 from families with lower incomes. Initially a 1-year programme, it was expanded in 2013 to allow children to remain in the programme for up to 5 years, supporting and growing the reading skills they develop in their first year (National Library Board, 2015c). Evaluation showed that children participating in kidsREAD emerged as more confident and competent readers (Rajaratnam, 2013). From 2004 to 2012 kidsREAD has engaged more than 17,000 children, with 119 kidsREAD clubs active throughout the country in 2012 (Rajaratnam, 2013). The National Library Board’s 2014/15 Annual Report states that over 29,000 children have engaged with kidsREAD since 2004 (2015c). Other literacy and reading initiatives the National Library Board has implemented include: l

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Young READ!Singapore—part of the READ!Singapore campaign directed at 7- to 14-year olds (Rajaratnam, 2013). Quest—a programme targeting reluctant readers launched in 2009. Based on collectible cards, the programme uses the popularity of manga and fantasy adventure stories. Up to mid-2013, there had been 220,000 Quest participants, and 4.5 million Quest cards had been redeemed (Rajaratnam, 2013). Junior Reading Ambassador—this programme recruits young people to promote reading to their peers. It provides training in storytelling and writing book reviews, and aims to encourage confidence and leadership skills in participants, present reading as a fun activity and strengthen relationships between libraries and schools (Rajaratnam, 2013).

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Conquest—a literacy programme based on board games. Aimed at 10- to 15-year olds, it uses the Singapore-based story, the Legend of Bukit Merah, as the basis of the programme. Since its launch in 2011, to mid-2013, the programme had 14,000 participants and generated over 1.1 million loans (Rajaratnam, 2013). Youth Book Selection Committee—made up of students aged 15–19, committee members act as reading ambassadors, devise reading lists and make book recommendations. As part of Read!Fest, the Youth Book Selection Committee recommended 24 children’s books and 3 East-Asian folktales (National Library Board, 2015c; Rajaratnam, 2013). 101 Things for Teens, by Teens—this programme works to encourage teenagers to facilitate their own learning. They choose the topics to teach and engage directly with their peers, covering subjects like gaming and video production (Rajaratnam, 2013). Read@School—Aimed at 7- to 17-year olds, this programme encourages reading for pleasure in school-age children by providing a set of structured reading programmes to participating schools. The programme has recently been expanded, with over 300 schools now participating (National Library Board, 2015c).

Over the past 2 years, three new reading- and learning-based programmes were launched by the National Library Board. The inaugural week-long Mother Tongue Language Festival was held in Sep. 2014, with a series of cultural events, performances and workshops. The festival’s aim is to encourage reading in people’s first language (National Library Board, 2015c). In Oct. 2014, a month-long senior’s festival was held in partnership with the Council for Third Age. Entitled ‘Time of Your Life—Learning Journeys for the 50 Plus’, 10 of Singapore’s public libraries hosted events, including talks and workshops encouraging lifelong learning and healthy active living (National Library Board, 2015c). As part of the festival, the exhibition ‘Curious Minds, Vibrant Lives’ toured six public libraries, including library@chinatown, a library that focuses on seniors (National Library Board, 2015c). In 2015, the National Library Board launched the Reading Innovation Award. The award, to be given out every 5 years, will recognise preschools that have developed reading programmes that display creativity and innovativeness (National Library Board, 2015c). Singapore has also expanded mobile literacy services, with the addition of two small mobile libraries called ‘mini-MOLLYs’ to its established MOLLY mobile library service in 2014. These new mobile libraries are targeted specifically at children, serving kindergartens and childcare centres in housing estates, providing storytelling, sing-a-long and craft sessions, and other activities (National Library Board, 2015c). The National Library Board’s 2014/2015 Annual Report states that the new mini-MOLLYs engage with 48,000 children per year (2015c). Singapore also supports community groups to establish reading corners at community and seniors centres, with 150 reading corners established in the 2015 financial year (National Library Board, 2015c). Through its many reading and literacy initiatives, Singapore fosters a culture of reading, giving particular attention to the encouragement of reading and literacy skills in school age children. Singapore works to improve the quality of library services and collections through its provision of modern library buildings. Recent years have seen the opening of some unique new libraries in Singapore. In 2013, the first of two Early Literacy Libraries

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was opened. This library, which is part of Jurong Regional Library, is for children up to 6-years old and offers an age-appropriate collection of 60,000 titles, complemented by a series of literacy programmes directed at parents (National Library Board, 2014b). The second Early Literacy Library was opened in the recently refurbished Sembawang Public Library in 2014 (National Library Board, 2015c). With Singapore’s large number of school-age reading programmes, these new Early Literacy Libraries act to strengthen and develop services for a younger age group, encouraging literacy skills from birth. In addition, Singapore opened My Tree House in 2013. A green library for children, its collection, services and design are centred around environmentally friendly and sustainable practices and themes. Located at the Central Public Library, My Tree House is a refurbishment of the previous children’s section. In redesigning the space, environmentally friendly and recycled materials were used, including LED lighting, eco-resins and low-VOC paint (Li-Soh & Ni-Lo, 2013). At the centre of the library is the ‘tree house’ itself, with a climbable platform and a canopy made of over 3000 plastic bottles (Li-Soh & Ni-Lo, 2013). Through My Tree House, Singapore aims to foster environmental literacy in children, encouraging them to make ‘green’ lifestyle choices as they grow into adults (Li-Soh & Ni-Lo, 2013). The location of My Tree House in the Central Public Library builds on the green credentials of the National Library building, which houses both the National Library and the Central Public Library. This building received the Green Mark Platinum Award in 2005, and again in 2009 (Li-Soh & Ni-Lo, 2013). It has also won a first in the ASEAN Energy Efficient Awards in the ‘New & Existing Buildings’ category (Li-Soh & Ni-Lo, 2013). This makes it an appropriate place to house a special environmental-themed library for children. My Tree House is themed as ‘Enchanted Forest in the City’ which links into the image of a forest as a symbol of a healthy environment and also into the numerous instances of forests in children’s literature (Li-Soh & Ni-Lo, 2013). Two interactive installations add a dynamic element to the space: the ‘Knowledge Tree’, an interactive projection that poses questions, and the ‘Weather Stump’, which displays Singapore’s weather readings as tree-rings and can be used as seating during storytelling (Li-Soh & Ni-Lo, 2013). The space within My Tree House is divided into active and passive zones. The active zone includes the Knowledge Tree and Weather Stump, as well as a green activity area, stage, craft display area and shadow play wall (Li-Soh & Ni-Lo, 2013). The passive zone includes the collection, e-reading kiosks and a reading area (Li-Soh & Ni-Lo, 2013). The collection of My Tree House has been given particular attention. In line with the collection policy of the Central Public Library, which collects only fiction, the bulk of the collection is fiction, complemented by a nonfiction collection of books on subjects such as the environment, plants, animals, pollution, weather, nature and recycling (Li-Soh & Ni-Lo, 2013). The total collection comprises
45,000 books with both junior fiction and junior picture books, and with material in all four of Singapore’s official languages (Li-Soh & Ni-Lo, 2013). To tie into the enchanted forest theme, fiction that features magical forests, fairytales, folklore and environmental messages are especially featured in the collection (Li-Soh & Ni-Lo, 2013).

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My Tree House will be used for storytelling and craft sessions, as well as environmental education programmes, for which the library is hoping to collaborate with a range of government organisations such as the National Parks Board and the Water Agency (Li-Soh & Ni-Lo, 2013). Additionally, a new programme called ‘Earth Hero’ will encourage participation in library activities by awarding children who complete the programme with the title of ‘Earth Hero’ (Li-Soh & Ni-Lo, 2013). Three new services launched with the opening of My Tree House. The first is the use of InfoBits, small pieces of information about the environment that are displayed in the library. These are incorporated into the Knowledge Tree and in take-home information packages that are part of the Earth Hero programme (Li-Soh & Ni-Lo, 2013). My Tree House also offers customised library tours for school visits, and for the public. These tours highlight the special features of the library and provide storytelling and activity sessions (Li-Soh & Ni-Lo, 2013). My Tree House is also committed to promoting e-reading as an environmentally friendly practice, with e-reading kiosks stationed within the library (Li-Soh & Ni-Lo, 2013). My Tree House reflects its aim of being a green library, not only in its design and refurbishment but in its collection and programmes. All aspects of this new children’s library have been created to encourage environmental literacy in children, and Singapore has devised a suite of services and programmes to support this. My Tree House is a dramatic example of the trend for new libraries to place importance on sustainable design features. Singapore goes one step further in this innovative interpretation of a library for children. In 2013, Singapore also opened the new library@chinatown. This 1000 m2 library is located in the Chinatown Point shopping centre and is designed around three focus points: Chinese culture, services for seniors and volunteers. The design, collections and programmes of the library are themed around Chinese arts and culture, reflecting the library’s Chinatown location. In its interior design, the library uses Chinese motifs such as its peony-patterned carpet, and the screens used to partition off the Programme Zone (Library visits, 2013). The collection concentrates on subjects like Chinese art, philosophy and cookery and is weighted towards works in Chinese, comprising 65% of the collection (National Library Board, 2014a). Programmes and events are themed around arts such as music, chess, calligraphy and painting, with workshops on topics such as couplet writing, Chinese writing and Chinese painting (National Library Board, 2014a). library@chinatown is Singapore’s first ‘community-supported’ library, run by volunteers (National Library Board, 2014b). The library is entirely self-service, enabling the volunteers to rove, shelving and assisting customers on the floor (National Library Board, 2016b). A ‘cybrarian’ kiosk allows customers to ask enquiries of remotely located library staff (National Library Board, 2016b). library@chinatown is an example of the National Library Board’s strategy to theme each of its public libraries, targeting its collections and services to a particular demographic or topic. In this way, each public library will have a unique offering for Singapore residents.

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In 2014, Singapore opened its first two ‘next-generation’ libraries, library@orchard and Sembawang Public Library, both located in shopping centres. Both of these refurbished libraries now feature touch-screen digital navigation kiosks, and self-service reservation pick-up using lockers. library@orchard is focused on design and the applied arts, with the theme of ‘design is for everyone’ (National Library Board, 2015c). The modern layout of the library covers two floors and was conceived in partnership with Singapore Polytechnic, utilising the Design Thinking process1 to incorporate suggestions from the public (National Library Board, 2015c). Features of the library include a magazine wall, which showcases the largest collection of design magazines in Singapore, and four ‘book trees’, integrated book displays featuring physical and digital displays (National Library Board, 2015a). The book trees also have the ability to display book information and recommendations when patrons hold a book over the hotspot beside a screen. The library also has plenty of space for reading, as well as meeting and programme space. The collection is organised around five areas of design: people (fashion, photography), space (architecture, landscape and interior space), products (industrial, furniture, game design), visual (graphic design, printmaking, typography) and lifestyle (gastronomy, wellness, travelogues) (National Library Board, 2015a). Sembawang Public Library has been refurbished to focus on the needs of young families. The library provides spaces for parents and children to read together, including the ‘Reading Deck’ and small intimate spaces designed to resemble shipping containers. These design elements reflect the local area’s history as a shipyard and shipbuilding centre (National Library Board, 2015c). Singapore’s second Early Literacy Library is located here, offering a specially curated collection for children up to 6-years old, and resources for parents to help improve literacy skills in their children (National Library Board, 2015c). These two libraries are the first wave of newly refurbished libraries in Singapore, with plans for the opening of four upgraded libraries over the next few years, plus the construction of a new regional library at Punggol (National Library Board, 2015c). The focus for these new and refurbished libraries will be on quiet spaces for adults, interactive spaces for the young and collaborative spaces to facilitate learning (National Library Board, 2015c). These new libraries will all be themed and have a particular focus, reflective of the library’s location and community (National Library Board, 2015c). Singapore has also developed a range of innovative new services and programmes to improve its offering to users. In 2013, the National Library Board launched its S.U.R.E. campaign. This campaign works to improve information literacy skills throughout the community (National Library Board, 2015c). S.U.R.E. stands for Source, Understand, Research and Evaluate, the steps needed to assess information. In 2014, an advertising campaign using four community personalities was used to further promote the initiative (National Library Board, 2015c). The National Library Board’s 2014/15 Annual Report states that through S.U.R.E., over 9000 teachers have been trained in information literacy skills (2015c). 1

A problem solving methodology for design following the steps of empathise, define, ideate, prototype and test to develop design solutions. Design Thinking will be further discussed in Sections 2.4 and 2.5.

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To further enable lifelong learning, Singapore supports workers in two recent projects. In collaboration with the Singapore Workforce Development Agency, the National Library Board opened the ‘LLiBrary’ at the Lifelong Learning Institute. This library aims to support the professional development of workers, providing resources for workers to improve their skills and develop their careers (National Library Board, 2015c). Smart Work Centres have also recently been opened at three public libraries. These centres provide workspaces to people who wish to work away from the office or are self-employed. A collaboration with company Regus, and the InfoComm Development Authority, the resources available in the Smart Work Centres include regular office facilities, private workstations, meeting spaces, wi-fi and video conferencing facilities (InfoComm Development Authority of Singapore, 2014). Access to the facilities is based on pay-per-use, and monthly memberships are available to the public (InfoComm Development Authority of Singapore, 2014). In providing these collections and facilities, Singapore aims to contribute to a healthier work-life balance for Singaporeans, providing workplace options and enabling workers to continue to learn throughout their career (National Library Board, 2015c). Singapore’s public libraries have established self-service as standard across their library network. This includes not only self-service borrowing but also self-service memberships, payment of fines and library account administration. In its two next-generation libraries, Singapore has introduced self-service navigation, with digital navigation kiosks, and self-service reservation pick-up, with lockers accessible during shopping centre hours. All this is enabled through the use of radio frequency identification (RFID) technology. Singapore is constantly exploring ways of utilising technology to achieve improved access and convenience for users. The latest example of this is the NLB Mobile app. The app provides functions like viewing current loans and renewing items, as well as the ability to borrow books directly at the shelf by scanning the book’s barcode (National Library Board, 2015b). The library cards of all family members can be accessed using the app, enabling the convenience of borrowing books with a single device on behalf of the rest of the family (National Library Board, 2015c). Other recent technology-based initiatives by Singapore are the implementation of eReads, a new portal providing access to Singapore’s entire e-book and e-magazine collection of over 3.5 million titles, and OneSearch, a search portal encompassing the collections of Singapore’s public libraries, National Library and the National Archives, including several databases of unique Singaporean content (National Library Board, 2015c). Singapore’s public libraries collaborate on heritage projects, as part of their strong link to the activities of the National Library. The Singapore Memory Project is a recent initiative that aims to capture the important memories of Singaporeans, preserving the collective memory of the nation (National Library Board, 2015c). The initiative has supported many projects through its irememberSG fund (National Library Board, 2015c). In 2014 an exhibition of memories that have been contributed to the project was held at Jurong Regional Library (National Library Board, 2014b). As part of the initiative the National Library Board has held special exhibitions such as ‘Hands: Gift of a Generation’, photographs of hands of members of Singapore’s pioneer generation, and ‘Roots: tracing family histories’, displaying the history of Singaporean families

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through the use of genealogy, as well as projects such as ‘Greats and Gift of a Generation’, 20 video interviews of members of the pioneer generation, and ‘KopiTimes’, engaging seniors at caf
es to share their stories (National Library Board, 2014b, 2015c). Singapore Public Libraries are continually implementing innovative services to meet their objectives of supporting reading, learning and information literacy, providing advanced next-generation libraries, promoting Singapore and regional content and providing digital content and services. With a strategy of utilising self-service technology, locating libraries in shopping centres and other central locations and theming its libraries to meet specific community needs and target demographics, Singapore delivers a responsive and innovative library service. Singapore’s recent new and refurbished libraries include a green library for children, the community-supported library@chinatown, the design themed library@orchard and Sembawang Public Library with its focus on young families, as well as two Early Literacy Libraries housed within Jurong Regional Library and Sembawang Public Library, and the LLiBrary, catering to the professional development of workers. The wide variety of reading initiatives run by the National Library Board support the promotion of a reading culture throughout Singapore, whilst innovations in technology mean that users can now borrow books using their mobile device directly from the library bookshelf. Singapore’s future plans include the refurbishment of several libraries, as well as an extension of digital services using mobile technology. The National Library Board uses technological innovation to provide convenient, accessible library services to the people of Singapore, with a focus on fostering a culture of reading and an appreciation of literature.

2.3

Stuttgart City Library, Germany

Stuttgart City Library is guided by its value ‘we welcome the future’ (Fig. 2.3). Stuttgart seeks to become an innovative and developed learning centre which provides opportunities to engage with culture, technology, literature and people (Ein vorbildlicher innovativer Lernort, 2013). To achieve this, Stuttgart has focused its services around providing digital literacy skills and the exploration of digital culture, encouraging learning and the sharing of knowledge, and the support of arts and culture, with the library providing an entry point to cultural activities and the local arts scenes in Stuttgart. In 2013, Stuttgart City Library was awarded Library of the Year by the German Library Association for its strong emphasis on digital literacy, and its Fig. 2.3 Stuttgart City Library statistics (Stadtbibliothek Stuttgart, 2016c, 2016e; Wikipedia contributors, 2016b). Population served Service points 2015 visits No. of staff Budget

600,068 (2014) 18 2,848,472 n/a n/a

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place as a centre for culture and learning (Jung, 2014). In 2011, Stuttgart opened its stunning new City Library on M€ailander Platz, featuring beautiful design and innovative services, with the intent of making the library the new intellectual and cultural centre of Stuttgart (Yi, Bubmann, Brunner, & Larson, 2012). The City Library on M€ailander Platz is a prominent building that is the centrepiece of the Stuttgart public library service. A white, nine-storied cube, the City Library is accessible from all sides, welcoming up to 6000 visitors each day (Jung, 2014). With accessibility a priority, the City Library is open from 9 a.m. to 9 p.m., 6 days a week, with 24-hour book returns. At the centre of the building lies the ‘Heart’, a four-storey void intended as a contemplative space, with a fountain at ground level, and staircases surrounding the space leading to the adjoining stories (Buch, 2013; Yi et al., 2012). The library building and fixtures are predominately white, with plain surfaces and without distracting features (Buch, 2013). This means that the covers of the books bring the majority of the colour to the visual environment, ensuring that the collections remain the focus of the building. The library includes an exhibition space, meeting rooms, a music library, a children’s library, a graphothe`que, a cafeteria and a roof terrace. On each floor, the collections and other resources are arranged using themes. The third floor is dedicated to ‘Life’, featuring works in areas such as education, medicine, leisure and philosophy. On the fourth floor, law, science, technology and medical subjects comprise the ‘Knowledge’ section. The ‘World’ themed fifth floor includes works about geography, culture, languages and literature in foreign languages. The sixth floor is dedicated to ‘Literature’, with poetry, drama, novels and works about literature and the lives of authors (Yi et al., 2012). The City Library was designed with several concepts underpinning the various spaces. Stuttgart recognised the need to provide meeting places, both structured and informal, and wanted to provide opportunities for people to meet other people in the community (Yi et al., 2012). To meet this need the City Library has been designed with several spaces for meeting such as formal meeting rooms, the Max Bense Forum, a space for events and a cafeteria. The library also has many smaller informal spaces for meeting such as the ‘Parent’s Table’ in the children’s library. On each floor, a ‘Children’s View’ and ‘Young Library’ section offer books and media for children and teenagers on topics related to the floor’s theme. This integrates spaces for children and teenagers throughout the building, rather than isolating them to a single floor (Yi et al., 2012). For example, on the first floor, dedicated to music, the ‘Children’s View’ provides sheet music, CDs and age-appropriate music books. Similarly, on the sixth floor, themed for literature, children’s classics are featured. The ‘Young Library’ section on the world themed fifth floor provides age-appropriate fiction in the foreign languages commonly learnt at school. Although the children’s library on the second floor provides a special space for children, with a comprehensive collection and dedicated space, distributing small collections throughout the library means there is something for everybody on each floor of the building. This reflects Stuttgart’s goal to be an ‘all-ages’ library, aiming to have children use collections effectively and independently, and recognising that distinctions between generations are blurring (Yi et al., 2012). Accompanying these special children and youth collections, each floor also has two curated collection spaces, ‘Studiolo’ and ‘Spectrum’.

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The ‘Studiolo’ is a space on each floor which highlights particular titles from the floor’s theme; ‘Spectrum’ features recommended, popular and notable titles on the floor’s theme (Yi et al., 2012). These collections foster discoverability and provide a space for staff to promote readers’ advisory. Another concept reflected in the design of the building is Stuttgart City Library’s emphasis on digital literacy. This is provided for in the ‘Showroom’, a space to view and experiment with new technology and ‘Gallery b’, a media installation space of 16 screens used for performance and exhibitions. Incorporated into the City Library are a range of innovative services to enhance ease of use and access for customers. Books can be returned on any floor using an automated system. Small carts on rails transfer returned books to the correct floor and automatically load them into a trolley ready for shelving. The system uses RFID technology to read the location of the books and is able to be viewed by curious visitors through a glass partition (Stringer, 2013). The building also provides self-service lending and 24-hour returns. On the Eastern side of the library, the ‘Library for Insomniacs’ provides 24-hour access to selected books for borrowing (Yi et al., 2012). Books are displayed in small illuminated lockers and can be accessed and borrowed with a library card, at any time of day or night. Inside the library laptops and notepad computers are available on every floor for use within the building (Yi et al., 2012). Users retrieve them from an intelligent shelf using their library card, accessing the internet using wi-fi (Yi et al., 2012). Additionally, each floor is provided with touch-screen navigation stations. Library visitors can use these to display a map of each floor, as well as locating the exact shelf position of books, and finding the location of events happening within the library (Yi et al., 2012). Stuttgart utilises self-service technology to provide increased access and convenience for customers, allowing for independent use and navigation of the library and its collections. One of the core values of the Stuttgart City Library is that ‘It sees itself as a lively place of culture and art’ (Stadtbibliothek Stuttgart, 2015). The City Library on M€ailander Platz has endeavoured to become the focus for cultural life in Stuttgart. Stuttgart has featured many arts and cultural events, emphasised its art and culture themed collections and fostered partnerships with many cultural organisations to achieve this aim. In the City Library on M€ailander Platz, collections in literature, art, music and film are prominently featured. The music library on the first floor offers resources appropriate for amateurs and professionals, with a digital piano to play and software for digitisation, notation and composition (Jung, 2014). The sixth floor is dedicated to literature, its study and history. On the eighth floor, the art section encompasses work on photography, design, fashion, theatre, film, art and architecture. The Graphothe`que lends works of art, with hundreds of pieces available for the public to borrow (Yi et al., 2012). Stuttgart also has a strong focus on supporting local cultural activities, with the library aiming to be the discovery point for information on and exposure to the literary, music and film scenes in Stuttgart (Yi et al., 2012). Special collections in the City Library support local artistic content. For example, on the first floor, the ‘Studiolo’ section focuses on music in and around Stuttgart, including current recordings of music. The ‘Literature Scene’ in the Gallery space on the fourth floor features the works of authors from Stuttgart and the surrounding area.

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Arts and culture themes also feature heavily in Stuttgart’s events programming. Tying into the local tradition in experimental poetry, Stuttgart hosts an annual Stuttgart Poetry Night in partnership with the House of Literature (Jung, 2014). The library has promoted new and lesser known authors through micro-reading events, where writers read their work to a small group. The recordings from the events were then played in the Gallery b exhibition space in the City Library, exposing the work to thousands of library visitors (Jung, 2014). Lectures and workshops on film topics such as video art and trans-media storytelling are held in partnership with the film and media club Wall 5, as well as the International Festival of Animated Film Stuttgart (Jung, 2014). Stuttgart also collaborates with literary events such as the Baden-Wurttemberg Literature Festival (Stadtbibliothek Stuttgart, 2016b). Stuttgart has developed a special collection of animations. The Online Animation Library is an archive of animated films that have been digitised and curated for access. A collaboration between Stuttgart City Library and the International Festival of Animated Film Stuttgart, the films are from entries for the annual Festival of Animated Film, and as such reflect the local animation industry (Stadtbibliothek Stuttgart, 2016d). The database allows easy access to the digitised animated films, with three specially equipped stations on the eighth floor of the City Library dedicated to the viewing of films from the Online Animation Library (Yi et al., 2012). During the Festival, the library holds events and workshops about animated films to support the event (Stadtbibliothek Stuttgart, 2016d). Stuttgart’s core values include supporting digital development and digital culture (Stadtbibliothek Stuttgart, 2015). By encouraging the responsible and creative use of digital technologies, Stuttgart aims to improve digital literacy skills in the community (Jung, 2014). This aim is supported through dedicated spaces, programmes and partnerships with gaming and technology-based organisations. The ‘Showroom’ at the City Library on M€ailander Platz encourages interactions and experimentation with technology by providing a place to trial and test new technologies (Jung, 2014). Additionally, several branch libraries offer ‘Learning Studios’ in which new technologies can be introduced and trialled (Jung, 2014). Stuttgart’s series of events has a strong digital literacy stream, with events listed at the time of writing including ‘Wikipedia: tutorial and editing’, ‘Anonymous on the net’ and the ‘Game mechanics of Farming Simulator’ (Stadtbibliothek Stuttgart, 2016a). Stuttgart works with various organisations to deliver digital literacy programmes, including the Chaos Computer Club Stuttgart, which runs a lecture series at the library, as well as Code for Germany, Open Knowledge Lab Stuttgart, Merz Academie, Zurich University of the Arts and the International Centre for Cultural and Technological Studies of the University of Stuttgart (Jung, 2014). Stuttgart also provides access to curated open digital content on its website, including recordings of past library events and lectures, a lecture series by the Chaos Computer Club Stuttgart, audiobooks and author talks. Also available are a range of podcasts, essays and articles, book reviews and information about the Stuttgart City Library. In 2014, 149,562 podcasts of events were downloaded from the library’s website (Stadtbibliothek Stuttgart, 2014). Stuttgart also provides content on Flickr, Facebook and Youtube (Jung, 2014). This collection of free open access content is continually being added to by Stuttgart.

