Trends in international innovation

Trends in international innovation

3

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.

102

Innovation in Public Libraries

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

Trends in international innovation

103

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

104

Innovation in Public Libraries

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.

Trends in international innovation

105

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,

106 l

l

l

Innovation in Public Libraries

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

l

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

1

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

Trends in international innovation

107

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

108

Innovation in Public Libraries

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

Trends in international innovation

109

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

l

l

l

l

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.

110

Innovation in Public Libraries

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.

Trends in international innovation

111

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

112

Innovation in Public Libraries

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

Trends in international innovation

113

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.

114

Innovation in Public Libraries

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

Trends in international innovation

115

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.

116

Innovation in Public Libraries

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

l

l

l

l

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

Trends in international innovation

117

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

118

Innovation in Public Libraries

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.

Trends in international innovation

119

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

120

Innovation in Public Libraries

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

Trends in international innovation

121

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’

122

Innovation in Public Libraries

(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.

Trends in international innovation

123

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.

124

Innovation in Public Libraries

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.

Trends in international innovation

125

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.

126

Innovation in Public Libraries

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.