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One programme run by Stuttgart to support digital literacy objectives is GiGames. This programme is run from the Ost Library branch to encourage discussion about games and gaming culture with children. Aimed at 10- to 14-year olds, it comprises a weekly gaming afternoon where participants view and play games (Stadtbibliothek Stuttgart, 2012). The programme works to improve digital literacy and provides a place to introduce and test new media and technology with children. GiGames showcases games that are skill and strategy based, as well as encouraging the social aspects of gaming (Stadtbibliothek Stuttgart, 2012). A teacher, specialising in media and games, was specially employed to run the programme (Stadtbibliothek Stuttgart, 2012). The teacher selects the games and prepares the session, and is also on hand to inform and guide the assessment of the games and encourage participants to think critically (Stadtbibliothek Stuttgart, 2012). The programme seeks to counter the negative ‘violent’ stereotype of games, focussing on their positive aspects as tools for logical and strategic thinking, and their social, cooperative benefits in encouraging team-work and group decision-making (Stadtbibliothek Stuttgart, 2012). GiGames also works to promote social cohesion and harmony, as a place where children from different backgrounds can mix (Stadtbibliothek Stuttgart, 2012). In order to emphasise these aspects, cooperative, competitive and longer games are used, which also encourage socialisation and recurrent visits to GiGames sessions (Stadtbibliothek Stuttgart, 2012). The weekly GiGames session is split into two parts. In the first part, the teacher introduces the game, and together the group shares the initial playing of the game. The group then comes together to discuss their impressions of the game so far. In the second part, the children have free play time to continue with the featured game, or move to another one of their choosing (Stadtbibliothek Stuttgart, 2012). Throughout, the teacher is available for questions and encourages conversation about the games. Older children assist the teacher in providing encouragement and help to the other participants (Stadtbibliothek Stuttgart, 2012). As an adjunct to the programme, Stuttgart has worked with other organisations to provide information about computer games to parents, including information sessions on a variety of topics such as gaming addiction and the risks of the internet (Stadtbibliothek Stuttgart, 2012). GiGames delivers a range of cultural and educational benefits, engages with an often hard-to-reach age group and works towards Stuttgart’s objective of fostering digital literacy. As a result of the programme’s success, the Ost Library branch has become a contact point for information about gaming, and gaming resources are now being expanded throughout other Stuttgart libraries (Stadtbibliothek Stuttgart, 2012). Stuttgart supports multiculturalism through a particular focus on language learning and a strong foreign language collection. This has been incorporated into the design of the building on M€ailander Platz with the word ‘library’ in German, English, Arabic and Korean on each fac¸ade of the building (Buch, 2013). Stuttgart provides fiction in 26 languages, and language learning items for over 100 languages, as well as access to a wide range of international daily and weekly newspapers (Jung, 2014). Programmes and events supporting multiculturalism include foreign literature events, multilingual readings and writing workshops for migrants. Two examples of projects

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are ‘Speakeasy’, a writing and storytelling club for women with a migrant background, and ‘My city—my story’, a collaboration with the City Museum Stuttgart to collect stories about life in Stuttgart from residents with an immigrant background (Jung, 2014). Stuttgart City Library also provides support for people who wish to improve their German language skills and has won an award for its ‘Language Library—Learn German in the Stuttgart City Library’ project (Jung, 2014). Stuttgart City Library has achieved much towards its aim of being a cultural and learning centre in Stuttgart. In 2015, there were 2,848,472 visits to Stuttgart libraries, an increase of 7.4% compared to 2014 (Stadtbibliothek Stuttgart, 2014, 2016c). These visitors borrowed 6,079,071 items, attended one of the 4581 events held by the library service, and made 457,792 consultations with staff for information (Stadtbibliothek Stuttgart, 2016c). In actively promoting the library service to the media, with weekly press releases about events, journalist evenings and press conferences on special topics, Stuttgart has achieved its goal of being mentioned once a week by the media for many years (Jung, 2014). Stuttgart’s focus on digital literacy, independent and self-guided learning, supporting local arts and culture initiatives and its extensive network of partnerships, along with the innovative services and spaces of the City Library on M€ailander Platz, has ensured Stuttgart is an essential and prominent part of the city’s learning and cultural life.

2.4

Aarhus Public Library, Denmark

Aarhus Public Library employs creativity and innovation to provide a user-centred service that is continually working to better serve the residents of Aarhus (Fig. 2.4). With a strong record in the development of innovative initiatives, Aarhus works in a variety of research and development projects, collaborating with a wide range of organisations and participating in wider initiatives throughout Denmark. This has included participation in data initiatives such as Open Data Aarhus, and exploration of the maker movement in projects such as Folkelab. Aarhus also promotes international partnerships and knowledge sharing, with an internship programme and shared projects with public libraries in other countries. Aarhus’ recent Design Thinking project has seen it partner to produce an Innovation Toolkit for other libraries to use. The opening of DOKK1 in 2015, Aarhus’ new main library building, was the

Fig. 2.4 Aarhus Public Library statistics (Aarhus Kommunes Biblioteker, 2016j; Brun, 2016). Population served Service points 2015 visits No. of staff Budget

330,658 (2015) 19 2,047,442 161 152,135,000 DKR (2015)

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culmination of a long development, design and construction project for Aarhus Public Library and has delivered a unique library service based on openness and adaptability. Aarhus is guided by the policies presented in the document A community for all: policy for citizens’ services and libraries 2015–2018. This document outlines the four themes that guide the department of Citizens’ Services and Libraries in Aarhus: l

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Local communities—libraries developing their role as community centres, establishing partnerships with other departments on health and employment initiatives, and opening new libraries Culture, knowledge and learning for all—libraries providing programmes with an emphasis on learning, knowledge dissemination and cultural experiences, supporting a love of reading and developing efforts to encourage reading in children Closer together—better service—improved communication with residents and implementing user-friendly digital solutions The digital city—libraries collecting and sharing data in open data initiatives, developing projects using hackathons, supporting Smart Aarhus initiatives and supporting start-up technology businesses (City of Aarhus, 2015a)

Within this guiding framework, Aarhus offers a range of innovative services and resources for its residents. Aarhus has a strong emphasis on developing innovative solutions to problems and is involved in several ongoing projects with partners to improve services. One recent major project involved an international collaboration on the Design Thinking process. Aarhus’ commitment to innovation saw it partner with Chicago Public Library and design firm IDEO to create an Innovation Toolkit. This Toolkit guides libraries through the Design Thinking process to develop and implement creative solutions to problems. Design Thinking is a user-centred approach to problem-solving based on learning by doing and experimentation (IDEO, 2015). The process of using Design Thinking moves through the three phases of inspiration, ideation and iteration in a nonlinear way (IDEO, 2015). In the phase of inspiration, a design challenge is identified and researched (IDEO, 2015). In ideation, ideas are generated and are developed and made tangible (IDEO, 2015). In iteration, the prototype idea is tested and user feedback is collected (IDEO, 2015). The toolkit is now freely available online for libraries to use as a creative way to design new services and address existing challenges. As well as collaborating in the creation of the toolkit, Aarhus has used the Design Thinking process to develop solutions for its own library service. Addressing the challenge of how to expand technology skills for people with varying levels of knowledge and experience, Aarhus used the Design Thinking process to first interview library users and nonusers about their use of technology (IDEO, 2015). With the knowledge accumulated from these interviews, the team developed ideas to tackle the problem (IDEO, 2015). Aarhus first developed an idea called ‘ipad spa’, where patrons brought their ipads to the library to learn about the device in a personalised one-on-one interaction (IDEO, 2015). However, in testing, the library found that the service was not meeting its initial aim and was duplicating existing services (IDEO, 2015). Accordingly, Aarhus revised its idea, adapting it to focus on app recommendations by staff, with its ‘4 good apps’ campaign (IDEO, 2015). The

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process of testing ideas, and developing different iterations of concepts, is intrinsic to the focus on experimentation in the Design Thinking approach. Aarhus has developed many learning spaces as it explores the opportunities of the maker movement. The Folkelab project was a collaboration between Aarhus and Roskilde Libraries that utilised the makerspace concept to explore how libraries can be a place for the development of citizen-generated ideas (Folkelab, 2016; Projekt Lokarsamfundets Innovationsrum, 2014). This project experimented with ways in which libraries can support skills like critical thinking, problem-solving, creativity, innovation, communication and cooperation (Projekt Lokarsamfundets Innovationsrum, 2014). Folkelab ran for 2 years, from 2012 to 2014, and during that time involved organisations such as Roskilde University, Aarhus University, INSP! Roskilde, and local hackerspace Open Space Aarhus (Projekt Lokarsamfundets Innovationsrum, 2014). As part of the project, Aarhus and Roskilde created six experimental spaces (Projekt Lokarsamfundets Innovationsrum, 2014). At Roskilde, the spaces Musiklab, Maker Space in Dream City at Roskilde Festival and Magnetic Groove Memories were established (Projekt Lokarsamfundets Innovationsrum, 2014). Aarhus developed Techlab, a space for making featuring a 3D printer and Arduino kit workshops; Skrotlab, a space that tested concepts like hack-a-book and the repair caf
e, and the Aarhus Mini Maker Faire, a family friendly introduction to the maker movement (Projekt Lokarsamfundets Innovationsrum, 2014). As well as the development of these spaces and their activities, the Folkelab project resulted in a number of strategic recommendations for libraries on supporting the development of citizen-generated ideas, as well as recommendations for the incorporation of maker culture into libraries (Projekt Lokarsamfundets Innovationsrum, 2014). GROW! your library is another of these learning spaces, an outdoor makerspace for young people aged 14–24 that focuses on sustainability (Aarhus Kommunes Biblioteker, 2016e). GROW! your library is based at Risskov Library, in Aarhus’ north, and was developed during a project that ran in 2013 and 2014. This project contributes towards Risskov’s aim to become a user-orientated community centre (Aarhus Kommunes Biblioteker, 2016e). The outdoor makerspace has four areas, as well as a sandbox for the development of new ideas (Aarhus Kommunes Biblioteker, 2016e). These areas are Urban Gardening, a space to grow food; Before I Die Wall, a wall which provides a place for young people to share their dreams and ambitions; Outdoor Library, shelves with artwork and novels by young people and Flea Market, which encourages young people to act sustainably as consumers (Aarhus Kommunes Biblioteker, 2016e). All activities in the makerspace are designed to generate social capital, use recycled and second-hand materials, include hands on learning and are developed in cooperation with young people (Aarhus Kommunes Biblioteker, 2016e). GROW! your library aims to encourage cooperation and socialisation in young people with a range of ages, skills and backgrounds, as well as encouraging partnerships by collaborating with a range of organisations to run activities and utilise the makerspace (Thorsgaard & Schvartzman, 2014). The GROW! your library project is an example of what Aarhus views as the wider role of public libraries, to provide the tools and space that enable the transmission of knowledge and learning (Thorsgaard & Schvartzman, 2014). The Folkelab and

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GROW! your library projects are examples of Aarhus’ exploration of maker movement inspired concepts to encourage learning and the creation of users’ own ideas, as well as positioning itself as a user-centred service that collaborates with users to design spaces and projects. Aarhus encourages new businesses and entrepreneurship, supporting its goals to promote learning and the development of ideas by users. In Sep. 2015, Aarhus ran an entrepreneur festival called ‘More light, please!’ (DOKK1, 2016b). This aimed to foster a strong entrepreneurial environment in Aarhus, focussing on networking and providing plenty of inspiration to entrepreneurs (DOKK1, 2016b). The 1-day event involved workshops and lectures and was used by Aarhus to collect information on possible services for entrepreneurs and business start-ups (DOKK1, 2016b). Aarhus focuses on the use of technology to improve and optimise services, with involvement in a number of projects working on the collection and use of user data, as well as support for open data initiatives. Aarhus collaborates with Smart Aarhus, an initiative of public and private organisations that develops sustainable technology-based solutions for cities (DOKK1, 2016c; Smart Aarhus, 2016). One Smart Aarhus project that Aarhus contributes to is Open Data Aarhus, an open access data portal for Smart Aarhus partners. This portal provides data from organisations across Aarhus, such as traffic data and the number of solar installations (Smart Aarhus, 2016). The library contributes data such as visitor counts from surveillance cameras at DOKK1, and library circulation transactions, in order to support the open data initiative (Smart Aarhus, 2016). Aarhus also collaborates with Smart Aarhus, as well as with Roskilde Library, Herning Library and the National Gallery of Denmark, in its Smart Library project (DOKK1, 2016d). Beginning in 2014 and running through into 2017, this project focuses on the use of technology to improve the library space and services, utilising data collected through sensors, surveillance cameras, wi-fi, observation and anthropological methods (Aarhus Kommunes Biblioteker, 2016h). Aarhus hopes to use this data to improve the experience of visiting the library, targeting wayfinding, opening hours, design and equipment facilities (Aarhus Kommunes Biblioteker, 2016h). The project also aims to develop a model using these methods that can be used for ongoing improvment in the use of library buildings (Aarhus Kommunes Biblioteker, 2016h). The project incorporates knowledge sharing between organisations, for example, in 2016 a seminar day on the Smart Library concept and related concepts was run with participants from libraries, universities, companies and government departments (Aarhus Kommunes Biblioteker, 2016h). Ideas about analysis of usage patterns and behaviour were shared, as well as insight into how other organisations are utilising data collected on user movement and behaviour (DOKK1, 2016g). Committed to collaboration and professional knowledge sharing, Aarhus runs an international internship programme called Academy of Library Experience (ALE). This programme provides an opportunity for Aarhus to create and renew local and international networks and acts as an international forum for ideas and innovation. The project initially launched in 2012, with librarians from Australia, Poland and Austria visiting Aarhus, but was put on hold during DOKK1’s construction (Aarhus Kommunes Biblioteker, 2016f). In 2016, the programme restarted, with a

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librarian from Italy visiting DOKK1 and other Aarhus Libraries (Aarhus Kommunes Biblioteker, 2016f). In another initiative that supports international knowledge exchange, Aarhus created the Next Library Conference, an international event for library professionals that supports innovation and change (Next Library, 2016). First held in 2009, Next Library’s purpose is to be a forum for discussion on the continuously evolving nature of public libraries (Next Library, 2016). The Next Library Conference will be held again in Jun. 2017 with the theme of Rethink (Next Library, 2016). Aarhus lists a number of current projects on its website. These include eReolen for Børn, the development of a version of e-book and e-audiobook platform eReolen for children, presenting only children’s material and using appropriate design and communication tailored to ages 7–14 (Aarhus Kommunes Biblioteker, 2016d); DemokratiStafetten (Democracy Baton), a project involving the passing of a baton between municipalities to highlight the development of the library as a democratic space, providing activities for people aged 15–24 about democracy and citizenship (Aarhus Kommunes Biblioteker, 2016c); Ud af Vagten! (Out of the guard!), the creation of local, needs-based libraries that are mobile and dynamic using book-mobiles, bicycles and boghuses (similar to Little Free Libraries), with a focus of engaging non library users (Aarhus Kommunes Biblioteker, 2016i); Mini-biblioteker (mini-libraries), an early literacy project to establish up to 12 mini-libraries in daycares and other community places in disadvantaged areas, targeting children aged 0–3 and their parents (Aarhus Kommunes Biblioteker, 2016g) and En god historie (a good story), a project to promote digital collections and explore opportunities for people to listen to literature in the workplace, providing a sample group of employees with e-books and e-audiobooks to test at work (Aarhus Kommunes Biblioteker, 2016b). These projects are all highly collaborative and demonstrate Aarhus’ continuous exploration of improvements to existing services, and the evaluating and testing of new ideas and service offerings. In 1998, Aarhus began the process of locating and designing a new main library building (Aarhus Kommunes Biblioteker, 2016a). In 2011, construction began on the building that would be named DOKK1, referencing its harbour-side location (Aarhus Kommunes Biblioteker, 2016a). Opened in Jun. 2015, DOKK1 forms part of a revitalisation project of the harbour precinct in Aarhus (City of Aarhus, 2015b). The building is designed around the vision for an open, accessible and adaptable space. Described by its creators as a “haven to all who seek knowledge, inspiration and personal development” (Aarhus Kommunes Biblioteker, 2016a, p. 21), the library acts as an open, public meeting place, as well as a place for “meaningful personal experiences” (Aarhus Kommunes Biblioteker, 2016a, p. 21). As part of the development process, Aarhus identified the core values of its new main library. These were: l

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The citizen as a key factor Lifelong learning and a sense of community Diversity, cooperation and networking Culture and stimulating experiences

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Bridge-building between service users, technology and knowledge An adaptable, professional organisation Providing Aarhus with an icon of sustainability (Aarhus Kommunes Biblioteker, 2016a, p. 29)

As well as incorporating these concepts and values into the new library, the design of DOKK1’s interior spaces, activities and services has been informed by several ongoing projects that Aarhus Libraries were involved with leading up to the construction of the new building (Aarhus Kommunes Biblioteker, 2016a). One of these projects, which combines Aarhus’ emphasis on international knowledge sharing with its building project, is the Masterclass for Library Construction, which Aarhus has hosted since 2005 (Aarhus Kommune, 2016d). These masterclasses provided libraries that were engaged in construction projects with the ability to meet and discuss their builds, as well as provide a forum for advice and problem-solving. In 2012, the Masterclass consisted of presentations on design themes (Aarhus Kommune, 2016b). In 2013, the Masterclass discussed projects from Aarhus, Oslo and Geelong, with libraries presenting one issue that they wanted the masterclass’ assistance with (Aarhus Kommune, 2016c). In addition, Aarhus used participatory planning processes to involve residents in the design of DOKK1. One example of this is the selection of the building’s name. Over 1000 entries were submitted by the public for consideration for naming the new library (Aarhus Kommune, 2016a). After selecting 30 of the submitted names, Aarhus allowed the public to vote on the shortlist (Aarhus Kommune, 2016a). The seven most popular from the public vote were then considered by a jury, which selected DOKK1 as the preferred name (Aarhus Kommune, 2016a). Allowing the public to offer suggestions and participate in the selection process for the name promoted ownership and cultivated interest in the project at an early stage. The completed DOKK1 building houses both the main library and Aarhus’ Citizens’ Services department, as well as providing 10,000 m2 of rentable space for businesses on DOKK1’s second floor (DOKK1, 2016f). DOKK1 includes a multitude of spaces for people to meet, learn, create and relax. It features meeting and study space, a makerspace, labs for children and young adults, a caf
e, two halls for events and performances and an automated carpark (City of Aarhus, 2015b). A playground occupies the exterior platform that encircles the building. Several play areas occupy this space, each one based on a different continent and designed for different levels of skill, with a monkey, bear, dragon and eagle acting as climbable centrepieces for each area (City of Aarhus, 2015b). Also incorporated into the library is the Gong, an art piece which is a bronze tubular bell, connected to the maternity ward at a hospital (Aarhus Kommunes Biblioteker, 2016a). When a new baby is born in Aarhus, the parents have the option to activate the gong, which will ring throughout DOKK1, signalling a new addition to the community (Aarhus Kommunes Biblioteker, 2016a). DOKK1 has a particular focus on serving children and families. Several spaces are provided within the building for this demographic, including Pusterummet, a space without screens for quiet play, games and reading; Børnelab, a creative space used for training and creative workshops; Filmomra˚det, movies for children aged up to 7-years old; 0–3 a˚rs omra˚det, a space for the youngest age group with sensory toys and play furniture;

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Pulterkammeret, a space for children’s literature classics and old-style toys; Tweenslab, a creative space for 8- to 12-year olds and Gaminggaden, board and arcade games for children and families (DOKK1, 2016a). In addition, areas like a nursing room, a dining room with a microwave and sink and pram parking are provided to increase the convenience and pleasure of visiting DOKK1 (DOKK1, 2016a). The concept of openness is evident in many features of the building’s design, such as the glass fac¸ade which links the interior with the seascape, and its accessibility from every direction, with no main entrance (City of Aarhus, 2015b). Inside, the space is interconnected, using a ramp to encourage flow between the two library floors (Aarhus Kommunes Biblioteker, 2016a). Environmentally sustainable design is a feature of the building, employing a variety of ways to reduce the environmental impact of the project and promote sustainability. The proximity of the harbour has been utilised with seawater used for cooling, as well as solar panels on the roof, and use of recyclable construction materials (DOKK1, 2016e). The compact shape of the building minimises thermal loss, and natural shadow effects are employed to shade the lower floors in summer and expose it to sunlight in the winter (DOKK1, 2016e). LEDs have been used throughout, and motion and sunlight detectors regulate lighting within the building (Aarhus Kommunes Biblioteker, 2016a). DOKK1 has been a huge success for Aarhus, with
4500 people visiting each day (Østerga˚rd, 2016). In 2015, 35.5% of visits to Aarhus Public Library were to the DOKK1 building (Aarhus Kommunes Biblioteker, 2016j). DOKK1 was named Public Library of the Year 2016 by the Danish Agency for Culture, with elements of DOKK1’s design such as its accessibility, environmentally sustainable features, innovative technology incorporated into the physical space and the high degree of user involvement during construction, contributing towards the library winning the prestigious award (Danish Agency for Culture, 2016). With a strong emphasis on experimentation, Aarhus Public Library develops and participates in a wide range of projects that explore opportunities for libraries to make use of new concepts and technologies. Projects such as Folkelab and the More light, please! Entrepreneur Festival demonstrate Aarhus’ desire to facilitate learning and the generation of ideas by its users. International collaboration and knowledge sharing is also a focus, with projects such as the creation of the Design Thinking Innovation Toolkit, and the Next Library Conference. The recent opening of its new main library building, DOKK1, has provided Aarhus with the opportunity to put many of the lessons learned from its development projects into action, creating a building based on openness and adaptability. Aarhus demonstrates a dedication to continuous innovation, working in a highly collaborative way to constantly refine and improve library services, resources and spaces.

2.5

Chicago Public Library, United States

Chicago Public Library has used innovative programmes and initiatives to support and encourage learning, and to foster digital literacy and the use of technology (Fig. 2.5). Chicago’s projects are strongly aligned to these two focuses, with programmes such as the Summer Learning Challenge and Teacher in the Library supporting learning,

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Fig. 2.5 Chicago Public Library Statistics (Chicago Public Library, 2016d; Chicago Public Library & Chicago Public Library Foundation, 2014; City of Chicago, 2015, 2016). Population served Service points 2015 visits No. of staff Budget

2,695,598 (2016) 80 9,438,150 988 US$126,121,248 (2014)

whilst the Cybernavigator programme and initiatives like Internet to Go promote access to technology. Innovative spaces like Chicago’s Maker Lab and teen learning space YOUmedia, foster creative learning and promote the use of digital media and technology. Chicago also utilises technological solutions to improve its services, supporting its two strategic aims of ‘Access for all’ and ‘Serve patrons effectively’. Recent examples include a pilot with large-scale, patron-driven acquisition and a recently launched new website. Chicago are guided by its 2015–19 strategy Building the library of the future. In this document, Chicago outlines its three primary strategic priorities: l

l

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Nurture learning Support economic advancement Strengthen communities (Chicago Public Library, 2014a)

These priorities are informed by two further strategic aims of ‘Access for all’ and ‘Serve patrons effectively’ (Chicago Public Library, 2014a). Through these, Chicago is committed to reducing barriers to use, providing high-quality resources, facilitating access to library buildings and continuously improving its programmes and services (Chicago Public Library, 2014a). Chicago’s efforts have been recognised with the awarding of the National Medal for Museum and Library Service in 2014 (Chicago Public Library, 2014a). Chicago’s goals for ‘Nurture learning’ focus on cultivating digital literacy, cultural literacy, economic literacy and social learning, as well as a commitment to the provision of quality collections and knowledgeable staff (Chicago Public Library, 2014a). Children and teenagers are catered for with a particular emphasis on early literacy, STEM learning and self-paced education, as well as the provision of a family-friendly environment and access to technology and digital resources (Chicago Public Library, 2014a). Chicago sees itself as a key partner for economic development initiatives in the city of Chicago. Working towards its strategic priority of ‘Support economic advancement’, the library provides support for job seekers and small business owners (Chicago Public Library, 2014a). Finally, the potential of libraries to increase community awareness, engagement and activity is recognised by Chicago in its priority of ‘Strengthen communities’, aiming to realise this by providing space for community groups and programmes, highlighting local and community history and facilitating connections between community members and groups

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(Chicago Public Library, 2014a). Chicago also fosters partnerships to more effectively serve the community and meet community goals. The fulfilment of these three strategic priorities is supported by five key outcomes outlined by Chicago. These outcomes are used to help guide Chicago’s programmes, and are: l

l

l

l

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Building basic literacy Building digital, information and cultural literacy Advancing critical thinking and problem-solving Advancing creativity and innovation Fostering communication and collaboration (Chicago Public Library, City of Chicago, Chicago Public Library Foundation, & Institute of Museum and Library Services, 2015)

One of the projects Chicago has designed to meet these outcomes is its Maker Lab, a makerspace opened in 2013. The project was initially a 6-month pilot, which has since been extended due to its popularity (Chicago Public Library, 2016a). The Maker Lab is Chicago’s first free and publicly accessible makerspace, designed for collaborative learning and for testing and using new creative technologies (Chicago Public Library, 2016a). The Maker Lab is located on the third floor of Chicago’s main library, Harold Washington Library Centre. Open 6 days a week, equipment available includes a laser cutter, 3D printer, vinyl cutter, milling machine and laptops, with access to design software SketchUp, Inkscape and Autodesk 123D (Chicago Public Library et al., 2015). The Maker Lab offers a variety of sessions, focussing on introductory-level courses and providing people with a place to experience new technologies and test their making skills in a supportive environment. These include ‘Digital Toolbox’ sessions, which introduce making using digital design, ‘Special sessions’, for nondigital crafting and ‘Open Shop’, free time to work on personal projects (Chicago Public Library et al., 2015). The Maker Lab has been popular, with sessions regularly selling out and a high level of satisfaction of over 90% reported in feedback about the makerspace, its sessions and instructors (Chicago Public Library et al., 2015). The Maker Lab has also been successful in meeting Chicago’s objectives in increasing digital literacy skills and fostering collaboration. The Maker Lab strongly supports both outcomes, with collaboration between participants and between participants and instructors noted as one of the main contributors to the success of the Maker Lab project (Chicago Public Library et al., 2015). Another benefit of the Maker Lab is that the staff involved develop their technical skills, as well as collaborative and leadership skills. The space also provides other library staff with a place to improve their own digital literacy and technology skills. The Maker Lab integrates with other library programmes and enables Chicago to build partnerships with maker organisations in the community. Chicago worked with many organisations to develop the Maker Lab, utilising the expertise of the Museum of Science and Industry and creating an advisory board of university, library and museum staff as well as leaders of the making community in Chicago (Chicago Public Library et al., 2015). This foundation of expert guidance and knowledge

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contributed to the successful implementation and operation of the space. Chicago received a Social Innovation Award at the 12th annual Chicago Innovation Awards for its Maker Lab (Chicago Public Library et al., 2015). As a result of the Maker Lab’s popularity, maker programming has been extended to other branches, with mini maker labs touring the Wrightwood-Ashburn, Edgebrook and Little Village branches in 2014 (Chicago Public Library, 2014b). Many libraries participate in summer reading programmes, encouraging children to read over their school summer holidays. In 2013 Chicago took a different approach, transforming its summer reading programme into the Summer Learning Challenge, incorporating activities involving science, engineering and creative skills alongside reading goals (Jacobson, 2016). The change was motivated by a desire to sustain children’s learning over the summer months and align the programme with preparing children for the new school year. As part of the programme, children can participate in contests, submit their work online and earn digital badges to mark their progress (Jacobson, 2016). The programme uses active learning experiences like games and experiments (McChesney, 2014). In the first year of the redesigned programme, participation increased by 11,000 children, with a massive 85% increase in the participation of 6- to 9-year olds (McChesney, 2014). Chicago collaborates with other organisations to ensure the Summer Learning Challenge has a wide reach, with children attending summer day camps at Chicago Park District, YMCA and Boys and Girls Clubs automatically becoming participants (Jacobson, 2016). The Summer Learning Challenge reflects the growing focus on STEM learning for children in libraries, and the incorporation of science and technology into library programmes. At Chicago, providing Science, Technology, Engineering, Art and Mathematics (STEAM) learning opportunities is one of its strategic goals for school-aged children (Chicago Public Library, 2014a). Another programme that supports learning and education for school-age children is Teacher in the Library. This programme provides both teachers and homework helpers, such as college students, for after-school assistance with school homework. The programme is also available online, with Homework Help one-on-one assistance provided through the library website from 2 to 11 p.m. each day (Chicago Public Library & Chicago Public Library Foundation, 2014). The programme is available from every branch of the Chicago Public Library and provided 85,296 homework help sessions in the 2014–15 school year, and a further 8089 sessions online (Chicago Public Library & Chicago Public Library Foundation, 2014). YOUmedia is a learning and creative space for teenagers located at Chicago’s main branch, Harold Washington Library Centre. The space is an innovative example of Chicago’s support for learning, as well as its desire to foster digital literacy and technology skills. At YOUmedia, opportunities for digital media creation and experimentation are provided, as well as space for teenagers to socialise, play and work on assignments. Formed in partnership with the Digital Youth Network, YOUmedia opened in 2009, and the space’s success in engaging teenagers has led to the spread of YOUmedia sites throughout Chicago’s branches (Chicago Public Library, 2016c). With the latest YOUmedia space opening in the new Chinatown branch in 2015, Chicago now has YOUmedias at 12 locations (Chicago Public Library, 2016c).

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YOUmedia offers a safe and welcoming environment designed to facilitate teen’s engagement with technology in three ways. These ways are summarised as: l

l

l

Hanging out, socialising, gaming and using social media Messing around, demonstrating an interest in digital media and dabbling Geeking out, demonstrating a strong interest and commitment to a particular activity (Sebring et al., 2013)

Adult mentors assist teenagers in the YOUmedia space, providing assistance and running structured workshops and programmes. In a report which analysed YOUmedia’s first 3 years of operation, YOUmedia attendees reported increased engagement with their interests, improvement in digital media skills, improvement in their academic skills and increased knowledge of postschool opportunities (Sebring et al., 2013). Chicago’s 2014 Annual Report reported 29,000 visits from teenagers in 2014 (2014), with weekly visits of 350–500 people reported by Sebring et al. (2013). These figures, as well as feedback from teenagers, shows that YOUmedia has been wildly successful in engaging teens, and advancing Chicago’s efforts in facilitating interest-based learning and fostering digital literacy and digital media skills. The success of YOUmedia is particularly impressive in light of the experiences of many public libraries, which often find teenagers a challenging demographic to engage. YOUmedia is now being used as a model for further learning spaces across the United States (Sebring et al., 2013). Chicago works to promote digital literacy and provide its community with access to digital technology. Its Internet to Go project services communities with low internet use, with an aim of providing access and increasing engagement with technology (Duke, 2014c). The 2014 pilot saw Chicago make available for borrowing 100 wi-fi hotspots from six of its branches, receiving a Knight News Challenge grant to fund the project (Enis, 2014; Inklebarger, 2015). The Internet to Go project has continued, with wi-fi hotspots and Google Chromebooks available for loan from several Chicago branch locations (Chicago Public Library, 2016b). In 2014, Chicago partnered with Google to provide 500 Finch robots to help people learn basic programming (Duke, 2014b). The robots can be borrowed, and instructional tutorials for users are available from the Finch Robot website (Duke, 2014b). The robots are also available to teachers or community groups to facilitate learning in a group or class situation (Duke, 2014b). There has been much community interest in the initiative, with Chicago’s 2014 Annual Report stating that the robots were checked out 3000 times that year (2014). Chicago also supports digital literacy skills through its Cybernavigators programme. This programme provides tutors for computer and technology assistance in many of Chicago’s libraries. The tutors provide assistance on basic computer use and digital skills, helping with tasks like email, finding information and job applications (Chicago Public Library & Chicago Public Library Foundation, 2014). In 2014, Chicago recorded 99,700 Cybernavigator sessions across its network (Chicago Public Library & Chicago Public Library Foundation, 2014). For many years, Chicago has run an annual city-wide collaborative reading event called ‘One Book, One Chicago’. This initiative was expanded online in 2015, with the selected book The amazing adventures of Kavalier and Clay by Michael Chabon,

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released online and available to read freely through the user’s internet browser (Duke, 2015). The book will be released in six serialised instalments, and users will need only a library card to access it (Duke, 2015). This online expansion of the programme also serves to engage readers with interactive and social features such as the ability to post quotations to Twitter, invite friends to read with them and participate in events like reading sprints, planned times for people to read together with discussion afterwards using social media (Duke, 2015). To further foster engagement with the text, a ‘mission’, a fun activity, is assigned for each part of the book. For example, Chicago asked participants to create a golem and upload a picture of their creation to social media (Schwartz, 2015). In 2014, Chicago launched an innovative new website with the aim of providing increased opportunities for community engagement, and better accessibility and discovery of its collections, events and services (Duke, 2013b). The library partnered with Bibliocommons to develop the site, as part of a 3-year partnership to improve Chicago’s online offering (Duke, 2013b). The website now features book lists, upcoming events and blog posts, all displayed in a tiled visual display to promote discoverability and easy browsing (Duke, 2014a). Interactive elements for users include the ability to write reviews, rate titles and build their own book wish lists (Duke, 2014a). The website is also designed to be mobile-device friendly and is responsive for easy viewing on smaller screens (Duke, 2014a). By the end of 2014, the new website had already received 7.7 million visits (Chicago Public Library & Chicago Public Library Foundation, 2014). In an example of international collaboration on innovation, Chicago has partnered with Aarhus Public Library in a project that applies innovative solutions to problems using Design Thinking. The two library services collaborated with design firm IDEO to not only apply the Design Thinking process to their own library services, but to create a free Innovation Toolkit for other libraries to use. At Chicago, the Design Thinking process was used to create a collaborative working space. As the Design Thinking process advocates prototyping, testing and revision, the library has revised and refined its idea, using observation of people using the space to improve the concept (Miller & Schwartz, 2014). Chicago also applied the Design Thinking process to investigate how to integrate learning through play into the library. The end result of the process, which included brainstorming, a literature review, consultation with experts and feedback from staff and users, was the creation of a storytelling and dramatic play space at Chicago’s new Chinatown branch (Miller & Schwartz, 2014). After implementation, the Design Thinking process continues, with feedback about the use of the space used to further refine the next iteration of the idea. For the play area this meant increasing engagement with older children. One idea was that windows were framed like comic book panels, encouraging children to draw on the glass (Miller & Schwartz, 2014). This change was a huge success and demonstrated how the continuous feedback and refinement of an idea promoted by Design Thinking can result in improved outcomes. Chicago has invested in three recent new library buildings, Back of the Yards, Edgewater and Chinatown. The Chinatown branch provides 16,370 ft2 of space over two stories, and features a central atrium, a YOUmedia space, a reading room, an early

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literacy and learning space and a green roof (Fox, 2015). The design and collection of the library is intended to reflect the culture of the surrounding neighbourhood, with the library interior designed using feng shui principles, a collection of material in both Chinese and English and a Chinese Heritage Collection (Fox, 2015; New library buildings 2015, 2016). The library provides services such as digital skills training and citizenship services, and after opening, attracted an average of 19,000 visitors per month, making it the busiest branch in Chicago (New library buildings 2015, 2016). In 2014, the new Edgewater branch opened, replacing a previous building on the same site (Lednicer, 2014). LEED gold certified, the new building has a community room, study rooms and 54 computers for public use, as well as collections comprising works in English, Russian, Hindi and Spanish (Lednicer, 2014). The library provides Chicago’s Cybernavigator and Teacher in the Library programmes, as well as expanded programming for teenagers, including Teen Tech Week and Teen Read Week (Lednicer, 2014). Chicago also opened the Back of the Yards Library in 2013, a joint use facility which serves as both public library, and school library for students at Back of the Yards high school (Barack, 2013). The library shares a wall with the school and employs specialised staff to assist with the needs of students, including a branch librarian that is also a K-12 media specialist and two part-time teen librarians (Barack, 2013). In its use of technology to continuously improve services, Chicago has piloted a patron-driven acquisition project (Duke, 2013a). The project is planned to continue for 2 years, using a grant from the Illinois State Library to allow Chicago to explore demand-based purchasing (Medlar, Murphy, & Sposato, 2014). Chicago worked with publishing industry company Ingram to develop tailored lists for adult fiction, nonfiction and young adult titles (Duke, 2013a). These lists are reviewed by library staff and are guided by parameters developed by Chicago, using previous interlibrary loan requests to detect patterns in subjects and publishers (Medlar et al., 2014). Records for these items are uploaded to Chicago’s catalogue, and when a request is placed on the item by a borrower, an order is created for the item (Duke, 2013a). To assist in coordination with the library’s existing orders process, monthly title uploads have a 5-month delay from publication date (Medlar et al., 2014). At the end of the first quarter of the pilot, 16% of the loaded titles had been requested by library patrons (Medlar et al., 2014). The project is an example of participatory acquisitions, allowing users to become involved in library decision-making and to influence collection decisions. Chicago Public Library has developed an effective library service with a strong emphasis on fostering learning opportunities for its community and supporting all types of literacies. Chicago has focussed on innovative programmes and services that promote learning, particularly emphasising digital literacy skills, in order to pursue its strategic objectives of nurture learning, support economic advancement and strengthen communities. Through the Cybernavigator and Teacher in the Library programmes, Chicago provides direct support for community learning. The library’s strong focus on creative and STEM learning has led it to develop spaces such as the Maker Lab and YOUmedia, as well as expand its summer reading programme into the

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highly successful Summer Learning Challenge. Through these projects, creative learning and digital media skills are supported whilst providing a collaborative environment facilitating community engagement and connections. Chicago has also focused on the use of new technologies to improve the library experience for patrons and improve ease of use and access, for example with its innovative website. Chicago delivers an innovative and responsive modern library service for the residents of Chicago. This chapter has examined and discussed the activities of five leading library services. These libraries demonstrate innovation in their efforts towards the achievement of their strategic goals and objectives. Their activities span programmes and initiatives in several areas, including new technologies, collections, lifelong learning, creative opportunities, literacy initiatives and library design. By examining the activities of Edmonton Public Library, the National Library Board of Singapore, Stuttgart City Library, Aarhus Public Library and Chicago Public Library, libraries gain awareness of the strategic goals and operations of library services that are award winners and industry leaders. At the same time, libraries can be inspired by the work of these notable library services to pursue innovative change in their own library services, informed by the experiences of these public libraries.

References Aarhus Kommune. (2016a). Hvad skal huset hedde? (Online) Available at: http://www. urbanmediaspace.dk/inddragelse/borgerinddragelse/navneproces Accessed 06.08.16 (translated into English using Google Translate). Aarhus Kommune. (2016b). Masterclass 2012. (Online) Available at: http://www. urbanmediaspace.dk/dokk1/fremtidens-bibliotek/masterclass/masterclass-2012 Accessed 06.08.16. Aarhus Kommune. (2016c). Masterclass 2013. (Online) Available at: http://www. urbanmediaspace.dk/dokk1/fremtidens-bibliotek/masterclass/masterclass-2013 Accessed 06.08.16. Aarhus Kommune. (2016d). Masterclass om biblioteksbyggeri. (Online) Available at: http:// www.urbanmediaspace.dk/multimediehuset/fremtidens-bibliotek/masterclass Accessed 06.08.16 (translated into English using Google Translate). Aarhus Kommunes Biblioteker. (2016a). Rum til forandring [Space for change]. Aarhus: Aarhus Kommunes. Aarhus Kommunes Biblioteker. (2016b). En god historie. (Online) Available at: https://www. aakb.dk/studiebesoeg/projekter/en-god-historie Accessed 06.08.16 (translated into English using Google Translate). Aarhus Kommunes Biblioteker. (2016c). DemokratiStafetten. (Online) Available at: https:// www.aakb.dk/projekter/demokratistafetten Accessed 06.08.16 (translated into English using Google Translate). Aarhus Kommunes Biblioteker. (2016d). eReolen for børn. (Online) Available at: https://www. aakb.dk/studiebesoeg/projekter/ereolen-for-boern Accessed 06.08.16 (translated into English using Google Translate).

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Aarhus Kommunes Biblioteker. (2016e). GROW! your library. (Online) Available at: www. aakb.dk/english/grow-your-library Accessed 01.08.16. Aarhus Kommunes Biblioteker. (2016f). Internationalt ‘laboratorium’ for biblioteksudvikling i Aarhus. (Online) Available at: https://www.aakb.dk/node/377/ale-internationaltlaboratorium-biblioteksudvikling-i-aarhus Accessed 06.08.16 (translated into English using Google Translate). Aarhus Kommunes Biblioteker. (2016g). Mini-biblioteker. (Online) Available at: https://www. aakb.dk/node/376 Accessed 06.08.16 (translated into English using Google Translate). Aarhus Kommunes Biblioteker. (2016h). SmartLibrary—Nye ma˚lemetoder om brug af nye biblioteksrum. (Online) Available at: https://www.aakb.dk/node/462 Accessed 06.08.16 (translated into English using Google Translate). Aarhus Kommunes Biblioteker. (2016i). Ud af Vagten! (Online) Available at: https://www. aakb.dk/udafvagten Accessed 06.08.16 (translated into English using Google Translate). Aarhus Kommunes Biblioteker. (2016j). Nøgletal for A˚rhus Kommunes Biblioteker 2015 (Email, 2 August 2016). Arch Daily. (2013). Jasper Place Branch Library/HCMA/Dub Architects. (Online) Available at: http://www.archdaily.com/398988/jasper-place-branch-library-hcma-dub-architects Accessed 08.05.16. Barack, L. (2013). Chicago public/school library hybrid opens. Library Journal, 138(15), 14. Berry, J. N. (2014). Transformed by teamwork. Library Journal, 139(11), 30. Bird, A., & Martinez, P. (2013). Ensuring that public library strategic planning (and thinking) is community-led. Feliciter, 59(6), 19–20. Brun, K. (2016). Aarhus libraries statistics (Email, 17 August 2016). Buch, J. (2013). La bibliotheque de Stuttgart: une bibliotheque a face multiple. Bibliotheque(s), 71/72, 103–105 [translated into English using Google Translate]. Carruthers, A. (2014). Open data day Hackathon 2014 at Edmonton Public Library. Partnership: The Canadian Journal of Library & Information Practice & Research, 9(2), 1–13. Chicago Public Library. (2014a). Building the library of the future: 2015–2019 strategy. Chicago, IL: Chicago Public Library. Chicago Public Library. (2014b). Chicago Public Library’s award winning maker lab featured at neighbourhood branch libraries. (Online) Available at: https://www.chipublib.org/ news/chicago-public-librarys-award-winning-maker-lab-featured-at-neighborhood-branchlibraries/ Accessed 13.06.16. Chicago Public Library. (2016a). Programs and partnerships. (Online) Available at: http:// www.chipublib.org/programs-and-partnerships/ Accessed 13.06.16. Chicago Public Library. (2016b). Technology FAQs. (Online) Available at: https://www. chipublib.org/faq/internet-to-go-wifi-hotspots/ Accessed 13.07.16. Chicago Public Library. (2016c). YOUmedia. (Online) Available at: http://www.chipublib.org/ programs-and-partnerships/youmedia/ Accessed 13.07.16. Chicago Public Library. (2016d). Facts and figures. (Online) Available at: www.chipublib.org/ facts-and-figures/ Accessed 10.08.16. Chicago Public Library, & Chicago Public Library Foundation. (2014). 2014 annual report. Chicago, IL: Chicago Public Library. Chicago Public Library, City of Chicago, Chicago Public Library Foundation, & Institute of Museum and Library Services. (2015). Making to learn. Chicago, IL: Chicago Public Library. City of Aarhus. (2015a). A community for all: Policy for citizens’ services and libraries 2015–2018. (Online) Available at: www.aakb.dk/sites/www.aakb.dk/files/files/news/ politik_for_bob_2015-uk-web.pdf Accessed 29.07.16.

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City of Aarhus. (2015b). DOKK1 and the urban waterfront. (Online) Available at: www. urbanmediaspace.dk/sites/default/files/pdf/uk_ums_haefte_2015.pdf Accessed 20.06.15. City of Chicago. (2015). Libraries—2015 visitors by location. (Online) Available at: https:// data.cityofchicago.org/dataset/Libraries-2015-Visitors-by-Location/7imc-umy4 Accessed 10.08.16. City of Chicago. (2016). Facts & statistics. (Online) Available at: www.cityofchicago.org/city/ en/about/facts.html Accessed 10.08.16. City of Edmonton. (2016). Population history. (Online) Available at: http://www.edmonton.ca/ city_government/facts_figures/population-history.aspx Accessed 14.05.16. Danish Agency for Culture. (2016). Public library of the year 2016. (Online) Available at: http://modelprogrammer.slks.dk/det-sker/public-library-of-the-year-2016/ Accessed 17.08.16. DOKK1. (2016a). Børn & familier. (Online) Available at: https://dokk1.dk/besog-dokk1/ born-familier Accessed 02.08.16 (translated into English using Google Translate). DOKK1. (2016b). Iværksætterfestival: mere lys, tak. (Online) Available at: https://dokk1.dk/ ivaerksaetterfestival-mere-lys-tak Accessed 29.07.16 (translated into English using Google Translate). DOKK1. (2016c). Smart Aarhus. (Online) Available at: https://dokk1.dk/smart-aarhus Accessed 06.08.16 (translated into English using Google Translate). DOKK1. (2016d). Smart library. (Online) Available at: https://dokk1.dk/smartlibrary Accessed 06.08.16 (translated into English using Google Translate). DOKK1. (2016e). Sustainability. (Online) Available at: https://dokk1.dk/sustainability Accessed 08.08.16. DOKK1. (2016f). Udlejning. (Online) Available at: https://dokk1.dk/udlejning Accessed 03.08.16 (translated into English using Google Translate). DOKK1. (2016g). Users in public spaces. (Online) Available at: https://www.aakb.dk/sites/ www.aakb.dk/files/brugere_i_offentlige_rum_seminardag_1_april_2016_-_opsamling. docx Accessed 06.08.16 (translated into English using Google Translate). Duke, J. (2013a). Chicago public chooses Ingram for PDA pilot. Advanced Technology Libraries, 42(11), 4. Duke, J. (2013b). Chicago public, bibliocommons partner. Advanced Technology Libraries, 42(2), 1–12. Duke, J. (2014a). Chicago public launches new, first-of-its-kind web site. Advanced Technology Libraries, 43(5), 2. Duke, J. (2014b). Chicago public provides finch robots. Advanced Technology Libraries, 43(6), 6. Duke, J. (2014c). NYPL, Chicago Public, DPLA get knight news challenge awards. Advanced Technology Libraries, 43(8), 3–4. Duke, J. (2015). Chicago public announces one book, one Chicago online. Advanced Technology Libraries, 44(3), 3. Edmonton Public Library. (2010). Who we are and what we value: Edmonton Public Library shared values. (Online) Available at: www2.epl.ca/public-files/mission/epl_ sharedvaluesbooklet_web.pdf Accessed 08.08.16. Edmonton Public Library. (2013a). EPL mission, values and strategic goals 2014–2018. (Online) Available at: http://www2.epl.ca/public-files/mission/epl_mission_vision_and_ strategic_goals_2014-2018_final.pdf Accessed 04.05.16. Edmonton Public Library. (2013b). Just getting started! 2014–2018 EPL strategic goals, 2014–2016 EPL business plan. (Online) Available at: http://www2.epl.ca/public-files/ mission/epl_buinessplan_2013_oct17.pdf Accessed 06.04.16.

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Edmonton Public Library. (2016a). Awards. (Online) Available at: http://www.epl.ca/awards/ Accessed 13.07.16. Edmonton Public Library. (2016b). Calder Branch. (Online) Available at: http://www.epl.ca/ calder-branch/ Accessed 06.04.16. Edmonton Public Library. (2016c). Capilano Branch. (Online) Available at: http://www.epl.ca/ capilano-branch/ Accessed 06.04.16. Edmonton Public Library. (2016d). Community-led service philosophy. (Online) Available at: http://www.epl.ca/community-led/ Accessed 06.04.16. Edmonton Public Library. (2016e). EPL key performance indicators: Reporting January to March 2016. (Online) Available at: https://epl.bibliocms.com/wp-content/uploads/ sites/18/2015/08/EPLKeyPerformanceIndicators_March2016_v7_ForStaff.pdf Accessed 13.07.16. Edmonton Public Library. (2016f). Edmonton Public Library Key Performance Indicators: Reporting January to December 2015. (Online) Available at: https://epl.bibliocms.com/ wp-content/uploads/sites/18/2015/08/EPL-Key-Performance-Indicators-up-to-Dec-2015Internal.pdf Accessed 06.04.16. Edmonton Public Library. (2016g). Edmonton Public Library locations. (Online) Available at: https://epl.bibliocommons.com/locations/list Accessed 10.08.16. Edmonton Public Library. (2016h). Beyond our walls: 2015 annual report. (Online) Available at: https://www2.epl.ca/public-files/reports/annual-reports/eplannual2015.pdf Accessed 28.07.16. Edmonton Public Library. (2016i). Our EPL brand. (Online) Available at: http://www.epl.ca/ ourbrand/ Accessed 06.04.16. Edmonton Public Library. (2016j). Stanley A. Milner Library Revitalization. (Online) Available at: http://www.epl.ca/imaginemilner/ Accessed 06.04.16. Ein vorbildlicher innovativer Lernort. (2013). Bub: Forum Bibliothek und Information, 65(10), 650 (translated into English using Google Translate). Enis, M. (2014). Technology: CPL, NYPL lend wi-fi hot spots. Library Journal, 139(13), 16. Folkelab. (2016). (Online) Available at: http://www.folkelab.dk/ Accessed 06.08.16 (translated into English using Google Translate). Fox, B. -L. (2015). Branching out. Library Journal, 140(18), 15. Haug, C. (2014). Here’s how we did it: The story of the EPL makerspace. Feliciter, 60(1), 21–23. IDEO. (2015). Design thinking for libraries: A toolkit for patron-centred design. (Online) Available at: https://www.aakd.dk/sites/www.aakb.dk/files/files/news/libraries-toolkit_ 2015.pdf Accessed 29.07.16. InfoComm Development Authority of Singapore. (2014). Smart work centres officially open in public libraries. (Online) Available at: https://www.ida.gov.sg/About-Us/Newsroom/ Media-Releases/2014/Smart-Work-Centres-Officially-Open-in-Public-Libraries Accessed 09.05.16. Inklebarger, T. (2015). Bridging the tech gap. (Online) Available at: https://americanlibraries magazine.org/2015/09/11/bridging-tech-gap-wi-fi-lending/ Accessed 08.08.16. Jacobson, L. (2016). Endless summer learning. School Library Journal, 62(3), 30–34. Jung, M. (2014). Die stadtbibliothek Stuttgart ist bibliothek des jahres 2013. Bibliothek Forschung und Praxis, 38(2), 218–228 [translated into English using Google Translate]. Lednicer, R. (2014). Chicago Public Library: Edgewater branch. ILA Reporter, 32(1), 6–7. Library visits. (2013). InCite, 34(10), 31. Li-Soh, L. & Ni-Lo, W. (2013). My Tree House—World’s 1st green library for kids. (Online) Available at: http://library.ifla.org/122/1/115b-soh-en.pdf Accessed 08.05.16.

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Martinez, P., & Garvin, L. (2014). Bigger than our buildings: Transforming spaces and services at EPL. Feliciter, 60(6), 32–34. McChesney, E. (2014). Change agents: STEMing summer slide. Library Journal, 139(5), 28. McPhee, J. (2014). 10 ways to rock on social media. Feliciter, 60(3), 16–17. Medlar, A., Murphy, D. M. & Sposato, S. (2014). The P-D-A of it: Chicago Public Library’s patron-driven acquisitions pilot, part 1. (Online) Available at: http://www.ala.org/alcts/ resources/z687/cplpdal Accessed 13.07.16. Miller, R. T., & Schwartz, M. (2014). Design4impact. Library Journal, 139(1), 1. Mills, A. (2016). Edmonton Public Library: Response to your feedback (E-mail, 8 August 2016). Morehart, P. (2015). 2015 library design showcase. (Online) Available at: https:// americanlibrariesmagazine.org/2015/09/01/2015-library-design-showcase/ Accessed 08.08.16. National Library Board. (2014a). library@chinatown. (Online) Available at: http://www.nlb. gov.sg/Portals/0/library/documents/librarychinatown%20-%20Fact%20Sheet.pdf Accessed 09.05.16. National Library Board. (2014b). Making lasting connections: Annual report 2013/2014. (Online) Available at: https://www.nlb.gov.sg/Portals/0/Reports/fy13/ Accessed 09.05.16. National Library Board. (2015a). library@orchard. (Online) Available at: http://www.nlb. gov.sg/Portals/0/library/gallery/Orchard/library@orchard%20-%20Fact%20Sheet.pdf Accessed 09.05.16. National Library Board. (2015b). NLB mobile app video. (Online) Available at: https://www. youtube.com/watch?v¼gd64tInIvXw Accessed 10.05.16. National Library Board. (2015c). Keep on discovering: Annual report 2014/15. (Online) Available at: https://www.nlb.gov.sg/Portals/0/Reports/fy14/ Accessed 08.05.16. National Library Board. (2016a). About us. (Online) Available at: http://www.nlb.gov.sg/ readsingapore/ Accessed 08.05.16. National Library Board. (2016b). Library@chinatown. (Online) Available at: http://www.nlb. gov.sg/VisitUs/BranchDetails/tabid/140/bid/322/Default.aspx?branch¼library%40china town Accessed 09.05.16. National Library Board. (2016c). NLB’s key trends 2013–2015. (Online) Available at: www. nlb.gov.sg/Portals/0/Docs/AboutUs/NLB%20Key%20Trends%202015.pdf Accessed 10.08.16. New library buildings 2015. (2016). ILA Reporter, 34(1), 4–13. Next Library. (2016). About. (Online) Available at: http://www.nextlibrary.net/about-2017 Accessed 02.08.16. Østerga˚rd, M. (2016). Dokk1—A performative library space? Rethinking the library in a new urban context. (Online) Available at: www.oppland.no/Handlers/fh.ashx?MId1¼2277& FilId¼3049 Accessed 28.07.16. Peet, L. (2015). Public: Edmonton expands outreach. Library Journal, 140(1), 12. Projekt Lokarsamfundets Innovationsrum. (2014). Folkelab. (Online) Available at: www. folkelab.dk/Afsluttend%20rapport%20Lokalsamfundets%20Innovationsrum2012-2014. pdf Accessed 06.08.16 (translated into English using Google Translate). Puckett Rodgers, E. (2015a). The new placemakers. Library Journal,(Suppl.). Cover-5. Puckett Rodgers, E. (2015b). Beats a new social heart. Library Journal, (Suppl.), 9. Rajaratnam, R. (2013). For the love of reading! New strategies to engage the next generation of readers. (Online) Available at: http://library.ifla.org/71/1/105-rajaratnam-en.pdf Accessed 08.05.16. Sabaratnam, J., & Ong, E. (2013). Singapore libraries: From bricks and mortar to information anytime anywhere. IFLA Journal, 39(2), 103–120.

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Schwartz, M. (2015). One book online. Library Journal, 140(4), 29. Sebring, P. B., Brown, E. R., Julian, K. M., Ehrlich, S. B., Sporte, S. E., Bradley, E., et al. (2013). Teens, digital media, and the Chicago public library: Research report May 2013. Chicago: The University of Chicago Consortium on Chicago School Research. Smart Aarhus. (2016). About Smart Aarhus. (Online) Available at: http://www.smartaarhus.dk/ om-smart-aarhus Accessed 06.08.16 (translated into English using Google Translate). Stadtbibliothek Stuttgart. (2012). Zwischenbericht ‘GiGames: computerspiele im lernstudio’. (Online) Available at: http://www1.stuttgart.de/stadtbibliothek/stadtteile/ost/ zwischenbericht_GiGames.pdf Accessed 11.05.16 (translated into English by R. Haubner via personal correspondence). Stadtbibliothek Stuttgart. (2014). Jahresbericht 2014. (Online) Available at: http://www1. stuttgart.de/stadtbibliothek/druck/wissenswert/jahresbericht_2014.pdf Accessed 11.05.16 (translated into English using Google Translate). € Stadtbibliothek Stuttgart. (2015). Kernsatze. (Online) Available at: http://www1.stuttgart.de/ stadtbibliothek/bvs/actions/profile/view.php?id¼327 Accessed 11.05.16 (translated into English using Google Translate). Stadtbibliothek Stuttgart. (2016a). Digitale lesekompetenz/digitale kultur. (Online) Available at: http://www1.stuttgart.de/stadtbibliothek/digitale_lesekompetenz/index.php Accessed 31.03.16 (translated into English using Google Translate). Stadtbibliothek Stuttgart. (2016b). Literaturszene Stuttgart—Region. (Online) Available at: http://www1.stuttgart.de/stadtbibliothek/bvs/actions/profile/view.php?id¼178 Accessed 12.05.16 (translated into English using Google Translate). Stadtbibliothek Stuttgart. (2016c). Jahresbericht 2015. (Online) Available at: http://www1.stutt gart.de/stadtbibliothek/druck/wissenswert/jahresbericht_2015.pdf Accessed 13.07.16 (translated into English using Google Translate). Stadtbibliothek Stuttgart. (2016d). Online animation library. (Online) Available at: http:// www1.stuttgart.de/stadtbibliothek/bvs/actions/profile/view.php?id¼63 Accessed 11.05.16 (translated into English using Google Translate). Stadtbibliothek Stuttgart. (2016e). Stadtteilbibliotheken. (Online) Available at: www1.stuttgart. de/stadtbibliothek/bvs/actions/profile/view.php?id¼50 Accessed 10.08.16 (translated into English using Google Translate). Stringer, I. (2013). Fifty shades of white. Focus on International Library & Information Work, 44(1), 23–24. Thomas, T. (2016). We share great stuff: Marketing content at the Edmonton Public Library. Reference & User Services Quarterly, 55(3), 210–214. Thorsgaard, A. H. & Schvartzman, H. B. (2014). [DYRK! Ditbibliotek]. (Online) Available at: https://www.aakb.dk/sites/www.aakb.dk/files/files/file_attachments/2014-06-16_1011/ dyrk_faglig_artikel_final_perspektiv_-_kopi.pdf Accessed 01.08.16 (translated into English using Google Translate). Wikipedia contributors. (2016a). Singapore. (Online) Available at: https://en.wikipedia.org/ wiki/Singapore Accessed 10.08.16. Wikipedia contributors. (2016b). Stuttgart. (Online) Available at: https://en.wikipedia.org/ wiki/Stuttgart Accessed 10.08.16. Yi, E. Y., Bubmann, I., Brunner, C. & Larson, S. (2012). Stadtbibliothek am Mailander Platz. (Online) Available at: http://www1.stuttgart.de/stadtbibliothek/druck/nb/FestschriftEnglish. pdf Accessed 11.05.16.

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In the examples of recent innovation by public libraries seen in previous chapters, several trends can be detected that are influencing the development of library services. The trends of making and creating, participation, partnerships, learning and new outreach reveal the emerging focus of service delivery for public libraries, and the way in which innovative public libraries are defining and aligning their services. Section 3.1 will discuss how libraries are supporting the creation of content in their communities through the influence of the maker movement. Section 3.2 will demonstrate how libraries are drawing on the phenomenon of participative culture to reposition themselves as collaborators and their development towards a participatory library model. Section 3.3 will show how libraries are utilising partnerships with an increasing number and variety of organisations to work towards shared outcomes. Section 3.4 will explore how libraries are focussing their services around learning opportunities, with emphasis on STEM, early learning and new types of literacies. Section 3.5 will discuss how new outreach is seeing libraries expand their services outside the boundaries of their buildings, in an effort to extend their presence into the community. Together, these trends reveal a direction for the redefining of the role of public libraries and a basis for a model for the public library of the future.

3.1

Making and creating

Libraries are increasingly supporting and encouraging the creation of content. This is manifested by providing access to the tools needed to create, such as sewing machines, 3D printers and creative software packages, as well as providing the support and guidance to create, such as in writing workshops and providing assistance in makerspaces. Libraries are also showcasing and featuring content created by their users in ways such as providing exhibition space in the library and featuring creations on their social media platforms. They also facilitate the creation of content through the services they provide, such as publishing. The trend of making and creating builds on the existing desire of libraries to encourage lifelong learning and self-education, with libraries recognising that expressing creativity enhances people’s lives and provides many learning opportunities. Instead of collecting, curating and making accessible content for their users, libraries are moving towards facilitating, encouraging and guiding their users to create their own content. Public libraries have a long history of supporting their patron’s creative instincts. Almost all libraries at some point have hosted a craft group, held a writing competition or displayed artwork. Yet, these efforts have been relatively small-scale, background activities to the main business of running a public library service. What is clear from the activities of public libraries described in this book is that fostering making and creating has become a priority for many libraries. Never before have libraries expended so much time and resources on providing the tools and spaces for making, and Innovation in Public Libraries. http://dx.doi.org/10.1016/B978-0-08-101276-5.00003-X Copyright © 2017 Kirstie Nicholson. Published by Elsevier Ltd. All rights reserved.

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encouraging their communities to make and create. In some ways, this can be seen as an extension of libraries’ traditional role of providing collections of resources for learning and supporting literacy. However, it also reflects an underlying shift in the perception of what a public library is about, moving from a content provider that encourages consumption to a content producer that fosters creation. This shift has been significantly influenced by maker culture, and the associated maker movement, which continues to grow and gain significance. Maker culture is a do-it-yourself (DIY) culture that emphasises creativity, experimentation and innovation, with a focus on technology. It empowers the individual to create and make, utilising an informal collaborative network for idea and skills sharing. Maker culture is strongly aligned with new technologies and software, with programming, electronics, robotics, design and engineering all core interest areas of the maker movement. Makerspaces, also known as hackerspaces, are the physical expression of the maker movement. They provide a place for makers to create, experiment and test ideas whilst in an environment that connects them to other makers, facilitating skills and knowledge sharing. Makerspaces began appearing just over a decade ago, with members having access to equipment and facilities to work on their personal maker projects. In 2003, the Massachusetts Institute of Technology’s (MIT) Centre for Bits and Atoms began to implement Fab Labs, fabrication laboratories which provide access to tools such as laser cutters and 3D printers (Enis, 2015). With over 500 Fab Labs worldwide, the network is a platform for learning and innovation, with the Centre for Bits and Atoms considering it a “distributed laboratory for research and invention” (Fab Foundation, 2016). With their interest in learning and collaboration, it wasn’t long before libraries began to see opportunities in the maker movement, and specifically in makerspaces, to further their own service objectives. In particular, libraries saw makerspaces as ideal vehicles to support their goals in lifelong learning, digital literacy and community engagement, as well as provide access to their community to new technologies, such as 3D printers. With the makerspace emphasis on technology, some libraries saw makerspaces as a means to engage with teenagers and younger adults, demographics which have traditionally challenged public libraries. It is not surprising then that over the past 5 years, makerspaces have proliferated in libraries and have quickly become an essential component of new library buildings. Makerspaces link into learning and community in a very real and practical way. In makerspaces, people learn by doing, experimenting and sharing knowledge with others. By providing free and open public space for people to work on creative projects, libraries foster socialisation and connections with others which strengthen community ties and contribute to a sense of place. By supporting making and creating through makerspaces, libraries are directly fostering many of their core strategic objectives. Makerspaces in libraries can take many different forms. Most, however, provide equipment for fabrication such as laser cutters, 3D printers and milling machines, as well as software for digital media creation, such as graphic design, video production and animation. Also commonly provided is software for basic programming like Scratch and Python, as well as equipment to build and experiment with basic electronics and computers, like Arduino, Squishy Circuits and Raspberry Pi. Libraries in the United States have been quick to adopt makerspaces, with libraries in other countries

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now following suit. Fayetteville Free Library, the first public library in the United States to provide a publicly accessible makerspace, opened its Fab Lab in 2011 (Social spaces, 2015). It provides tools such as 3D printers, laser and vinyl cutters, sewing machines and hand tools as well as software such as SketchUp, Blender and Inkscape (Fayetteville Free Library, 2016a). The Fab Lab supports a wide range of programmes and clubs, including knitting, robotics and electronics clubs (Fayetteville Free Library, 2016b). Fayetteville has also expanded its makerspace offering with the ‘Creation Lab’, a space for digital media creation with podcast and video production equipment, and ‘Little Makers’, a making area and programme just for children (Fayetteville Free Library, 2016c, 2016d). Denver Public Library’s ideaLAB was first conceived as a space for teen programming, including teen tech club meetings. Opened in 2013, the space provided tools solely for digital media creation. However, demand led to the ideaLAB’s expansion in 2014, with the addition of equipment like 3D printers and sewing machines, design and electronics tools and expanded access to all age groups (Social spaces, 2015). By providing access to equipment and software in makerspaces, libraries encourage participation in maker culture in their communities. Makerspaces often also support expanded maker programming, with the library facilitating or running clubs and workshops on various aspects of making, from craft to coding. Indeed, the lack of a permanent makerspace is not a barrier to fostering making and creating, and many libraries have increased maker-themed programming as their way of accessing the opportunities the maker movement provides. This is particularly evident in the growth of coding and basic electronics programmes, utilising Raspberry Pi, Arduino, Squishy Circuits and Makey Makey, as well as the provision of 3D printers. Often, these programmes focus on children and teenagers, as maker programmes for these age groups seem to integrate more easily into existing library programmes. However, libraries with makerspaces have found that after launching with the intent of engaging teenagers, demand from adults to use the space leads to an expansion of the service to all age groups. Another way libraries are fostering making and creating is by identifying opportunities to expand maker-related elements of existing services and programmes. For a long-time libraries have provided space for writing groups and encouraged writing by running story and poetry competitions. However, libraries are now taking a more active role in encouraging writers in their community by exploring publishing and supporting the production of books. Technology has made this achievable, as it has with so many facets of maker culture, with both e-books and print on demand machines presenting a low-cost and relatively quick and simple method of publishing. Espresso Book Machines, a machine that prints books on demand, have been incorporated into makerspaces at Edmonton Public Library and the District of Columbia Public Library. The machines can be used to print patrons’ own books at a low cost, making the publishing of one’s own works easier than ever before. Mid-Continent Public Library, United States, launched its Story Centre in order to support self-publishing and the creation of stories. The Centre not only provides access to an Espresso Book Machine but runs an events programme focussed around writing and storytelling skills and also provides opportunities for creators to

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participate in a credentialing process (LaRue, 2015). The Story Centre aims to publish up to 12 books a year, which it also sells as print-on-demand titles (LaRue, 2015). Provincetown Public Library formed its own press in 2013, the Provincetown Public Press, which publishes a small number of e-books each year, using a selection panel of local arts associations and authors (Koerbar, 2014). After an experience publishing its own library staff-written book, Williamson County Public Library launched the Janice Keck Literary Awards (Koerbar, 2014). Winners will be assisted by the library to publish their works through Ingramspark, an e-book and print-on-demand platform (Koerbar, 2014). Seattle Public Library partnered with e-book self-publishing platform Smashwords, allowing library patrons to upload their work to Smashwords (Scardilli, 2015). Not only does this allow patrons to gain exposure for their writing, but it enables Seattle to purchase the book for its e-book collection, utilising Smashword’s existing partnership with the e-book platform Overdrive (Scardilli, 2015). Participation by libraries in events like National Novel Writing Month (NaNoWriMo), by providing facilities and programming for local writers and creators, reinforces libraries’ role as a partner in making and creating. Not only do these efforts by libraries to provide publishing services encourage their communities to create works of writing like family histories, novels and poetry, but they also encourage creation by providing people with the means to exhibit and share their creations. After publishing patrons’ books, libraries often offer the opportunity to add it to a local writers’ collection, or to their e-book collection. Not only does this enable access to the patron’s content, but the library builds a collection of its community’s creative work. Books have also been incorporated into making programmes for children, supporting basic literacy and teaching children storytelling skills in interactive and craft-based sessions. Public libraries in Western Australia, including City of Armadale Libraries, run hot-dog book making programmes where children are able to make their own book using a folded sheet of paper. The book is published using a colour photocopier on the day, with the published version able to be displayed and used in other children’s programmes. Hot-dog book making is also run by the State Library of Western Australia under the name ‘Books To Go’, where kids are “encouraged to engage with books and stories by creating their own” (State Library of Western Australia, 2015). Book making sessions using craft materials have been featured in Fayetteville Free Library’s Little Makers programme, where children make their own book as well as learn about storytelling and the parts of a book (Fayetteville Free Library, 2016d). Apart from providing spaces, equipment and knowledge to make and pursue creative interests, libraries are also encouraging making and creating in their communities by providing the means for people to display and share their creations. Libraries have at their disposal platforms like their catalogue, websites and social media, as well as the wall space in the library, that can be used to display, exhibit and provide access to their patron’s created content. In this way, rather than ‘pulling in’ external works to provide to their local community, libraries that are fostering making are ‘pushing out’ their community’s creations to the world. This could be as simple as setting up an exhibit of work produced during a maker-themed programme in the library.

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Displaying user created work advertises the library’s programmes and gives participants recognition for their work, fostering the sharing of locally created content and inspiring others to participate. Library websites can provide an online platform for patrons’ creations, or social media channels like YouTube can be used to exhibit the skills of a library’s community to the world. As a major stream of the maker movement involves digital media creation such as video production, animation and graphic design, utilising online spaces to support community creating is a logical extension. Some libraries have explored providing an online component to their physical makerspaces. These websites act both as a way to exhibit and share media created in the library’s makerspace, as well as a way for makerspace participants to communicate and network. Carruthers (2014a) sees great potential in online makerspaces. In her examination of existing makerspace websites, she notes that libraries that used their websites as ways to collect and display created content, or to provide learning resources for making, had the most use from patrons (Carruthers, 2014a). In whichever format, broadcasting the skills of local creators is an important way libraries support creativity in their community, providing access to art, craft and digital media. Libraries that actively support making and creating by their community cite numerous benefits. The skills and knowledge acquired through participating in maker programmes contributes to goals to foster lifelong learning, whilst directly supporting digital literacy and media literacy. Many libraries find makerspaces contribute to citywide strategies of supporting local businesses and economies by providing equipment and space for entrepreneurs and business start-ups, for instance using 3D printers to prototype ideas. Supporting making and creating has significant potential to contribute to community connections and increase social engagement for participants. The maker movement’s emphasis on collaboration, peer-to-peer knowledge transfer and informal networks contributes to library goals to foster community engagement. It is this ability of the maker movement to foster community connections and collaboration that really makes libraries the ideal environment to house makerspaces and incorporate maker culture inspired programmes. With this range of benefits, it isn’t hard to see why so many libraries are moving towards a greater emphasis on making and creating in their service models.

3.2

Participation

With the rise of participatory cultures, libraries are recognising the importance of participation, and seeking to use it to increase engagement. Influenced by participatory culture, public libraries are moving towards increasingly participatory models. Significant numbers of people are actively engaged in participatory cultures, facilitated by increased access to the Internet and social media sites. Jenkins, Purushotma, Weigel, Clinton, and Robison (2009, p. 5–6) define a participatory culture as one where, l

l

There are low barriers to artistic engagement and civic engagement, Strong support exists for creating and sharing creations,

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Some type of informal mentorship whereby experienced participants pass along knowledge to novices, Members believe their contributions matter, Members feel some degree of social connection with one another.

Participatory cultures revolve around various digital media, such as games, blogs, videos and fan fiction, as well as social media sites and collaborative websites such as Wikipedia. Jenkins et al. (2009, p. 9) identifies four forms of participatory culture, l

l

l

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Affiliations—membership of online communities, Expressions—producing new creative forms, Collaborative problem-solving—working together in teams to complete tasks and develop new knowledge, Circulations—shaping the flow of media.

The rise of participatory cultures is being reflected in public libraries in two ways. Libraries are attempting to access and utilise existing participatory cultures in order to increase community engagement, and libraries are attempting to create new participatory cultures that centre around themselves, repositioning themselves as collaborators. Libraries are attempting to ‘tap in’ to existing participatory cultures in order to connect with a wider demographic, engage with their communities in new and different ways, and increase promotion of the library and its services. Programming based around digital media such as gaming, and digital media creation, such as video production, gives libraries an opportunity to connect with those people engaging with existing participatory cultures. Libraries often state that they want to become part of people’s everyday lives, with an aim to be ‘the place’ that people go, often described in terms of the concept of the third place.1 Recognising that this means libraries have to remain relevant to people’s daily lives, and in particular to the lives of young people, public libraries have put effort into connecting with new and emerging technologies that facilitate participatory culture. Libraries have focussed on the use of digital media to connect with teenagers, older children and boys, demographics that are traditionally difficult to engage. For example, Minecraft, a game based on building and creating, has a wide fan base, with players creating various media about the game, such as YouTube videos, game mods and skins, and fan fiction. Minecraft has been utilised by libraries to connect with players in their communities. Darien Library, United States, hosts a county-wide Minecraft server for 8- to 17-year olds and runs regular Minecraft events (Darien Library, 2016). North Melbourne Library, Australia, held a Minecraft Gaming Day in 2014. The library used an advisory group of six young Minecraft players to help develop the event, which challenged participants to build a virtual library (Cilauro, 2015). The event “successfully engaged young people” (Cilauro, 2015, p. 92), and the library noted the active participation of the children and collaborative way they interacted with other participants (Cilauro, 2015). Tapping into

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This concept was outlined by Ray Oldenburg in his book The great good place, first published in 1989.

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the existing participatory culture of Minecraft helped the library to connect and better engage with their targeted demographic. Social media has enabled the growth of participatory cultures through its ability to easily and quickly create, modify and distribute content through its network. Libraries are harnessing social media to engage with their communities whilst promoting themselves and their services. Initially, libraries experimented with social media by using platforms like Facebook to broadcast news and information about library services. In essence, they treated these sites like an extension, or duplication, of their library websites. However, libraries are now recognising that they need to engage in more meaningful ways to realise the full potential of social media. By using the participative and social features of social media platforms, especially around the creation and sharing of media, libraries can stimulate better engagement with their community, fostering interactions and meaningful communication. In this way, social media assists libraries to move towards becoming a participatory library, by enabling conversation between the library and its community. The idea of a participatory library is one that engages in conversations with its community, using these conversations to inform its service (Smeaton & Davis, 2014). Smeaton and Davis (2014) note that as users expect to interact with and create content, libraries should take advantage of this by inviting active participation to create communities between themselves and users. Social media can be used by libraries as a way to create these communities, both by utilising and engaging with existing participatory culture represented on social media platforms, and by encouraging participatory cultures using the library as the centre, for example, by encouraging users to interact with library content. Hopkins, Hare, Donaghey, and Abbott (2015) note how mobile technology is leading libraries to a new model of user engagement, one that encourages conversation, facilitates collaboration and promotes the creation of new content. This trend of participation in public libraries can be readily seen in libraries’ use of social media, one of the major ways in which libraries can move towards encouraging greater participation. By using social media, the library can actively seek out participation and conversation (Smeaton & Davis, 2014). In their study of how libraries used social media, Smeaton and Davis (2014) differentiated between four categories of interaction on social media platforms. These were broadcast, information sharing, information sharing to engagement and engagement. Libraries that are fostering participation and moving towards becoming participatory libraries, posted more ‘engagement’ content, which sought to engage users and encourage conversations (Smeaton & Davis, 2014). The study cites examples of libraries using social media to foster engagement. City Libraries Townsville, Australia, uses Twitter for a proactive reference service by searching for tweets about Townsville and responding if appropriate with answers (Smeaton & Davis, 2014). Townsville also uses Flickr to locate photographs for its local history collection, contacting users for permission to add images to its collection and making use of the available community created content. Yarra Plenty Regional Library, Australia, uses image-collecting site Pinterest to create collections based on Dewey Decimal Classification subject areas (Smeaton & Davis, 2014). Its strategy is engagement-driven, having decided that collections such as

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recipes will generate more re-pins and followers than images such as bookcovers (Smeaton & Davis, 2014). New York Public Library used photo-sharing platform Instagram for a favourite author’s knock-out competition, where votes from the community determined the winner (Hopkins et al., 2015). Askim Library, Norway, also used Instagram for a poetry competition, asking users to create a poem using fridge magnets and posting a photo of their creation to Instagram (Jokitalo, 2013). As well as using established sites like Twitter and YouTube, libraries are increasingly willing to experiment with new platforms like Vine, a 6-s video sharing platform, to facilitate community engagement and participation. Libraries that use social media successfully to increase engagement highlight the fostering of twoway conversations between the library and followers, and the importance of fans that comment, share, retweet and like (McPhee, 2014). Libraries are also attempting to create a new participatory culture that is centred around themselves and their services. By doing this, they can become more relevant and responsive to the needs of their communities, supporting the development of the media skills that effective participation requires. Through the use of their own websites and social media platforms, libraries are posting and sharing their own content, as well as the creations that they assisted their patrons to make. This content is then available on the web, for people to view, share and comment on. For example, Schaumburg Library used its Vine account to upload a video of students’ artwork (Hopkins et al., 2015). By participating and sharing content through social media, libraries are encouraging the public to see them in a different way, as providers of digital media that can be used as a basis for making and participation. Another way that libraries are trying to form participative cultures is by utilising other types of participation with the public. Participatory budgeting, planning and design are all increasingly used by libraries in developing new services and buildings. Participatory planning and budgeting are examples of libraries’ efforts to involve the public in decision-making processes, better reflecting the needs of communities in service and building design. These efforts are sometimes influenced by local government initiatives to increase citizen participation but are largely part of a wider repositioning of libraries into the role of collaborator and facilitator in a movement towards a participatory library model. Helsinki City Library has incorporated multiple participative planning opportunities for the residents of Helsinki as it constructs its new Central Library building, due for completion in 2018. Hundreds of ideas gathered through Helsinki’s Dream! campaign have been incorporated into building and programme design (Helsinki City Library, 2016b). Helsinki also hosted participatory budgeting workshops, where residents were able to choose which projects to fund and implement (Helsinki City Library, 2016a). Large-scale patron-driven acquisition is another way in which libraries are opening up participation in decision-making. Helsinki City Library provided its users with selection lists in a participatory budgeting trial that saw €15,000 spent through users’ choices (Hopeakunnas, 2014). Similarly, Chicago Public Library ran a patron-driven acquisition pilot by loading MARC records from selection lists onto its catalogue. When a title was reserved from the catalogue, an order was generated to purchase the book (Duke, 2013). Increased participation by patrons in library decision-making fosters more transparency and openness about

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how libraries operate and how decisions regarding budgeting, programmes and services are made. This contributes to libraries repositioning themselves as collaborators and creates a culture of participation around library activities. The creation and support of participatory culture is also demonstrated by libraries’ growing interest in open data initiatives. The open data movement encourages organisations, particularly government agencies, to make available data to the public, improving transparency and enabling others to share and use the data. The Open Data Handbook defines open data as “data that can be freely used, re-used and redistributed by anyone – subject only, at most, to the requirement to attribute and sharealike” (Open Knowledge International, 2016). Open data encourages participatory culture, with programmers and developers able to freely use open data to create new software and applications. Libraries also recognise and share many guiding principles with the open data movement, such as freedom of information, openness and transparency, equality and accessibility. Potential advantages for libraries in supporting open data practices are noted by Carruthers (2014b) as, l

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Improving transparency, Providing citizens with insight into the value of the library, Providing evidence-based support for programme development, Improving workflow efficiency, and Providing a focal point for programming.

Edmonton Public Library aimed to support data literacy and engagement with the open data community when it hosted a hackathon in 2014 as part of International Open Data Day (Carruthers, 2014b). During the event, participants worked on open data projects and learned more about data provided by the City of Edmonton (Carruthers, 2014b). Some of the participants utilised city data in their projects, for example, by using pet registration data to map dog breeds across Edmonton (Carruthers, 2014b). In evaluation for the event, respondents said the best way Edmonton Library could support the open data community was by making library data available, with requests for specific library data and suggesting ways the library could make use of it (Carruthers, 2014b). Edmonton noted that behaviours and skills that align with the values and goals of public libraries were fostered by the hackathon, such as collective problem-solving, information sharing and collaboration (Carruthers, 2014b). These are also features of participatory cultures, demonstrating that support for open data initiatives contributes to participatory library models. In another example, Palo Alto Library provides open data through a dashboard on the City of Palo Alto’s open data platform (Enis, 2013b). Available are data on library visits, issues, programme attendance and collection figures, with the ability to share data to social media sites. The city aims to achieve improved community engagement with the initiative, with programming, such as hackathons, used to enhance the data (Enis, 2013b). Hackathons and other open data events encourage participative culture, and with library data as the focus, projects have the potential to deliver real service improvements, as well as enabling the public to ‘make things’ with library data.

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Again, here are libraries positioning themselves in a collaborative role, enabling participation and media creation. The trend of participation is very evident in the recent activities of innovative libraries. This theme is reflected in concepts such as Library 2.0, which has participation as a core component, participatory libraries and the library as conversation (Lankes, Silverstein, & Nicholson, 2007; Nguyen, Partridge, & Edwards, 2012). These concepts all seek to describe current and future models for libraries, and all include participation as an integral characteristic of library service models of the future. Nguyen et al. (2012) note that emerging library models have a clear foundation in user engagement and participation, more than has ever been the case previously. Indeed, innovative libraries seem to be growing into the concept of the participatory library, where library patrons are not only allowed to, but invited and encouraged to, influence and change library services, with libraries positioning themselves as collaborators. Technology is furthering this new role, with social media a major factor in increasing user participation. Libraries are also inviting users to participate in operational and strategic decision-making, with more libraries using participatory planning and design, particularly in the planning of new library buildings. This increase in participatory opportunities by libraries has been influenced by the rise in participatory culture, driven by technological innovation.

3.3

Partnerships

Collaboration and partnerships are used extensively in libraries to deliver programmes, events, library buildings and collections. Libraries actively seek out organisations to partner with in order to better utilise knowledge, skills and networks, as well as to share resourcing costs. Collaboration is encouraged by funding bodies, which see the benefits in working across departments or sectors. Libraries increasingly tie their activities into City or government initiatives, partnering with other agencies to deliver programmes in areas like health, education and multiculturalism in order to contribute to the strategic goals of funding bodies. Libraries are seeking partners to assist them in a range of activities, such as developing spaces within buildings, designing and operating new libraries and providing tailored collections. Libraries partner with other government agencies, departments and not-for-profit organisations, as well as increasingly with educational and cultural institutions, and commercial organisations. Public libraries have traditionally sought partnerships to run programmes, host events and fund specific projects, such as pilot or construction projects. However, the use of partnerships is growing to encompass every type of library activity or initiative, with partners sought in business, cultural institutions, community organisations and government. Whatever it is, libraries want to partner to achieve it, with the number of partners for initiatives growing as libraries maximise the connections they can make. The trend for partnerships sees libraries partner with everyone from Google to their IT department, to achieve outcomes which benefit the whole community.

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What’s in it for libraries, and why are they increasingly eager to seek partnerships? Undoubtedly, the opportunity to reduce costs is a major motivating factor. Partners may share the cost of running a project or contribute staff or other resources. With costs reduced, libraries are able to do more with less by sourcing partners to run projects and new initiatives, provide particular services and run programmes. In countries where libraries have experienced funding cuts and reductions in staffing, utilising partnerships may be the only way they can run a particular service, which they would otherwise be unable to provide. Indeed, the growth in all types of partnerships can be attributed, as least in part, to cuts in funding and resourcing to public libraries, forcing them to look elsewhere to achieve their operational and strategic goals. Partnerships also provide the ability to achieve something a library is unable to do on its own because it lacks the necessary resources, expertise, knowledge or technical skills. Partnerships provide a range of other benefits. Liaising with a variety of other organisations allows libraries to share knowledge and learn new skills. Exposure to different ways of working can foster innovative thinking and improved problem-solving. Working in partnerships often includes collaborative work, building team skills for staff, who have to work with people who may have very different backgrounds and strengths. This presents an excellent professional development opportunity for the staff involved, which enriches the library working environment. Additionally, through working in partnership, libraries may gain exposure of their services to different demographics, taking advantage of their partner’s networks and contacts. Libraries may also be working on very similar projects or towards outcomes that other organisations in their community share. Rather than ‘reinventing the wheel’ libraries can take advantage of existing resources and support structures, and pool their efforts, with a more coordinated approach that will have a greater collective impact on their objectives. Working with other organisations in the community may also contribute to community engagement goals, and be seen as a way of connecting with local individuals and groups to better understand and serve their needs. The push to seek partnerships can come from above, with funding bodies such as local governments fostering greater coordination between their departments to achieve strategic and community objectives. There is also often significant pressure from funding bodies to minimise costs, even if no actual reductions in budgets or staffing occur. Although there can also be problems associated with partnerships, such as unequal responsibilities, communication issues or confusion over purposes and outcomes, the potential benefits are driving libraries to seek partnerships more frequently, for a wider range of services and with a greater number and type of organisations. Libraries are joining with a wide range of local organisations, government departments and community groups to achieve local and community-based goals. Through these community partnerships, libraries seek to contribute towards improving the lives of the community as a whole. By partnering with community-based organisations, libraries seek to demonstrate to funding bodies the community-wide positive impact library services can have. It is through these community partnerships that libraries can show how their service aligns with the goals of councils, government and local organisations, providing another way for libraries to demonstrate their value. Libraries

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form community partnerships to work towards objectives such as economic prosperity and supporting businesses, health and well-being initiatives and social objectives such as supporting the homeless and underserved populations. Salt Lake City Public Library supported a city-wide initiative at tackling homelessness by coordinating and hosting Project Uplift, a resources fair for at-risk individuals. The library partnered with Salt Lake City Government and nonprofit organisation Volunteers of America to organise the fair, which brought together over 30 community organisations, businesses and service providers (Torres, 2015). By working in partnership, the library was able to offer better access to services to library visitors, as well as contribute to local objectives of tackling homelessness (Torres, 2015). Many local governments run community health and well-being initiatives, which libraries seek to support. Health initiatives are ideal platforms for libraries to explore partnerships with the range of community organisations that promote health information about diseases and conditions (e.g. heart disease, asthma), demographics (e.g. children, women’s health) or healthy living (e.g. diet and nutrition, exercise). Cumbria Library Service has supported health and well-being initiatives in its community by forming partnerships with a range of organisations to develop improved resources and services for people living with dementia. Partners in organisations, such as the Alzheimer’s Society, AgeUK, Dementia Care Matters, Adult Social Care and Prism Arts, have contributed to collection development of dementia-related titles, the creation of memory resource bags for lending, the creation of resources boxes for use in outreach visits to community group and care facilities and in running programming for people living with dementia (Cochrane, Knocker, & Towers, 2014). Libraries are partnering with organisations to foster economic development in their communities, supporting local businesses and entrepreneurs. The District of Columbia Public Library plans to foster partnerships with the business community with its collaborative workspace, the Dream Lab (Enis, 2013a). Partnering with business incubator 1776, the library will provide access to Dream Lab resources and guidance on library resources to 1776 members, whilst 1776 will run programmes at the library (Enis, 2013a). This partnership supports government aims to grow technology-based jobs in the area (Enis, 2013a). San Diego Public Library has formed partnerships with local scientific organisations the Wet Lab, Salk Institute for Biological Studies, Biomimicry San Diego and San Diego Barcode of Life, to assist in the development, implementation and programming of a public biotech lab in the library’s Collaboratory space (Peet, 2015b). Utilising San Diego’s established biotech industry, the library has been able to recruit local expertise to provide hands-on learning and experimentation space for the public (Peet, 2015b). The National Library Board of Singapore has partnered with telecommunications provider InfoComm Development Authority, and company Regus, to establish Smart Work Centres at three public libraries, providing office and workspace facilities on a pay-per-use basis (InfoComm Development Authority of Singapore, 2014; National Library Board, 2015). The centres contribute to work-life balance objectives, enabling workers to reduce their commute (National Library Board, 2015). By pursuing these partnerships libraries deliver enhanced services to their patrons, connect with community groups and individuals and increase community engagement. Libraries are also able to demonstrate

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their strategic value to funding bodies through their contributions to initiatives that further city-wide strategic objectives. As part of their increased focus on providing learning opportunities, libraries have sought to partner with formal education institutions such as universities. In order to extend and improve services to students who were completing university courses externally, as well as those studying at the nearby Finnsnes Study Centre, Lenvik Library, Norway, formed a partnership with the Tromsø University Library and Finnsnes Study Centre. The partnership has resulted in the establishment of a study library, a dedicated space providing access to and assistance with academic resources as well as study and meeting space for students (Iden, 2014). Library services are developed collaboratively, with input from academic staff, IT administrators and library staff (Iden, 2014). Lenvik Library is located in an area called the Knowledge Park with several education and training organisations, as well as the Central Troms Museum. This has encouraged the use of partnerships to achieve shared objectives. As many libraries are being located in precincts with educational, recreational, health or cultural organisations, their proximity facilitates greater use of partnerships. As well as the study library, Lenvik Library has partnered with the Educational Centre to provide training on using school libraries, and with the Educational and Psychological Counselling Service, PPT, with staff information sharing sessions, guidance on literature, apps and library resources (Iden, 2014). In another example of partnership with an educational institution, Los Angeles Public Library partnered with the University of Southern California’s Annenberg School for Communication and Journalism to explore augmented reality applications. Students of the School developed the augmented reality app as a way to tell the ‘story’ of Los Angeles Public Library’s Central Library, with information and assistance provided by library staff (Boyadjian, 2014). The partnership provided the library with a unique experience, whilst the students were able to develop their skills, with the app now available as a free download for any visitor to the Central Library (Boyadjian, 2014). Libraries provide the opportunity for students to improve and test their skills whilst developing resources or spaces that benefit the library service by partnering on projects. Partnership with educational institutions can progress library goals towards fostering learning in their community, with improved resources and services for students. A partnership between East Sussex Library and Information Service, United Kingdom, and the University of Brighton developed a year-long training programme aimed at professional skills development in library staff. The partnership aligned with the University of Brighton’s policy of local community engagement, whilst East Sussex was able to deliver a comprehensive training programme to staff (Marshall, Chrysostomou, & Luthmann, 2013). The successful programme, which two other local authorities attended, continued into a second year, with participants citing a range of benefits, including the professional development of staff who acted as trainers, and current awareness and information sharing for university staff (Marshall et al., 2013). This partnership, though directed at staff, efficiently utilised training resources and made use of available skills and knowledge to further professional development in staff from all participating institutions.

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Libraries are increasingly partnering with commercial enterprises such as local businesses. These partnerships often take the form of funding or resourcing support for new library buildings and programmes. In exchange for funding, or the provision of certain resources, commercial organisations obtain brand awareness and promotional opportunities for their services or products. However, partnerships with businesses can also work towards joint objectives for both parties, with many companies looking for opportunities to support social and cultural development in their communities, as a way of ‘giving back’. With many libraries seeking to support city initiatives in economic development or addressing skills shortages, many companies also have vested interests in seeing these initiatives succeed. In these areas, the goals of libraries and business align and can provide opportunities for partnerships. For example, in its learning centre, La¨rcentrum, Malm€o City Library partnered with companies in a programme called ‘Open Office’. Invited to work in La¨rcentrum for a week, a company uses the space and delivers programming such as presentations (Wahlstedt & Cederholm, 2013). Their employees also participate as ‘living books’, making their knowledge available to library visitors (Wahlstedt & Cederholm, 2013). Opportunities for partnerships with cultural institutions such as museums and galleries can arise when libraries are located in cultural precincts. When the intermunicipal library in Colomiers, France, was co-located with the contemporary arts centre to form Le Pavillon Blanc, the library was drawn to collaborate on programming, partnering on the provision of events and workshops (Blanchet, 2013). Similarly, the Gouda Library partnered with the Mid-Holland Regional Archive, the Gouda Fine Printing Society and a restaurant, to occupy an old chocolate factory and form the Chocolade Fabriek Gouda (Bruijnzeels, 2015). Libraries are also increasingly forming networks and partnerships with their peers to deliver joint programmes and services. These partnerships are often local or regional, yet with libraries across the world facing similar challenges and opportunities, the potential for global partnerships exists. This can be seen in Aarhus Public Library and Chicago Public Library’s partnership to develop an Innovation Toolkit based on the concept of Design Thinking (Design Thinking for Libraries, 2016). Libraries are seeking partnerships at every opportunity. Their expanding role means that they increasingly share common goals and objectives with a wide range of organisations. Leveraging these shared service interests, libraries are forming partnerships with community organisations, educational institutions, cultural organisations and businesses to share resourcing, skills and knowledge, enabling improved service delivery. With the use of partnerships, libraries are aiming at delivering more with less, developing innovative services and extending engagement through the networks that partnerships provide.

3.4

Learning

Although libraries have always supported education and learning, they are increasing their commitment to providing learning opportunities and actively supporting learning through their own spaces, programmes and resources. In many ways, public libraries are

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the perfect places to support learning, as free and open public spaces that are unintimidating and informal. Accessible to the whole community, libraries do not require an application process, previous experience or qualifications. Libraries are taking advantage of this position by increasing informal learning and educational opportunities, particularly in the areas of new literacies, technology skills and STEM. Some libraries are also exploring formal education opportunities for their patrons, enabling patrons to obtain recognised qualifications through learning from library-facilitated programmes. Libraries are also exploring massive open online courses (MOOCs), and their potential to contribute to community learning objectives. Libraries are placing learning at the centre of their services as never before, with opportunities for informal, participative learning becoming a major component of a modern library service. STEM refers to Science, Technology, Engineering and Mathematics and was initially a term used to reference jobs in these sectors. The term expanded into the education industry, as a response to the need to grow skills for these sectors. STEM education has now been incorporated into school curriculums in the United States and has begun to be adopted by other institutions concerned with learning, such as libraries (Hopwood, 2012). In libraries, STEM is increasingly used in programmes for children, and its incorporation has been influenced by the technology-driven maker movement, and the need, recognised by libraries, for increased competency with technology in the community. The growth in interest by libraries in STEM programming is evidenced by the first conference held in 2015, in Denver, United States, that focussed on STEM and public libraries (Public Libraries and STEM, 2016). STEM is also sometimes expanded to STEAM, with Arts added to the educational focus for such programmes. STEM programming can be as simple as a storytime with science-based craft activities, or providing resource kits for building numeracy skills, such as telling the time, counting and measuring. Another example of simple STEM programming is providing toys such as LEGO bricks, offering opportunities to learn engineering skills and foster spatial awareness, motor skills and creativity. STEM programming for older children in libraries often includes simple robotics and electronics learning, with the use of LEGO Mindstorms, Raspberry Pi and Squishy Circuits. STEM programming need not be high-tech, however, with topics like weather, space and biology providing plenty of programming ideas. Chicago Public Library’s Summer Learning Challenge shows how STEM learning can be incorporated into existing library programmes. Its existing summer reading programme was modified, incorporating science-based challenges to support learning throughout the holiday period (Jacobson, 2016). Coding is one STEM-related subject which has been taken up with great enthusiasm by libraries, with many libraries partnering with coding organisations such as Code Club and CoderDojo, to host events for children. Although the concept of STEM learning has been used by libraries mainly in programming for children, some libraries are providing learning resources based around STEM for adults as well. For example, San Diego Public Library opened a BioTech Lab in 2015, providing access to microscopes, centrifuges and other molecular biology equipment (Peet, 2015b). The BioTech Lab is part of the library’s Life Sciences Collaboratory and will provide workshops, demonstrations and lectures for the public (Peet, 2015b). Libraries are also recognising how STEM education supports their efforts at fostering digital literacy skills and familiarisation with technology in their communities.

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Another growing focus for libraries is supporting early learning in children through imaginative play. Imaginative play fosters cognitive thinking skills, language skills, social skills such as cooperation and encourages creative thinking. Libraries are incorporating spaces and resources to encourage play into their buildings, recognising the importance of imaginative play in fostering early learning. Aarhus Public Library’s DOKK1 building is surrounded by an outdoor platform on which five separate play areas are provided. Designed as a family space, the areas support different types of play and have a global theme, with each one representing a continent (City of Aarhus, 2015). Other libraries have added resources like dress-up boxes and construction blocks to their children’s sections. Deschutes Public Library, United States, installed early learning spaces at its branches to encourage play, with resources such as costumes, puppets, play houses and toys like cash registers (McNeil, 2015). Indian Prairie Public Library has a play house that can be turned into a bakery, florist or other places with the use of props (Johnson, 2015). Providing opportunities for play in libraries supports the development of literacy and prepares children for school (Johnson, 2015). Golinkoff, Hirsh-Pasek, and Singer (2006) outline the importance of play to learning, noting concerns that time for play is being given low priority as childhood becomes more structured and that school increasingly focuses on achievement in assessments. Libraries are recognising that they can support early learning by encouraging learning through imaginative play. Libraries are providing more opportunities for participatory learning. Participatory learning is defined by Project New Media Literacies (2016) as characterised by l

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Heightened motivation and new forms of engagement through meaningful play and experimentation An integrated learning system where connections between home, school, community and world are enabled and encouraged Co-learning where educators and students pool their skills and knowledge and share in the tasks of teaching and learning Learning that feels relevant to students’ identities and interests Opportunities for creating and solving problems using a variety of media, tools and practices

Participatory learning incorporates learning by doing and learning through engaging people’s interests and passions. It is particularly suitable for informal and collaborative learning environments, such as can be facilitated by libraries. Indeed, the maker movement, and the kind of learning conducted through makerspaces and maker programming, is a perfect example of participatory learning. Libraries that have makerspaces and related programmes, therefore, are already fostering participatory learning, and the ability of makerspaces to teach new skills, particularly digital literacy skills, is one of the primary motivations behind libraries’ enthusiasm for the maker movement. Through its relationship with participatory cultures, participatory learning is also strongly aligned with science and technology subjects, with a focus on encouraging experimentation, creativity and innovation. Through the use of participatory learning libraries are fostering various types of literacies. Literacies specifically targeted by libraries in their services include

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information literacy, media literacy, digital literacy and financial literacy. Through the use of the word ‘literacies’, libraries are describing the basic skills needed to locate, assess and use information and resources around each of these subjects, whilst tying these skills back to basic literacy skills. In particular, libraries have recognised the need to develop people’s skills for dealing with the online world and new technology. Consequently, libraries are focussing more on digital and media literacy in order to familiarise people with technology, teaching them how to critically assess online information, locate quality resources, learn basic functionality and about issues like privacy and copyright. Jenkins et al. (2009) stress the need to foster ‘new media literacies’ to equip students to effectively navigate the increasingly participative and technologically geared world. Jenkins et al. (2009) outline eleven media literacies that young people need to manage successfully in the new participatory world. These literacies focus on social and cultural competencies and include Play, Negotiation, Collective Intelligence and Judgement (Jenkins et al., 2009). The literacy of Judgement is one in particular that libraries have made efforts to foster, as the multitude of online sources, the varied quality of information available on the Internet and the difficulty of detecting commercial interests means there is an increasing need for people to assess information sources. This ability to assess online information is often termed ‘media literacy’ and has been targeted in programmes for students such as News Know-How, run by the American Library Association (ALA) at several US libraries (Koray, 2013). Turku City Library, Finland, has developed a media education plan in order to foster media literacy and information literacy in all demographics (Jokitalo, 2015). Libraries often focus on teenagers for their media and digital literacy programmes, seeing a way to facilitate learning by engaging their interest in digital media. Chicago Public Library’s YOUmedia is a space for high-school students to socialise and create, with resources for gaming, music and video production, graphic design and STEM activities. The space was designed to help develop teen’s competence with digital media and to gain skills around communication, creativity, collaboration and critical thinking (Sebring et al., 2013). These skills align with the media literacies outlined by Jenkins et al. (2009). Other ways that libraries are facilitating participative learning include tapping into young people’s interests in areas like gaming, comics and anime. Stuttgart City Library’s GiGames programme is a weekly gaming club for school-age children, which develops cooperative skills, critical thinking and problem-solving (Stadtbibliothek Stuttgart, 2012). Libraries support interest in comics and anime by hosting conventions, such as Salt Lake County Library Service’s ‘ToshoCon’ and Ann Arbor District Library’s ‘Kids Read Comics!’ (Rogers-Whitehead, 2015). A host of participatory activities are supported by comics and anime fan bases, supporting informal learning as well as traditional literacy. Creative activities such as fan art, fan fiction, costume design and prop making all contribute to skills in problem-solving, design, organisation and innovative thinking. By designing library programmes around young people’s interests, libraries engage in participatory learning to support the development of new literacies and skills. Libraries are also expanding structured and formal learning opportunities, particularly for adults. Many of these have a digital skills focus and are often targeted at

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job skills training. For example, Manchester Library’s Digital Skills workshops for unemployed women included courses on programming and web development (Digital skills for women, 2013). Offering education in skills like financial literacy is also on the rise, partly in response to the economic downturn of recent years. The Smart Investing @ Your Library programme, run by many libraries in the United States including Queens Library and Jackson District Library, offers grants to educate on money matters and financial responsibility (Brandes, 2013). Libraries are attempting to provide opportunities to gain formal qualifications. In 2014, Los Angeles Public Library began to offer access to an online accredited high-school diploma course in partnership with Career Online High School (Lepore, 2015). In 2015, Carson City Library planned to offer an entry-level certificate in manufacturing (Peet, 2015a). Public libraries are also beginning to investigate the possibilities offered by MOOCs in increasing education and lifelong learning opportunities to the community. New York Public Library recently partnered with MOOC provider Coursera to host weekly discussion groups, supporting the online course content (Enis, 2014b). Libraries are placing learning at the centre of their services, with a growing trend in public libraries for providing formal and informal learning opportunities. The growth in participatory learning supports library initiatives such as makerspaces, digital media creation and STEM learning, with libraries investing in programmes that encourage learning by doing. Libraries have a valuable role to play in fostering new literacies, with media and digital literacy programmes connecting communities with these important skill-sets. The recognition of the developmental value of imaginative play has led many libraries to enhance their children’s areas with tools to encourage learning through play. Public libraries are investing increasing resources into fostering learning at all ages in their communities, taking an active role in facilitating lifelong learning and educational opportunities.

3.5

New outreach

The focus for library services is moving beyond library buildings. Increasingly, libraries are delivering services outside of their network of branches, in a range of mobile, temporary, online or automated spaces. The trend of new outreach is based on traditional outreach services performed by libraries, where libraries would provide services and resources to underserved or distant communities through mobile libraries or visits to organisations such as schools or community centres. New outreach involves a more comprehensive delivery of services, with libraries making use of new technologies to take advantage of further outreach opportunities. New outreach combines a desire to promote the library with the recognition that a library needs to leave its buildings to improve community engagement. This trend sees libraries spending more time and resources on developing services that are not dependent on the library building to deliver.

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Libraries’ desire for improved community engagement has led them to the concept of ‘being where the people are’. This idea that libraries should be visible in the community has seen libraries explore ways to maintain a presence at community events and in public places. Pop-up libraries are one way in which libraries are pursuing this. The concept of pop-up libraries comes from the retail sector, which uses pop-up shops as a low-cost way to raise interest about products. The concept of these small, temporary spaces began to migrate from the retail sector in 2009 (Wikipedia Contributors, 2016b). Davis, Rice, Spagnolo, Struck, and Bull (2015) define the purpose of a pop-up library as ‘literarybased engagement’, providing informal access to library resources. Pop-up libraries are attractive to libraries as engagement and promotional tools due to their low cost, simple set-up and their ability to target particular events or demographics. They can also be experimental, fun and creative, and their temporary and unexpected nature can spark people’s interest when they appear in contexts that are usually not associated with libraries. For example, Sunshine Coast Libraries, Australia, set up a zombie-themed pop-up library for the Epic Diem Nerd Culture Expo, using the temporary space to engage a specific demographic in an inventive, original way (Davis, Rice, Spagnolo, Struck, & Bull, 2014). Frankston City Libraries, Australia, used their pop-up library to create a library presence in a local train station, providing reading material at the point of need (Davis et al., 2014). Frankston aimed to reach out to potential library users who were unable to visit the library, offering books and media for borrowing and accepting returns (Davis et al., 2015). Sunshine Coast Libraries have also used pop-up libraries to target differing objectives. In 2013, two pop-up libraries were used to promote and gain feedback on the library strategy plan. The libraries were used at various public locations, including the beach, had both borrowable and withdrawn stock available for use, and staff used ipads to conduct surveys and collect feedback (Davis et al., 2015). In contrast, their pop-up library at the Epic Diem Nerd Culture Expo was used to promote the library to a different demographic, particularly nonlibrary users, and form a partnership with the Expo (Davis et al., 2015). Wyndham Libraries, Australia, placed a pop-up library in a shopping centre to coincide with Children’s Book Week in 2013. The pop-up library ran events such as storytime and youth workshops, and withdrawn stock was provided for people to take home (Davis et al., 2015). A recent development of the pop-up library concept are library services delivered from bicycles, often known as book bikes. The bicycle is usually adapted to carry books and lending equipment, such as a laptop, and may pull a small trailer that is used as a mobile shelf to display library material. A staff member can ride the bicycle to community events or places, providing a small-scale mobile service and promoting the library. Seattle Public Library’s Books on Bikes programme began in 2013, with staff visiting local events on bicycles with custom built book trailers. The bicycles are equipped with mobile wi-fi hotspots, can issue books, sign up new members, promote e-resources and are used for pop-up storytimes and information sessions (Lee, 2013). Similar programmes such as Denver Public Library’s DPL Connect and Pima County Public Library’s Bookbike range from bicycle-powered services that provide wi-fi and e-lending to those that give away donated or withdrawn stock (Francis, 2014). Helsinki City Library has used a book bike as part of its Dream! campaign, gathering feedback from the public in a participatory planning process for its new Central

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Library. Part of a series of pop-up libraries that went “to places where people are”, the bicycles visited city events and were used for engagement (Helsinki City Library, 2016b). In 2013, six book bikes were used to raise interest in the Central Library project, riding through the city over 2 days and making an appearance at the plot party to celebrate the announcement of the winning building design (Helsinki City Library, 2013). Helsinki planned to use two of the bikes on an ongoing basis to promote the library on the streets and at events (Helsinki City Library, 2013). In its announcement about the book bikes, Helsinki states “The library belongs where all people are, on the streets and in the alleys, wherever people get together, run their errands and live their lives” (Helsinki City Library, 2013). Demonstrating that pop-up libraries can appear anywhere, King County Library System has installed ‘Quick Read’ stations at the Seattle-Tacoma International Airport, providing donated books and magazines for travellers to read and take. The stations are temporary, providing a library presence during summer (Chant, 2013). The use of pop-up libraries is one way in which libraries are attempting to meet their community and engage with them, creating a library presence in unexpected places. Technology has played its part in the growth of the new outreach trend, enabling libraries to circulate materials, perform reference duties and sign up new members without the physical and technological infrastructure of their branches. Radio frequency identification (RFID) technology and mobile wi-fi hotspots mean that library services can be easily conducted in mobile and temporary environments. These technologies have also enabled libraries to instal automatic self-service library services in the form of circulation stations or book vending machines. These machines provide an additional service point, often in an underserved location, or in a high-trafficked area where the library can detect a need for services. Some machines are installed as a stopgap measure, providing a reduced service until a library branch can be built, or as a way to save money, providing some type of library service without committing to the expense of outfitting or constructing a new library. However, when used in a way that engages a specific local need or demographic, and by adding a library presence to a different location, these machines can be used to add real value to a library service, forming partnerships and meeting on-the-spot demand. The installation of these service points is also motivated by the desire to make physical library materials accessible beyond library building opening hours. Book vending machines, and other forms of automated library stations, provide access to materials around the clock and often accept returns as well. Book vending machines typically contain a limited amount of library materials, which are lent using RFID technology. Fresno County Public Library installed a 24-hour library, a vending unit by supplier Envisionware, in a shopping centre in 2014 (Enis, 2014a). Smartlockers are also being used by libraries to provide access to materials at more convenient places and outside of library hours. Topeka and Shawnee County Public Library has installed smartlockers at a community centre and a 24-hour supermarket. Patrons can request items, which are then kept in a smartlocker for 3 days to allow for collection, using their library card and PIN to access the items (Enis, 2014a). Warwickshire Library Service partnered with the George Eliot Hospital to instal a library book vending machine (Khan, 2013). The machine is available to visitors, patients and staff

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and is located in a high-trafficked area of the hospital (Khan, 2013). The machine provides access to 400 titles for lending, accepts returns and links to the library management system to retrieve data like book jackets (Khan, 2013). The placement of the vending machine in a busy hospital area demonstrates how libraries are seeking to make library materials accessible at the point-of-need. Locating a library service in a location such as a hospital, meets an obvious demand for reading material, as well as other benefits. By providing 24/7 access to library services in a busy area, Warwickshire hopes to extend the library service offer, expose the library to new and different customers and support the health and well-being agenda (Khan, 2013). San Antonio Public Library installed digital kiosks at the San Antonio International Airport in 2014, providing access to e-book, e-audiobook and digital music collections (Inklebarger, 2015). The kiosks can be used for downloading the library’s digital media as well as providing charging points for mobile devices (Inklebarger, 2015). Book vending machines and other automated library service points can provide accessibility to physical library materials beyond the limits of library buildings and opening hours. In an effort to put their library services ‘where the people are’ libraries are placing these additional service points in nonlibrary settings, reaching different customers and extending the library’s presence. Technology has also enabled the provision and accessibility of digital resources, making available a world of digital content through the Internet. The trend of new outreach sees libraries getting their digital collections ‘out there’, creating a presence for them at different community places. QR codes are facilitating easy access to digital collections using smartphone technology. QR codes, a type of matrix barcode, store data such as URLs (Wikipedia Contributors, 2016a). Using the scanner equipped on a typical smartphone, QR codes can be read to link the user to a digital resource such as an e-book or library website, through a poster or banner display. This enables physical advertising in public places where people congregate, promoting the library and its digital collection. Libraries can place access points like linking QR codes in places where people have a need for library services, but may be removed from a library building. Although digital collections are always available online, using stands, posters and other tools to create a visual, physical presence in a nonlibrary setting stimulates awareness in nonusers of a library’s resources and services, broadening a library’s reach. Airports, where large volumes of people spend time waiting each day, offer opportunities for libraries to promote their resources to a somewhat captive audience. They have been seen as a perfect place to promote digital collections for libraries like the Kansas State Library, which used QR codes on cards located around Kansas’ Manhattan Regional Airport to connect people with the library’s e-lending service (Chant, 2013). Called ‘Books on the Fly’, the initiative provides on-the-spot access to library e-books (Chant, 2013). The Free Library of Philadelphia has set up a wi-fi network at the Philadelphia International Airport (Chant, 2013). Upon connecting to the network, users are taken to the Free Library of Philadelphia’s online services page (Chant, 2013). Campaigns using QR codes to link to e-audiobook and e-book collections by vendor Bolinda have been used by Brisbane Library, Australia, amongst others. Posters with audiobook covers and QR codes were placed in bus stops and other public places with the slogan ‘We’re always open’

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(McGlinchey, 2016). The QR codes, when scanned, instantly direct library users to borrow or reserve the featured titles. The campaign was so successful that significant numbers of additional copies had to be added to the collection to meet the demand generated (McGlinchey, 2016). Mobile technology is enabling libraries to promote and provide access to digital collections through physical displays in nonlibrary locations, creating a presence for digital collections throughout the community . Another way libraries are using technology to deliver services from outside the library building is through the provision of devices with preloaded digital content. One example of this is LibraryBox, developed by Jason Griffey. LibraryBox is a self-contained wireless network that can be used for digital file sharing, providing access to preloaded content by mobile devices. Barr Memorial Library, United States, placed LibraryBox devices at several locations within its community, targeting hightraffic areas including cafes, a chemist and a shopping centre food court (Steinmacher & Harmon, 2015). The LibraryBox provides links to the library’s digital resources, information about the library and public domain content. Barr Memorial states that it has used LibraryBox as an “outreach and awareness tool” (Steinmacher & Harmon, 2015, p. 44), placing access to digital library resources throughout the community. The focus of libraries on delivering increased services outside their buildings can also be seen in staffing priorities such as Edmonton Public Library’s community librarians. Edmonton hired a community librarian for each of its 17 library branches, whose position is entirely focussed on being outside of the library building. The community librarians work to engage and connect with the community by meeting people in public spaces. By working within the community, and working to form relationships with community organisations, these librarians represent the visible presence of Edmonton Public Library in the community (Berry, 2014). In this way, the work of the community librarians promotes the library, provides a point of access to the library in nonlibrary settings and demonstrates Edmonton’s desire to work outside its buildings and be active in the community. New forms of outreach are enabling libraries to extend their services outside the boundaries of their buildings, building their presence throughout their communities. Facilitated by mobile technology, RFID and mobile wi-fi hotspots, libraries are able to meet people as part of their daily lives, promoting the library service and reaching out to new demographics and nontraditional users. Motivated by a desire to increase community engagement, and to provide access to library services outside of library opening hours, libraries are utilising pop-up libraries and book bikes, as well as automated solutions such as book vending machines and smartlockers, to bring books and other services to their community in unexpected and nonlibrary settings. Digital collections are being promoted through the use of download stations, QR codes and devices such as LibraryBox, bringing awareness of digital resources. With more staff working outside of library buildings, libraries are increasingly aiming to connect with people throughout the community, such as can be seen in Edmonton Public Library’s community librarians. Through new outreach services, libraries are prioritising the development of services that are not dependent on, or restricted by, their library buildings.

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The five trends of making and creating, participation, partnerships, learning and new outreach reveal the priorities and focus of public libraries in developing innovative programmes, services and projects. Libraries are supporting the creation of content and the creative endeavours of their communities, encouraging participation and making use of participatory cultures, utilising partnerships with a wide variety of organisations, prioritising learning and actively facilitating learning opportunities and extending their services and resources through community spaces with the use of new outreach. These trends are shaping the direction of public library services, guiding libraries as they respond to meet the needs of their communities now, and into the future.

References Berry, J. N. (2014). Transformed by teamwork. Library Journal, 139(11), 30. Blanchet, M. (2013). La mediation, cur de projet: le Pavillon Blanc de Colomiers. Bibliotheque(s), 70, 53–57 [translated into English using Google Translate]. Boyadjian, A. (2014). Augmented library. Library Journal, 139(15), 30. Brandes, J. (2013). Investing at the library. American Libraries, 44(3/4), 12–13. Bruijnzeels, R. (2015). Die bibliothek: aussterben, €uberleben oder erneuern? Bibliothek Forschung und Praxis, 39(2), 225–234 [translated into English using Google Translate]. Carruthers, A. (2014a). Bigger than our buildings: The exciting potential of online makerspaces. Feliciter, 60(1), 18–20. Carruthers, A. (2014b). Open data day Hackathon 2014 at Edmonton Public Library. Partnership: The Canadian Journal of Library & Information Practice & Research, 9(2), 1–13. Chant, I. (2013). Public: Libraries, airports partner. Library Journal, 138(14), 16. Cilauro, R. (2015). Community building through a public library Minecraft Gaming Day. Australian Library Journal, 64(2), 87–93. City of Aarhus. (2015). DOKK1 and the urban waterfront. (Online) Available at: www. urbanmediaspace.dk/sites/default/files/pdf/uk_ums_haefte_2015.pdf Accessed 20.06.15. Cochrane, S., Knocker, S., & Towers, H. (2014). Opening doors to people living with dementia. CILIP Update, (January), 36–38. Darien Library. (2016). Minecraft at Darien Library. (Online) Available at: www.darienlibrary. org/teens/minecraft Accessed 01.06.16. Davis, A., Rice, C., Spagnolo, D., Struck, J., & Bull, S. (2014). Pop up library learnings. InCite, 35(10), 14. Davis, A., Rice, C., Spagnolo, D., Struck, J., & Bull, S. (2015). Exploring pop-up libraries in practice. Australian Library Journal, 64(2), 94–104. Design Thinking for Libraries. (2016). Design thinking for libraries. (Online) Available at: http://designthinkingforlibraries.com/ Accessed 23.06.16. Digital skills for women. (2013). CILIP Update, 12(2), 8. Duke, J. (2013). Chicago public chooses Ingram for PDA pilot. Advanced Technology Libraries, 42(11), 4. Enis, M. (2013a). DC Public Library opens digital commons, ‘Dream Lab’. Library Journal, 138, 20. Enis, M. (2013b). Palo Alto Library shares data on open platform. Library Journal, 138(5), 20.

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Enis, M. (2014a). Remotely convenient. Library Journal, 139(10), 46. Enis, M. (2014b). Public: NYPL partners with Coursera. Library Journal, 139, 13. Enis, M. (2015). Meet your maker. Library Journal, 140(12), 24–26. Fab Foundation. (2016). What is a fab lab? (Online) Available at: http://fabfoundation.org/ what-is-a-fab-lab/ Accessed 19.06.16. Fayetteville Free Library. (2016a). Fab lab inventory. (Online) Available at: www.fflib.org/fablab/fab-lab-inventory Accessed 28.05.16. Fayetteville Free Library. (2016b). 21 Questions about FFL makerspaces. (Online) Available at: www.fflib.org/make/makerspace-faqs Accessed 28.05.16. Fayetteville Free Library. (2016c). Creation lab. (Online) Available at: www.fflib.org/make/ creation-lab Accessed 28.05.16. Fayetteville Free Library. (2016d). Little makers. (Online) Available at: www.fflib.org/make/ little-makers Accessed 28.05.16. Francis, C. (2014). Custom library book bikes roll out across US. American Libraries, 45(6), 18–19. Golinkoff, R. M., Hirsh-Pasek, K., & Singer, D. G. (2006). Why play ¼ learning: A challenge for parents and educators. In D. G. Singer, R. M. Golinkoff, & K. Hirsh-Pasek (Eds.), Play ¼ learning: How play motivates and enhances children’s cognitive and socialemotional growth. New York, NY: Oxford University Press. Helsinki City Library. (2013). Library bikes entice people to the plot party. (Online) Available at: http://keskustakirjasto.fi/en/2013/05/28/library-bikes-entice-people-to-the-plot-party/ Accessed 09.06.16. Helsinki City Library. (2016a). City residents decide on funding—Library to launch the selected pilot projects next year. (Online) Available at: http://keskustakirjasto.fi/en/2012/11/12/ city-residents-decide-on-funding-library-to-launch-the-selected-pilot-projects-next-year/ Accessed 13.05.16. Helsinki City Library. (2016b). Voice of the city residents—Participatory planning. (Online) Available at: http://keskustakirjasto.fi/en/voice-of-the-city-residents-participatory-planning/ Accessed 18.06.16. Hopeakunnas, M. (2014). Residents keen to select books for the library. Scandinavian Library Quarterly, 47(4). (Online) Available at: http://slq.nu/?article¼volume-47-no-4-2014-13 Accessed 26.11.16. Hopkins, P., Hare, J., Donaghey, J., & Abbott, W. (2015). Geo, audio, video, photo: How digital convergence in mobile devices facilitates participatory culture in libraries. Australian Library Journal, 64(1), 11–22. Hopwood, J. (2012). Initiating STEM learning in libraries. Children & Libraries: The Journal of the Association for Library Service to Children, 10(2), 53–55. Iden, K. S. (2014). Partnerships produce strong and relevant libraries. Scandinavian Library Quarterly, 47(4). (Online) Available at: http://slq.nu/?article¼volume-47-no-4-2014-3 Accessed 26.11.16. InfoComm Development Authority of Singapore. (2014). Smart work centres officially open in public libraries. (Online) Available at: https://www.ida.gov.sg/About-Us/Newsroom/ Media-Releases/2014/Smart-Work-Centres-Officially-Open-in-Public-Libraries Accessed 09.05.16. Inklebarger, T. (2015). Digital books are up in the air. American Libraries, 46(1/2), 17. Jacobson, L. (2016). Endless summer learning. School Library Journal, 62(3), 30–34. Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, MA: MIT Press.

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Johnson, A. (2015). Youth matters. A place for play. American Libraries, 46(9/10), 66. Jokitalo, P. (2013). Fridge poetry. Scandinavian Library Quarterly, 46(4). (Online) Available at: http://slq.nu/?article¼volume-46-no-4-2013-7 Accessed 26.11.16. Jokitalo, P. (2015). The role of librarians in teaching media skills. Scandinavian Library Quarterly, 48(4). (Online) Available at: http://slq.nu/?article¼volume-48-no-4-2015-10 Accessed 26.11.16. Khan, A. (2013). Dispensing books in hospital. CILIP Update, 12(7), 44–45. Koerbar, J. (2014). Public libraries become publishers. Library Journal, 139(7), 20–21. Koray, D. (2013). Navigating the news. American Libraries, 44(11/12), 34–37. Lankes, R. D., Silverstein, J. & Nicholson, S. (2007). Participatory networks: The library as conversation. (Online) Available at: http://quartz.syr.edu/rdlankes/Publications/Others/ ParticiaptoryNetworks.pdf Accessed 19.06.16. LaRue, J. (2015). From maker to mission. Library Journal, 140(16), 41. Lee, M. (2013). Public: Seattle PL puts books on bikes. Library Journal, 138(12), 28. Lepore, K. (2015). Second chances. American Libraries, 46(1/2), 34–37. Marshall, A., Chrysostomou, L., & Luthmann, A. (2013). Walking on air: An approach to training public library staff. CILIP Update (July), 12(7), 40–41. McGlinchey, C. (2016). Query about QR code campaign [Email] (13.07.16). McNeil, H. (2015). Early learning @ the library: A production in three acts. OLA Quarterly, 21(2), 28–32. McPhee, J. (2014). 10 ways to rock on social media. Feliciter, 60(3), 16–17. National Library Board. (2015). Keep on discovering: Annual report 2014/15. (Online) Available at: https://www.nlb.gov.sg/Portals/0/Reports/fy14/ Accessed 08.05.16. Nguyen, L. C., Partridge, H. L., & Edwards, S. L. (2012). Towards an understanding of the participatory library. Library Hi Tech, 30(2), 335–346. Open Knowledge International. (2016). Open data handbook. (Online) Available at: http:// opendatahandbook.org Accessed 02.06.16. Peet, L. (2015a). Nevada Library to offer MT1. Library Journal, 140(6), 15–16. Peet, L. (2015b). San Diego opens biotech lab. Library Journal, 140(16), 16. Project New Media Literacies. (2016). PLAY! framework: The 5 characteristics of participatory learning (CPLs). (Online) Available at: http://playnml.wikispaces.com/PLAY%21+ Framework Accessed 20.06.16. Public Libraries and STEM. (2016). (Online) Available at: www.lpi.usra.edu/education/ stemlibraryconference Accessed 06.06.16. Rogers-Whitehead, C. (2015). Making geeks. American Libraries, 46(6), 60–63. Scardilli, B. (2015). Public libraries embrace self-publishing services. Information Today, 32(5), 1–26. Sebring, P. B., Brown, E. R., Julian, K. M., Ehrlich, S. B., Sporte, S. E., Bradley, E., et al. (2013). Teens, digital media and the Chicago Public Library. Chicago, IL: The University of Chicago Consortium on Chicago School Research. Smeaton, K., & Davis, K. (2014). Using social media to create a participatory library service: An Australian study. Library and Information Research, 38(117), 54–76. Social spaces. (2015). Library Journal, 140(12), 26–29. Stadtbibliothek Stuttgart. (2012). Zwischenbericht ‘GiGames: computerspiele im lernstudio’. (Online) Available at: http://www1.stuttgart.de/stadtbibliothek/stadtteile/ost/zwischenbericht_ GiGames.pdf Accessed 11.05.16 (translated into English by R. Haubner via personal correspondence). State Library of Western Australia. (2015). Books-To-Go. (Online) Available at: http://www. better-beginnings.com.au/programs/books-go Accessed 15.06.16.

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Steinmacher, M., & Harmon, G. J. C. (2015). What’s in the box. Library Journal, 140(11), 44. Torres, K. (2015). Linking the needy to the needed. Library Journal, 140(17), 22. Wahlstedt, S., & Cederholm, C. (2013). Investment in learning. Scandinavian Library Quarterly, 46(3). (Online) Available at: http://slq.nu/?article¼volume-46-no-3-2013-4 Accessed 26.11.16. Wikipedia Contributors. (2016a). QR codes. (Online) Available at: https://en.wikipedia.org/ wiki/QR_code Accessed 10.06.16. Wikipedia Contributors. (2016b). Pop-up retail. (Online) Available at: https://en.wikipedia.org/ wiki/Pop-up_retail Accessed 08.06.16.

Objectives and actions

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The library services examined in Chapter 2 are all large metropolitan services, located in major cities. This may dissuade smaller libraries from emulating the practices of these innovative service leaders, believing that they have neither the budget, facilities or staff to achieve similar success. However, by extracting the common practices and services of these libraries, we can examine their strategic priorities, and see how they could be adapted to any kind of public library service. In this chapter, the common strategic directions of the libraries examined in this book will be identified. These common directions will then be scaled down to practical actions that libraries can work towards in order to achieve innovative change in their services. This will serve to clarify the future direction and priorities that library services should be moving towards, based on the example of the industry’s leading public library services. The common strategic directions identified will inform objectives, which will be outlined in order to be easily incorporated into planning and goal-setting for libraries. Additionally, practical, achievable actions for library services will be provided, specifying small-scale services and resources libraries can work towards. In identifying and outlining these common strategic directions, as well as objectives and actions, this chapter will describe the resources, programmes and projects a library should consider for inclusion when undertaking planning and goal-setting.

4.1

Common strategic directions

In this examination of innovative libraries, certain strategic directions have been identified as common throughout several library services. It is important to note the existence of these strategic directions, outlined in strategic goal and business plan documents. Innovative libraries have a clear mission, values and goals, with objectives outlined to direct the achievement of these goals within predetermined timeframes. This planning provides a clear direction across the entire organisation, motivating and encouraging staff to work towards the key objectives. Ideally, both staff and users have some type of input into the strategic planning process, as seen in participatory planning initiatives described in earlier chapters. Aligning a library’s strategic planning and goals with the identified common strategic directions of digital literacy, the digital library, supporting learning and creativity, fostering literacy and a culture of reading and community centred, will ensure that the library service is heading in a strategic direction informed by the successful experiences of industry leaders.

4.1.1

Digital literacy

Improving digital literacy skills is seen as a key goal by many libraries. Digital literacy builds on general literacy and reading skills to provide people with an understanding of how digital technology functions and how to use it effectively. This includes critical Innovation in Public Libraries. http://dx.doi.org/10.1016/B978-0-08-101276-5.00004-1 Copyright © 2017 Kirstie Nicholson. Published by Elsevier Ltd. All rights reserved.

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thinking and assessment of information, familiarity with various devices, the ability to navigate the internet, and an understanding of issues associated with digital technology like data privacy. These skills are now seen as essential in an increasingly digital world, necessary to successfully navigate and use the online environment. As more and more functions are transported to the internet, digital literacy skills become critical. Libraries often see the effect of a lack of familiarity with, and knowledge of, digital tools, with requests for assistance to do basic tasks like using email, attaching documents, finding a website and filling in online forms, revealing the need for improved digital literacy skills in the community. The libraries examined in this book have prioritised the fostering of digital literacy skills as one of their key strategic goals. Examples in which libraries are working to improve digital literacy skills in their communities are: l

l

l

l

l

l

Coding clubs—clubs for children to learn basic programming skills GiGames—a gaming club for 10- to 14-year olds (Stuttgart City Library, Germany) Spaces to test new technologies (Stuttgart City Library, Germany) Makerspaces providing access to programming languages like Python and Scratch, and to Arduino and Raspberry Pi computers (Edmonton Public Library, Canada; Denver Public Library, United States, et al.) Seniorgamer—a gaming programme for people with early onset dementia (Drammen Library, Norway) Media Elternabend—an annual digital literacy event aimed specifically at parents (Stadtbibliothek Mannheim, Germany)

4.1.2

The digital library

With increasing amounts of content being created digitally, libraries are focussing more on their online presence, the presentation and accessibility of their digital content, and the curation of online content. They are working towards seamless access to their content, implementing technology to facilitate ease of use of online library services. In prioritising the digital library in their strategic goals, libraries are demonstrating their commitment to providing easy to use and effective technological solutions for using library services, digitising and providing access to their own digital content, and working to mediate and curate open access online content, including encouragement of open data initiatives. Examples of libraries’ efforts to improve their digital services and content are: l

l

l

l

l

NLB Mobile—library app (National Library Board, Singapore) Hackathon—event for International Open Data Day (Edmonton Public Library, Canada) Library Simplified—app for e-book lending (New York Public Library, et al.) Bibapps.com—online catalogue of apps and animations for children selected by librarians (La Petite Bibliothe`que Ronde, France) Active Shelf—digital shelf which improves discoverability through use of radio frequency identification (RFID) technology and enriched resource description framework (RDF) records (Oslo Public Library, Norway)

4.1.3

Supporting learning and creativity

Libraries see their role increasingly as a place for individuals to seek knowledge, providing all kinds of opportunities for formal and informal learning. Fostering lifelong

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learning is now a core service, with libraries offering classes on digital skills, learning languages, craft and art workshops and any other topic which may enhance the lives of their customers. Libraries are also starting to offer opportunities for formal learning, providing facilities for the completion of secondary and tertiary qualifications. This focus on learning has been influenced by maker culture, which emphasises learning by doing as well as creative thinking and experimentation. Encouraging creativity is therefore seen as a crucial part of the learning process, fostering original thinking as well as improving problem-solving and critical thinking skills. Providing programmes and resources that foster creativity also provides libraries with a way to engage people with activities that they enjoy. Many libraries are now providing makerspaces as places for learning based on doing, experimenting and testing. Makerspaces support creativity, providing software for design, animation, sound and film recording, as well as tools such as sewing machines and laser cutters. Libraries are also using artistic and cultural activities as a way of inspiring creativity and enriching the lives of their users. By providing a space for exhibitions and events featuring different art forms, such as music, theatre and performance, and by featuring local artists in collections and events, libraries encourage the presence of art in the community. This emphasis on learning and stimulating creative thinking in the community often aligns with the goals of funding bodies by improving employment and life skills for the community, as well as contributing to the social goals of increasing wellbeing and enjoyment of life. Examples of library initiatives to support learning and creativity are: l

l

l

l

l

l

l

La¨rcentrum—a learning centre focussing on digital literacy, skills for new immigrants and Swedish language skills (Malm€o City Library, Sweden) Open Office—companies in residence for a week, holding lectures and presentations and being available as ‘living books’ for the public to consult (Malm€ o City Library, Sweden) Smart University Vejle—supporting an online university with facilities and resources (Vejle Public Library, Sweden) Coursera—supporting learning using Coursera’s massive open online courses (MOOCs), libraries provide space for weekly meetings and viewing of lectures (Ridgefield Public Library, New York Public Library, United States) Living Libraries—borrow a Swedish speaker to help improve language skills (Hagfors Library, Hultsfred Library, Sweden) Bubbler—programme for creating and making (Madison Public Library, United States) Fab Lab—space and equipment for making, including craft, electronics, 3D printing, laser cutting and STEM learning kits (Fayetteville Free Library, United States)

4.1.4

Fostering literacy and a culture of reading

Cultivating a love of reading, an appreciation of literature and supporting literacy remain core strategic goals for libraries. Libraries are attempting to showcase their role in the critical assessment and curation of literature, and develop themselves as a source of expert information regarding books and literature. Libraries want to be the place for the public to go to seek recommendations, reviews and personalised reading information. Libraries wish to engage more often with their clients about reading, and encourage conversations about books and reading. Libraries have always collected and provided access to good literature, but increasingly libraries are now

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seeking to more actively stimulate the recognition of quality literature, emphasise their role as a mediator and expert guide to literature, and to foster literacy skills, particularly in literary programmes for children. Examples of literature and literacy based programmes by libraries are: l

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Bergen Reads—a 3-year project based on collective reading experiences (Bergen Public Library, Norway) HelMet Literature Prize (Helsinki Libraries, Finland) Quest and Conquest—reading programmes using collectible cards (Quest) and board games (Conquest) as their basis (National Library Board, Singapore) Night Owls—online book discussion using Facebook (Cuyahoga County Public Library, United States) My Librarian—personalised reading recommendation service (Multnomah County Library, United States) Reading Dogs—children practice reading skills by reading to dogs (Tapiola Library, Finland, et al.)

4.1.5

Community centred

More than ever the community and the individual are placed at the centre of library services. Libraries see themselves in the role of supporting community members’ journey through life, providing resources to assist them in every life stage, whether they are in their first year of school, trying to find a job or becoming a parent. Libraries aim to become a community meeting place, encouraging formal and informal opportunities to socialise and mix. They are attempting to involve the community more in the decision-making of the library, providing participatory opportunities in planning, budgeting and acquisition. Libraries are also working on reducing barriers to access, making their buildings more pleasant places for people to spend time in and providing facilities like cafes. Libraries are about people, and being a place for the community to spend time in and enrich their lives. This being the case, many libraries are venturing into more community-focused work. This has seen them deliver programmes that contribute to health initiatives or tackle social problems, partnering with a range of community organisations. This focus has also influenced the design and location of library buildings, with the provision of inviting, modern and accessible buildings that reflect the local community. Buildings are located in places that are convenient, such as shopping centres and transport hubs, and are colocated with facilities such as recreation centres and cultural institutions. Libraries are more inclusive with their services, making efforts to accommodate minorities, disadvantaged and at-risk individuals, people with physical and developmental disabilities and new migrants. This social, community-focused role of libraries continues to expand. Examples of community centred projects and initiatives are: l

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Open Libraries—extending opening hours by providing self-service access to the library building (Aalborg Libraries, Allerød Library, DOKK1, et al.) Providing wi-fi hotspots and access to digital resources at Red Cross asylum seeker reception centres (Helsinki City Library, Finland) Project Uplift—social services information and resources fair (Salt Lake City Public Library, United States)

4.2

Objectives

For each of the strategic directions of digital literacy, the digital library, supporting learning and creativity, fostering literacy and a culture of reading, and community centred, library services of any scale can incorporate similar strategic goals and objectives. Listed below are objectives associated with each strategic direction that library services can work towards and orientate service priorities around. By aligning library services with these objectives, libraries will be delivering a service that is responsive to the needs of modern communities and follows the example of leading public libraries. These objectives, and the strategic directions they are informed by, are based upon the real experiences and achievements of innovative public libraries around the world. As such, they present a practical way to take advantage of the successful experiences of these libraries, in order to enhance the services of libraries of any scale.

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Provide a space or tools to test and try new technologies. Run or facilitate education sessions on basic computer skills, e.g. how to use your ipad. Incorporate coding or gaming programmes, or one-off events into children’s programmes, e.g. school holiday activities. Explore intergenerational programmes such as tech assistance to seniors provided by students, or parent and child gaming events. Upskill staff to ensure they feel confident in assisting patrons with technology and e-resource based questions.

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Increase focus on the digital experience of library users, for example in the use of the library website and catalogue, its accessibility, functionality and appearance. Provide digital content from the library, e.g. recordings of events on YouTube. Develop a social media presence by signing up to one platform and learning how to use it effectively, or ensure effective use of existing social media platforms. Provide a quality selection of e-resources, incorporating e-book and e-magazine collections. Utilise and enhance features of the catalogue in order to provide optimal searching and discovery. Incorporate book covers, external searching and user interactivity. Implement RFID, and use it to provide self-service lending.

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Promote quality literature, featuring it in the collection and supporting award winners and external literature initiatives. Provide an early literacy programme for children from birth to school years. Engage children in the processes of writing, illustrating and making books. Support local writers in both the writing and publishing processes, and in promoting and collecting their works. Provide a relevant, up-to-date and quality collection that meets community needs and fosters an enjoyment of reading.

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Supporting learning and creativity

Incorporate art and culture into the library space through exhibitions, performance and installations. Provide a programme for creative learning for children, incorporating sessions like LEGO, coding, gaming and experimenting with technology. Provide a programme that supports lifelong learning, with learning opportunities for adults. This could be based on health and wellbeing, job and employment skills, or computer skills targeted to specific demographics, like seniors. Run art and craft workshops for skills like sewing, knitting, papercraft and bookmaking. Provide making opportunities, with space and time to experiment with creative software, fabrication, programming and electronics.

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Community centred

Review opening hours, with a view to standardising them across branches, and moving towards 7 days a week opening for central branches. Review and design an effective community evaluation and feedback process. Seek opportunities for a library presence at city or community events through a library stall, pop-up library or mobile service. Provide a clean, aesthetically pleasing environment and ensure it is well-maintained and regularly refurbished. Utilise retail practices and design concepts to enhance the visual environment. Provide food and drink options. Provide the community with opportunities for input into library planning and decision-making.

4.3

Actions

Based on the strategic directions of digital literacy, the digital library, supporting learning and creativity, fostering literacy and a culture of reading, and community centred, a list of practical and achievable actions has been developed to assist in the implementation of the objectives described above. These actions represent a solid foundation to base the improvement of a library service on, as inspired by the experiences of international innovative libraries. To ensure that a variety of libraries can take advantage

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of these experiences, actions have been chosen that are accessible to small scale library services. These actions reflect the common trends in public libraries worldwide, and the activities and strategic goals of recognised innovative and award-winning library services. As such, they represent proven practice-based successes in programmes, technology, library design, customer services and collections. Libraries can be confident that in implementing these actions they will be following the path of successful international public libraries, and heading in an appropriate direction to develop an innovative library service. These actions can be used as inspiration to set libraries on their own path of innovation, incorporating local considerations and community needs in order to develop an effective and valued library service.

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Work towards providing a stable, up-to-date computer environment with internet access that could be made available for digital literacy learning, gaming, coding, etc. Ensure signage for computers, as well as for printing and scanning facilities, is clear and easy to understand. Develop a staff training programme to ensure staff have the level of skill and confidence to assist with digital literacy. This could include training with using devices, gaming, coding, using various social media tools, etc. Ensure the computing and technology-related collection is current and appropriate to respond to demand for learning of digital skills. Provide access to basic software application packages, such as the Microsoft Office suite. Maintain an awareness of new technologies and investigate options to provide access to these for the public. Provide access to information on how to use basic applications like the Microsoft Office suite and popular websites like Twitter, using links to how-to videos, a digital tutorial resource, or written information. Run or facilitate classes on subjects such as basic computer use, the internet, how to use your ipad, etc. Purchase an e-reader and make it available for lending. Register with a coding organisation such as Code Club or CoderDojo and organise an event. Hold a drop-in event, where digital assistance can be given and technology questions answered. Seek the use of volunteers or school students to provide assistance. Provide clear instructions on your website or elsewhere on how to use library digital resources.

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Work towards establishing a library website or alternative online presence. Provide free wi-fi. Record and report on digital visits to the library website and catalogue, and engagement on social media. Assess how these can be improved. Record an event and post it on YouTube. Create a library Twitter or Facebook account. Check links and information on the library website regularly to maintain currency. Place event information online and provide means to book online. Have a central email address contact for the library and respond to emails in a timely fashion.

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Provide e-book, e-audiobook or e-magazine resources. Investigate consortia arrangements to improve affordability. Improve the design of the catalogue, considering navigation, appearance and customer experience. Ensure the library website and catalogue are responsive, so that they can be easily viewed on mobile devices.

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Use shelf talkers to display staff recommendations for books. Make attractive cover-out displays of books, with selected display of new and attractive stock. Maintain displays throughout the day. Feature newly purchased stock on the library website or catalogue. Run and promote a summer reading challenge during school holidays, utilising national reading initiatives if available. Provide spaces for reading related community groups, such as book clubs. Run a regular singing or rhyme session for babies to foster early literacy skills. Write a collection development policy. Increase awareness of current authors, new genres and award winners and incorporate these into the collection. Provide a collection of short novels, quick reads and easy reads for adults to practice and improve literacy skills. Facilitate book discussion between staff and users, or between users. This can be done via online discussion groups, reviews posted on the catalogue, or with bookmarks that can be used for patrons to rate books and share opinions.

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Supporting learning and creativity

Showcase an exhibition of a local artist’s work at the library. Run a science-based craft programme for children. Provide toys for developing creative play, literacy and numeracy for very young children in the children’s area of the library, such as giant blocks, wire-frame beads, a chalkboard or magnetic board with giant letters and numbers, etc. Run a LEGO event for school age children. Provide a lifelong learning based digital resource for your community. Create a simple maker-based programme or event. Tie into local arts festivals or events by providing free performance space. Feature an artwork, science experiment or other feature in the library to coincide with regular visits (i.e. every 3 weeks). These should be inspiring and attract interest. Play music in the library, using recordings or with a live musician. Identify learning initiatives or organisations in the community and investigate how the library can support these. Dedicate space to study sessions for students at particular times of the year.

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Provide cafe facilities, or a coffee machine. Open on Saturdays and Sundays at your main branch.

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Provide a feedback form on your website. Attend a city or community event, with information about the library and its services, and a craft and reading activity for children. Discover a community network and attend a meeting. This could mean becoming involved with the Community Services Department of your local government, or with a local community group network. Revise membership procedures, considering a membership for those without identification. Identify community needs and desires and develop programmes and services from your findings. Review the physical environment of the library, update furniture, clean fixtures and reduce visual clutter to make the space comfortable and relaxing. Provide spaces for meeting and collaboration in the library and organise areas in the library to encourage socialisation. Ensure staff are easy to identify and locate within the building.

In this chapter, the common strategic directions of the library services discussed in this book have been identified. Digital literacy, the digital library, supporting learning and creativity, fostering literacy and a culture of reading and community centred, represent the core strategic directions of innovative and award-winning library services around the world. These directions inform the strategic and operational decision-making of these libraries, influencing their services, programmes and resources. From these directions, service objectives have been identified which are based upon the real experiences and achievements of these notable library services. They represent a practical way to align any library service with the experiences of these libraries, benefiting from their successes. Finally, actions were identified that aligned with each common strategic direction. These practical and small-scale actions can be used as a means to improve library services in a meaningful and clearly defined way, as well as providing a springboard for a library’s own path to innovation. These objectives and actions can be used as a means to guide library services along a strategic path that is aligned with major public library services in a format that can be easily addressed and implemented. The objectives and actions outlined in this chapter reflect the common trends in public libraries worldwide, and the activities of recognised innovative and award-winning library services. As such, they provide an invaluable insight into the priorities of public libraries today.

Conclusion This book has provided an insight into innovation in public libraries around the world. In Chapter 1, an overview of library activities provided an awareness of, and information about, projects and initiatives that displayed an innovative idea, approach or service. These projects and initiatives have been identified through a literature review of library industry magazines and news articles published from 2013 onwards. These were grouped into five broad areas; namely collections, customer services, technology, programmes and library buildings. The quantity and range of interesting and inspiring activities public libraries have developed and implemented reveal the enthusiasm for innovation that libraries possess, as well as their desire to change and adapt in order to meet the needs of their communities. The range of projects also reveals the broad role of libraries, providing collections, customer services, utilising technology, running a variety of programmes and providing buildings as community space. Libraries are innovating with their collections by promoting physical collections outside of their buildings, developing their digital collections, involving patrons with participatory acquisition opportunities, incorporating user-created content, and rejuvenating existing collections with new purpose. Libraries are becoming more customer and community focussed, with the use of participatory models to incorporate user input into library planning processes. Libraries are also improving access to services and removing barriers with projects that increase library accessibility. Libraries are innovating to increase access to their buildings and resources, with the use of self-service to provide extended opening hours. Libraries are utilising technology to improve engagement with customers and to provide better access to resources. They are exploring the applications of technology like social media, apps and augmented reality, as well as promoting initiatives to improve library websites. Providing access to technology is also a focus of libraries, with efforts to ‘lend’ internet access using wireless technology. Libraries are innovating with a wide range of different programmes that promote leisure and wellbeing, learning and education, digital literacy, health, science and technology. Different ways to foster a culture of reading and grow literacy skills are also being explored by libraries in a range of literature, reading and literacy based programmes for children and adults. New library buildings continue to be built by funding bodies. These buildings often accompany new development or redevelopment, incorporate environmentally friendly and sustainable design, reflect the local environment and include spaces for a range of differing activities. Notable recently constructed libraries have been discussed throughout this book. Location is often a major consideration in new library builds, with colocation becoming more common, particularly with cultural institutions. This overview of innovative projects and initiatives serves as a basis for an examination of specific library services, and the identification of international trends in library innovation which have been discussed in following chapters.

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Conclusion

Chapter 2 examined five public libraries that are exceptional examples of innovation. The library services of Edmonton Public Library, the National Library Board of Singapore, Stuttgart City Library, Aarhus Public Library and Chicago Public Library are award-winners, and their activities are frequently mentioned in library industry literature. Their efforts across the areas of library design, community engagement, programmes and technology demonstrate innovation. Edmonton Public Library uses a community-led service philosophy to guide its library service, with this community focus underpinning every project. Its philosophy had led it to identify and remove barriers to service, as well as targeting services to community needs. Edmonton’s community librarians work outside of library buildings to connect and engage with community members and organisations. Edmonton established a makerspace in 2013, with plans to expand its maker offering in its new and redeveloped library building projects. Edmonton runs a proactive marketing campaign, with engagement using social media a high priority. The National Library Board of Singapore provides 26 public libraries throughout Singapore, operating under the four strategic objectives of reading, learning and information literacy, next-generation libraries, excellence in Singapore and regional content and the digital library. Singapore heavily utilises self-service technology to provide an improved customer experience, locates libraries in shopping centres, and tailors each of its libraries to a particular demographic or topic. Singapore has recently opened two Early Literacy Libraries, My Tree House—a children’s library on environmental themes, library@chinatown, and its first two next-generation libraries, library@orchard and Sembawang Public Library. Singapore runs a wide range of reading and literacy programmes for school-aged children as well as its long-running READ!Singapore initiative. Stuttgart City Library has focused its services around providing access to digital culture, encouraging learning and the sharing of knowledge and supporting arts and cultural activities. Stuttgart’s City Library on M€ailander Platz provides a comprehensive collection of innovative services and resources, with touch-screen navigation stations, a space to test new digital media, the Online Animation Library, material available from self-service lockers 24 hours a day and a graphothe`que that loans art. Stuttgart’s focus on promoting digital literacy skills can be seen in programmes like GiGames, and its involvement in events like the International Festival of Animated Film demonstrates its commitment to fostering arts and cultural experiences. Aarhus Public Library works in highly collaborative projects to explore new opportunities for libraries. In investigating new concepts and technologies, Aarhus develops and provides improved services, resources and spaces for its users. Providing a usercentred service, Aarhus works to facilitate learning and the development of usergenerated ideas. With an international focus, Aarhus cultivates knowledge-sharing between libraries in several projects. Its commitment to innovation and international partnerships can be seen in its collaboration with Chicago Public Library to produce an Innovation Toolkit to promote the Design Thinking process. The design and development of Aarhus’ new main library, DOKK1, demonstrates many of Aarhus’ service priorities, in a building that emphasises openness and adaptability.

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Chicago Public Library’s services focus on fostering learning opportunities, and on the growth of digital literacy and technology skills. Programmes such as the Summer Learning Challenge and Teacher in the Library support learning, whilst the Cybernavigator programme and initiatives like Internet to Go promote access to technology. Innovative spaces like Chicago’s Maker Lab and teen learning space YOUmedia foster both creative learning and promote the use of digital media and technology. Chicago also focuses on the use of new technologies to improve the library experience for patrons, increasing ease of use and access, as can be seen in the launch of its innovative new website. Chicago encourages the use of partnerships, and its collaboration with Aarhus Public Library produced an Innovation Toolkit to promote the application of Design Thinking. The activities of these five innovative libraries demonstrate what success means for a modern public library. The experiences of Edmonton Public Library, the National Library Board of Singapore, Stuttgart City Library, Aarhus Public Library and Chicago Public Library reveal a clearer picture of what public libraries should be prioritising and pursuing. The achievements of these successful library services can be used to inspire and guide public libraries to make changes and innovate within their own library services. Chapter 3 identified trends that are evident in the overview in Chapter 1, and the activities of library services in Chapter 2. From the information presented in these earlier chapters, the trends of making and creating, participation, partnerships, learning and new outreach were identified. These trends reveal the emerging focus of service delivery for public libraries, and the way in which innovative public libraries are defining and aligning their services. The trend of making and creating sees libraries supporting and encouraging the creation of content by their users. This trend is heavily influenced by maker culture, which promotes informal collaborative learning through experimentation and creative thinking, focussed around technology. By supporting making, libraries see opportunities to foster lifelong learning, digital literacy skills, collaboration and community engagement. This trend sees libraries moving towards facilitating, encouraging and guiding their users to create their own content instead of collecting, curating and making accessible content for users. Participation sees libraries moving towards a model of the participatory library, drawing on participative culture to reposition themselves as collaborators. Libraries are utilising existing participatory cultures to increase community engagement, as well as attempting to create new participatory cultures that centre on themselves. By making use of social media platforms to encourage patron interaction, and exploring participatory opportunities for the community, libraries seek to encourage participation. The trend of partnerships shows how libraries are utilising partnerships with an increasing number and variety of organisations to work towards shared outcomes. Collaboration and partnership are used extensively to deliver programmes, events, library buildings and collections, with libraries actively seeking out organisations to partner with in order to better utilise knowledge, skills, networks and to share resourcing costs. The expanding role of libraries means that they increasingly share common goals and objectives with a wide range of organisations. Leveraging these shared service interests, libraries are forming partnerships with community organisations, educational institutions, cultural organisations and businesses.

140

Conclusion

The trend of learning demonstrates how libraries are focussing their services around learning opportunities, with emphasis on STEM, early learning and new types of literacies. Libraries are investigating ways of supporting both formal and informal learning, with a focus on participatory learning opportunities that encourage learning by doing and learning by engaging people’s interests. This trend sees libraries directly facilitating learning, taking a more active role in informing and educating the community and expanding lifelong learning opportunities. The trend of new outreach sees libraries extend their services outside the boundaries of their buildings, motivated by the desire to take library services into the heart of the community. Developing beyond the traditional outreach role of libraries, new outreach sees libraries taking advantage of technologies such as wireless internet and mobile technology to place library services and resources in busy community places using pop-up libraries, 24-hour vending machines and mobile wi-fi hotspots. New outreach services promote community engagement, increase accessibility to library resources and services, and engage nontraditional library users. The trends outlined in Chapter 3 demonstrate the priorities and focus of public libraries in developing innovative programmes, services and projects. Together, these trends are shaping the direction of modern public library services and form a basis for future models of library service delivery. In Chapter 4 the activities of innovative libraries discussed in previous chapters were examined in order to identify strategic priorities, and see how they could be adapted for use in other public library services. Common strategic directions were identified, providing library practitioners with a way to align the strategic goals of their own library services with those of industry leaders. Informed by these strategic directions of digital literacy, the digital library, supporting learning and creativity, fostering literacy and a culture of reading, and community centred, both objectives and actions were provided to assist libraries that wish to enact change based on the successful experiences of other library services. The objectives assist to inform strategic goals and outcomes for each strategic direction identified. The actions form lists of small-scale projects or events that can be used as a way to enact the priorities noted in the objectives. These actions are intended to be useful and achievable ideas that libraries can use to begin their process of service improvement and innovation. The objectives and actions presented can be used as a means to guide library services along a strategic path that is aligned with major public library services in a format that can be easily addressed and implemented. This book has presented recent examples of public library innovation across different countries, highlighting programmes, practices and services that are new, different and interesting. It has aimed to provide as international a view as possible of the innovative activities and projects of public libraries, as well as of the trends that are shaping modern public library services. This book has provided a snapshot of current innovation in public libraries across the world in a way that can inform and direct those public libraries that wish to adapt or evolve their public library services. It provides the library practitioner with a way to develop and implement services for their libraries that is informed by the actual experiences and proven successes of their peers, libraries that have demonstrated innovation and have been recognised with

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awards. This book has also provided information on a range of concepts and movements pertinent to modern public library service, which can be further researched by the curious reader. We have seen that public libraries are committed to constant experimentation and exploration, continually developing and implementing ideas that improve services. More than ever, they are designing these services around the needs of their users, becoming more relevant to their communities. The activities discussed in this book reveal the remarkable dedication of public libraries to improving the lives of the people in their community, whether through providing quality resources, access to technology, learning opportunities, opportunities to meet and socialise, or simply a sense of wonder and inspiration. Innovation is at the core of this improved service delivery, enabling libraries to apply new developments, concepts, approaches and technologies to their collections, programmes and services. The willingness and enthusiasm to invent, experiment and innovate that is demonstrated in the library services featured in this book will ensure that public libraries continue to be valued and relevant institutions, central to the lives of their communities, far into the future.

Appendix

This appendix provides a list of journals consulted as part of the literature review. Other articles and websites were included as work progressed, however these journals formed the basis of the research. American Libraries Australian Library Journal Bibliothek Forschung und Praxis Bibliothe`que(s) Bulletins de bibliothe`ques de France Chinese Librarianship CILIP Update Feliciter Focus on International Information and Library Work InCite IFLA Journal Library Journal Library Life LIBREAS: Library Ideas Journal of East Asian Libraries New Zealand Library & Information Management Journal Scandinavian Library Quarterly Singapore Journal of Library and Information Management

Index Note: Page numbers followed by f indicate figures. A Aalborg Libraries, 25, 131 Aarhus Public Library, 2–3, 19, 24, 30, 49–51, 53, 82–88, 93, 114, 116 application of design thinking process, 83–84 awards, 88 data collection and use, 85 entrepreneurial programmes, 85 international collaboration, 88, 114 library buildings, 85–88 makerspaces, 84–85, 87 open data, 85 participatory planning, 87 statistics, 82f strategic goals and planning, 82–83 technology, 85 Allen County Public Library, 27–28 Allerød Library, 25, 131 Ann Arbor District Library, 46, 117 Apps, 19, 25–29, 31, 34, 45, 83–84, 109, 113 Aragon M
ediathe`que, 15 Arlington Public Library, 32–33 Askim Public Library, 26–27, 107–108 Auckland Libraries, 41–42 Augmented reality, 25–26, 29–30 B Back of the Yards Library, 93–94 Bergen Public Library, 21, 37, 43–44, 130 Biblioteca Oasis del Saber, 40–41 BiblioTech, 16–17 Bibliothe`que de Champs Libre, 13 Bibliothe`que de Rennes M
etropole, 53 Bibliothe`que du Chesnay, 16–17 Bibliothe`que Louise Michel, 13 Bibliothe`que Municipale de Lyon, 17 Bibliothe`que Municipale de Toulouse, 17 Bibliothe`que Nationale de France, 19 Bibliothe`que Rainer-Maria-Rilke, 14

Bicycles, 12, 86, 119–120. See also Bookbikes Biometric identification system, 23–24 Boise Public Library, 12–13 Book clubs, online, 32 Book vending machines, 20, 120–121 Bookbikes, 12, 119–120. See also Bicycles B. P. Hasdeu Municipal Library, 12 Brisbane Library, 121–122 Brookline Public Library, 18 Brooklyn Public Library, 28–29, 42 Butte, Shasta and Humboldt County Libraries, 14–15 C Calder Library, 69–70 California State Library, 14–15 Canada Water Library, 50–51 Canadian Urban Libraries Council, 16 Capilano Library, 67, 69–70 Cardiff Central Library, 47 Carnegie Public Library, 42 Carson City Library, 117–118 Central Public Library, Singapore, 13, 22, 52–53 Central Rappahannock Regional Library, 26 Cercle de lecture et d’animation culturelle, 42 Cherry Hill Public Library, 32 Chicago Public Library, 2–3, 28–29, 37, 42, 83–84, 88–95, 108–109, 114–115 awards, 90–91 international collaboration, 93, 114 library buildings, 93–94 makerspaces, 90 participatory acquisitions, 94 partnerships, 91–92 statistics, 89f strategic goals and planning, 89–90 summer learning challenge, 91, 115 technology, access to, 92 website, 93 YOUmedia, 91–92

146

Children’s libraries, 21, 27, 52–54 Chinatown Library, 74, 94–95 Chocolade Fabriek Gouda, 51–52, 114 Christchurch City Libraries, 27 Cicero Library, 32–33 City Libraries Townsville, 107–108 City of Armadale Libraries, 39, 104 City of Wanneroo Libraries, 39 Clareview Library, 68–69 Classification, 20 Cleveland Heights–University Heights Public Library, 12 Collections digital, 11–13, 15–17, 20, 26, 86, 121–122 discoverability of, 11, 26, 78–79, 128 local history, 17 music, 13, 32–33 neglected, 18–19 niche, 18–19 outreach, 11–13 specialised, 13–14, 20 Co-location, 14, 47, 51–53 Colorado Public Library, 27–28 Community engagement, 14, 23, 25–27, 93–94 Community mapping, 30 Craigieburn Library, 48 Creating, libraries supporting, 111–112, 127, 135 Crowdsourcing, 17, 27–28 Cultural events, 47, 72, 128–129 Cumbria Library Service, 33–34, 111–112 Cuyahoga County Public Library, 37–38, 130 Cyberiada Public Library, 43 D Darien Library, 20 De Bibliotheek op het station, 50 Delaware County District Library, 15 Denver Public Library, 12, 22, 31–32, 41–42, 102–103 Deschutes Public Library, 116 Design thinking process, 75–76, 83–84, 93 Digital Library, 127–128, 131, 133–134 Digital literacy, 15–17, 25–26, 28, 42–44, 63, 77–82, 89–92, 115–118, 127–128, 131, 133 Digitisation, 17 District of Columbia Public Library, 38, 41–42, 103, 112–113

Index

DOKK1, 24, 50–51, 53, 82–83, 85–88, 131 children’s services, 87, 116 sustainability, 88 Douglas County Libraries, 16 Drammen Public Library, 34, 128 Dundee Central Library, 34–35 E Early Literacy Library, 72–73, 75 East Baton Rouge Parish Library, 31–32 East Sussex Library and Information Service, 113 e-books, 12–13, 15–16, 19, 27–28, 39, 86, 103–104, 121–122, 128 Edgebrook Library, 90–91 Edgewater Library, 93–94 Edmonton Public Library, 2–3, 23–24, 26–27, 41–42, 51, 63–70, 109, 122, 128, 130 awards, 63, 68 branding, 68 collections, 72–73 community engagement, 93–94 hackathon, 68 library buildings, 65–66 makerspaces, 67–70 marketing, 68 membership, 64–65 open data, 68 outreach, 65–66 service philosophy, 63–64 social media, 68 staff training, 65–66 statistics, 63, 64f, 68, 70 strategic goals and planning, 64–65, 67 Emerson Public Library, 31–32 Ephrata Public Library, 28–29 e-readers, 15–17 F Fab Labs, 102–103. See also Makerspaces Fairfield Public Library, 14 Fayetteville Free Library, 41–42, 102–104, 129 Frankston City Libraries, 119 Free Library of Philadelphia, 12–13, 33 Fresno County Public Library, 11–12, 120–121

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G

K

Gail Borden Public Library, 34 Gamification, 17 Gaming, 21, 30, 34, 42–43, 67, 80, 106–107, 116–117, 128 Geelong Library & Heritage Centre, 24, 48, 53 Gig Harbor Public Library, 33 Glen Ellyn Public Library, 19 Gold Coast Public Library, 32 Gouda Library. See Chocolade Fabriek Gouda Grand Forks Public Library, 31–32 Greenville Public Library, 37–38

K€ammenniemi Public Library, 39–40 Kansas City Public Library, 28–29 Kansas State Library, 12–13, 121–122 Kaunas Municipal ‘Vincas Kudirka’ Public Library, 44 King County Library System, 12–13, 119–120 Kiosks, 15, 120–121 Kista Public Library, 50 Kisumu Public Library, 29 L

IDEO, 83–84, 93 Imaginative play, 116, 118 Indian Prairie Public Library, 28–29, 116 Innovation definition of, 3 importance to public libraries, 3–4 Inter library loans, 14–15 Internet, access, 12–13. See also Wi-fi hotspots

La Fanzinothe`que, 19 La Mezzanine, 13, 53 La Petite Bibliothe`que Ronde, 28, 128 Le Pavillon Blanc, 13, 51–52, 114 Learning, formal, 117–118, 128–129. See also Programmes, educational Learning, libraries supporting, 128–129, 132, 134 Lenvik Public Library, 35–36 Lewis Farms Facility and Park, 51, 69–70 Library 2.0, 110 Library buildings, 47–54 location, 50–52, 73, 120–121, 130–131 trends, 53 Library design, 47–54, 63, 68–69, 132–133 children’s and young adult libraries, 41, 87 sustainable, 52–53, 73, 85, 88 Library membership, 27–28 Library of Birmingham, 49–50 LibraryBox, 122 library@chinatown, 48–49, 72 library@orchard, 30, 48–49, 75, 77 Lidhult Library, 51 Literacies, libraries supporting, 115–116 Literature, digital, 19 Little Village Library, 90–91 Local history, 42–43 London Borough of Lambeth, 23 Los Angeles Public Library, 29–30, 45–46, 113, 117–118 Lviv Regional Children’s Library, 40

J

M

Jackson District Library, 117–118 Jasper Place Library, 69 Jurong Regional Library, 72–73, 76–77

Madison Public Library, 42, 129 Maker culture. See Maker movement Maker movement, 102–103, 105, 116

H Hackathon, 64–65, 109, 128 Hackerspaces. See Makerspaces Hagfors Libraries, 44–45, 129 Harold Washington Library Centre, 91–92 Harvard Library Innovation Lab, 18 Hawera LibraryPlus, 41 Helsinki Central Library, 14–15, 22–23, 108–109, 113, 130 Helsinki City Library, 14–15, 22, 31–32, 36, 108–109, 119–120, 130–131 Helsinki Metropolitan Area Libraries Network, 39 Herning Library, 85 Hjørring Library, 30 Huddinge Public Library, 18, 37 Hultsfred Libraries, 44–45, 129 I

148

Maker programming, 103, 116 benefits, 105 for children, 102–103 Makerspaces, 41–42, 48–49, 67–70, 84, 87 equipment, 103 online, 105 origins, 102 Making, libraries supporting, 101–105 Malm€o City Library, 21, 45, 114, 129 Manchester Central Library, 46 Manchester Libraries, 43–44, 117–118. See also Manchester Central Library Maricopa District County Library, 20 Marion Public Library, 32 Meadows Library, 68–69 Media literacy, 116–117 M
ediathe`que de Cavaillon, 18 M
ediathe`que D
epartementale du Haut-Rhin, 46 M
ediathe`que Le Trente, 13 M
ediathe`que Marguerite Duras, 19 M
ediathe`ques de Sartrouville, 43 Micoud Public Library, 45 Mid-Continent Public Library, 103–104 Mill Woods Library, 68–69 Milwaukee Public Library, 11–12 MOOCs (Massive Open Online Courses), 46, 114–115, 129 Multnomah County Library, 19, 38, 130 My Tree House, 13, 52–53, 73–74 N Nanjing Library, 24 National Library Board of Singapore, 2–3, 27–28, 48–49, 70–71, 112–113, 128 apps, 76 awards, 72 collections, 74 entrepreneurial programmes, 85 heritage programmes, 76–77 information literacy, 75 learning programmes, 76 library buildings, 72–73 literacy programmes for children, 31, 80 self-service, 30–31, 74 statistics, 70–77, 70f strategic goals and planning, 64 New outreach, 118–123

Index

New York Public Library, 15–16, 26–27, 46, 107–108, 117–118, 128–129 NEXT Library Conference, 85–86 North Ayrshire Library, 28 North Melbourne Library, 42–43, 106–107 O Odense Music Library, 14 Olsztyn Municipal Public Library, 41–42 OPAC, 30 Open access content, 15 Open data, 68, 85, 109–110, 128 benefits, 109 definition, 109 Open libraries, 24–25 Opening hours, 24–25, 48–49, 131 Orange County Library System, 27–28 Oslo Public Library, 17–18, 128 Ost Library, 81 Otago and Southland Libraries, 33 Oulu City Library, 63–64 Outreach services, 118, 122 P Palmerston North Libraries and Community Services, 41 Palo Alto Library, 109–110 Participatory acquisitions, 14–15, 94, 108–109 Participatory budgeting, 21–23 Participatory culture, 105–109 definition, 105 digital media, 106 types, 105–106 Participatory learning, 116. See also Maker movement Participatory library, 107–109 Participatory planning, 21–23, 87, 108, 120, 130 with children and young adults, 21 Partnerships advantages, 111 between libraries, 110–114 with business community, 112–113, 128–129 with community organisations, 110 with cultural organisations, 114, 130–131, 134–135

Index

with educational organisations, 113, 130–131 with health organisations, 113 Patron driven acquisition. See Participatory acquisitions Paul Sawyier Public Library, 23–24 Pelcˇu Pagasta Biblioteca, 42–43 Pietrari Local Public Library, 35 Pignon Sur Rue, 14 Pima County Public Library, 12, 14, 119–120 Pioneer Library System, 12 Pirkkala Public Library, 39 Pop-up library, 12, 20, 22, 119–120 Pori City Library, 39 Print on demand books, 103–104 ProBiblio, 13, 50 Programmes educational, 114–115, 129 entrepreneurial, 82–83, 111–113 for indigenous communities, 36 for migrants, 36, 45, 131 for the homeless, 36, 111–112 for young adults, 41, 87, 115 health, 33–36, 110, 130–131 learning, 43–46, 88, 109, 114–115 leisure, 31–33 literacy, 39–41, 129–130, 132, 134 literacy for children, 39–40, 69–70, 104, 130–131, 134 literature, 31, 37–39 mental health, 33–36 multicultural, 81–82 music, 46 readers advisory, 38 reading, 37–39, 41, 72–73, 129–130, 132, 134 science and technology, 41–43, 91, 116, 128 sustainability, 32–33, 49 Provincetown Public Library, 39, 103–104 Public Library of Cincinnati and Hamilton County, 38, 45–46 Public Library San Javier-La Loma, 30 Public Library ‘Victoria Dorantes’ no. 382, 45–46 Publishing, 103–104. See also Self-publishing

149

Q QR codes, 12–13, 16, 121–122 Queens Library, 26–29, 117–118 R Reference services, 24 Resource Description Framework (RDF), 17–18 RFID, 11–12, 17–18, 30, 76, 79, 120–121, 131 Richland Library, 21–22, 53 Richmond Public Library, 14 Ridgefield Public Library, 46, 129 Rijeka City Library, 20 Rikhardinkatu Library, 22 Risskov Library, 84–85 Dr. Robert Ouko Memorial Community Library, 15 Roskilde Library, 19, 84–85 S Sacramento Public Library, 19, 45–46 St. Albans Library, 39–40 St. Louis County Library, 32–33 Salt Lake City Public Library, 25, 36, 111–112, 131 Salt Lake County Library Service, 46, 117 San Antonio Public Library, 12–13, 120–121 San Diego Public Library, 11–12, 42, 112–113, 115 San Jos
e Public Library, 29 Sandusky Library, 28–29 Santa Clara County Library, 19 Santa Cruz Public Library, 34 Schaumburg Library, 26–27, 108 School and District Library Dreieich, 37–38 Seattle Public Library, 12, 103–104, 119–120 Seed libraries, 14 Self-publishing, 19, 103–104. See also Publishing Self-service, 23–24, 30–31, 48–49, 74, 76, 79, 120, 131 Sembawang Public Library, 30, 48–49, 72–73, 75, 77 Sengkang Public Library, 44, 50 Singapore Libraries. See National Library Board of Singapore Skokie Public Library, 42

150

Social media, 25–27, 37, 92, 101, 104–107 Sølvberget Public Library, 19 Southbank Library, 20, 51–52 Springfield-Greene County Library, 34–35 Stadtbibliothek Mannheim, 22, 44 Stanley A. Milner Library, 65–67, 69–70 State Library of Western Australia, 104 STEAM (Science, Technology, Engineering, Art, Mathematics), 115. See also STEM STEM (Science, Technology, Engineering, Mathematics) definition, 115 learning, 41, 89–91, 115 origins, 115 programming, 115 Stockholm Public Library, 15–16, 44–45 Stordal Public Library, 35 Strategic goals and planning, 1, 127, 131–132 Stuttgart City Library, 2–3, 77–82, 117, 128 arts and culture, 77–78 awards, 77–78 collections, 78–79 digital collections, 86 digital literacy, 77–78, 80 events, 78–80 multicultural programmes, 79 self-service, 79 statistics, 77f technology, 77–78 values, 77–79 Stuttgart City Library on Mail€ander Platz, 30, 50–51, 77–82 Sunshine Coast Libraries, 119 Surrey County Council, 14–15 T Tallinn Central Library, 16 Tampere City Library, 31–32 Tapiola Library, 39–40, 130 Technology access to, 25–26, 88–89, 92, 128 innovation with, 25–31

Index

Thunder Bay Public Library, 23 TioTretton Library, 13, 52 Topeka and Shawnee County Public Library, 26, 38, 120–121 Tromsø Library, 35–36 Turku City Library, 116–117 U User created content, 11, 19–20, 101, 107 V Vaggeryd Library, 41–42 Vancouver Public Library, 23 Vejle Public Library, 45–46, 129 Vending machines. See Book vending machines Video gaming. See Gaming Volunteers, 45, 74 W Warwickshire Library and Information Service, 11–12, 23–24, 120–121 Washington County Library System, 46 West Vancouver Memorial Library, 28 White Plains Public Library, 30 Wi-fi hotspots, 12–13, 28–29, 36, 92, 119–120, 131 Williamson County Public Library, 39, 103–104 Winnipeg Public Library, 36 Woods Hole Public Library, 31–32 Writing, libraries supporting, 19, 37–38, 103–104 Wrightwood-Ashburn Library, 90–91 Wyndham Libraries, 119 Y Yarra Plenty Regional Library, 41–42, 107–108 Z Zentral und Landesbibliothek Berlin, 17