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Drawing on ethnographic research, this paper investigates the gendered involvement in early literacy programs at one central library in the Greater Toronto Area. This study consisted of observations and field notes across family literacy programs, along with in-depth interviews with librarians and mother attendees. In particular, this research explores the invisible labour of mother involvement in "family" literacy programs targeting children aged 0-8, along with the role of librarians in structuring such early literacy programs. Referring largely to Griffith and Smith's (Mothering for schooling, RoutledgeFalmer, New York, 2005) notion of the mothering discourse, this study suggests that there are specific kinds of early literacy work that are deemed "appropriate" and "valued" (i.e., taking trips to the library; being read to daily, turning everyday domestic labour into teachable moments), and certain individuals (i.e., moms) who are assumed or expected to carry out such work at home. This study also reveals that both mothers and librarians continue to participate in dominant discourses of mothering, specifically in relation to early literacy work assumed to prepare children for schooling. Such findings have implications for future research that considers mothering work and early resource supports for families.

Computational thinking (CT) is believed to be a critical factor to facilitate STEM learning, and a vital learning objective itself. Therefore, researchers are continuing to explore effective ways to improve and assess it. Makerspaces feature various hands-on activities, which can attract students with diverse interests from different backgrounds. If well designed, scaffolded maker activities have the potential to improve students' CT skills and STEM learning. In this study, we explore ways to improve and assess physics and engineering integrated CT skills through developing maker activities and assessments, which are applicable in both informal and formal educational settings. Our paper presents our work on improving and assessing CT in maker activities with two primary goals. First, it introduces the maker activities and instruments we developed to improve and assess CT that are integrated in physics and engineering learning. Second, it presents the students' CT skill and disposition change from pretest to posttest in two summer academies with CT enhanced maker activities, which was respectively led by after school educators and formal educators in a public library.

Books are often the targets of anti-intellectual censorship efforts in schools for two reasons. First, they are integral to the process and practice of reading, which is how people encounter new ideas. Second, the coercive nature of curriculum means that students must read books with controversial ideas. Emily Knox argues that the people who challenge books believe strongly in the power of books, and it is this belief that motivates their actions. To combat these efforts, educators must have in place robust policies and procedures for choosing and defending curriculum materials, directly name anti-intellectualism as a threat to education, and avoid treating any single book as presenting a complete and absolute version of the truth.

Administrators, librarians, parents, teachers, and teacher educators need to be familiar with quality multicultural children's literature as a means of helping children develop an understanding of others as well as affirming their own diverse backgrounds. In this study, 31 fictional picture books identified as containing representations of ethnic Chinese or their culture were examined for literary quality and cultural authenticity. Six reviewers (three Chinese and 3 American) independently evaluated each book using a revised 10-item version of the Multicultural Children's Literature Evaluation Tool (Higgins, J. J. (2002). Multicultural children's literature: creating and applying an evaluation tool in response to the needs of urban educators. New Horizons in Education. Retrieved from http://education.jhu.edu/PD/newhorizons/strategies/topics/multicultural-education/multicultural-childrens-literature/index.html) with the highest possible score being 30. Results indicated good interrater reliability with the mean score of the Chinese and American reviewers differing by less than 5 points for 24 books (80 %). Three books received a mean score of 30 by at least one group of reviewers, and three books received a mean score of below 19 by at least one group of reviewers. With results of studies such as this one at their disposal, adults are better prepared to select quality, culturally authentic literature to share with children.

Purpose: It has been a decade, as the collaboration between the Ghana Investment Fund for Electronic Communications (GIFEC) and the Ghana Library Authority (GhLA) to extend information and communication technology (ICT) and library services to rural deprived, unserved and underserved communities in Ghana dubbed the library connectivity project. This paper aims to evaluate this initiative from the perspective of relevant key stakeholders and through the lens of the digital inclusion model. Design/methodology/approach: The study adopted a qualitative approach to evaluate the library connectivity project offered to deprived communities in the Upper East Region of Ghana. Interviews were conducted with the head librarians, ICT teachers and school librarians. Focus group discussions were held with pupils from four beneficiary schools of the project. The researchers also witnessed four of the outreach programmes and training sessions and observed the mode of instruction. Findings: The study brought to fore the enormous benefits of the library connectivity project as it aided school pupils to acquire practical ICT skills, which were found to be useful towards their final exam. Despite the enormous benefit of the project, it was bereft with a lot of challenges such as inadequate logistics and personnel thereby restricting the project to very few schools. Low staff motivation and unmotorable roads were also found to be a challenge, which could all be as a result of lack of funds. Research limitations/implications: The paper underscores the importance of computer and information literacy and reveals how the GhLA is using innovative mobile library services to bridge the digital divide through the library connectivity project. Originality/value: This paper makes a further contribution to the paucity of literature on the role of mobile libraries in the promotion of computer and information literacy.

Purpose: This paper aims to investigate design principles for transforming existing making communities of practice within public libraries into online knowledge-building communities to support youths, families with young children and adult members' making and tinkering during COVID-19. Design/methodology/approach: Building upon C4P and connected learning framework, the authors analyze existing literature and practitioner reports on informal learning projects related to making and STEM learning, family learning and online learning as well as emergent cases of innovative approaches in response to COVID-19 from public libraries, informal learning institutions and community groups. Findings: The authors suggest 11 design principles around five areas: program design, facilitation, tools and materials, process documentation and sharing and feedback. Originality/value: This work contributes to the information and learning sciences concerned with community engagement and knowledge creation by suggesting a design model to transform and sustain existing making communities of practice within public libraries into online knowledge-building communities during COVID-19.

Pathways to higher education can appear opaque and unattainable to rural adults, despite the affordances provided by modern broadband and increasing provision of university online learning options. This paper describes an innovative partnership model that connects rural adults to university and technical and further education pathways through 'warm connections' developed between staff in rural libraries and 'neighbourhood houses', and people working in university outreach and preparation programmes. Through the Warm Connections project, local staff were provided with training and on campus experiences that equipped them to have conversations with rural people about what university is 'like' and what it takes to get a place in a university course. Rural community staff reported being confident in providing customised front-line information and advice to rural residents and were able to direct enquiries to appropriate people in tertiary institutions. Some staff themselves enrolled in and successfully completed university short courses, providing role models for their communities. The project reduced the socio-economic distance between rural adults and tertiary education. It successfully built social capital networks of 'warm connections' between tertiary institutions and rural communities, although the longevity of those networks will depend on continuing effort by tertiary institutions to maintain and refresh connections.

Open large-scale datasets (LSDS) and data visualization technologies are new cultural tools that have potential to inform public dialogue and learning about important socioeconomic and scientific matters, particularly if the data is used to consider both personal and shared experiences. This paper reports on a design study in which diverse middle and high school youth in a free summer workshop at an urban public library were asked to model their family geobiographies, or their personal family migration stories, with socioeconomic LSDS. Youth represented family decision-making and social conditions that might have motivated family movements with online, dynamic data modeling and mapping tools (Gapminder.org; SocialExplorer.com). The qualitative video analysis examined participants' experiences and learning in storytelling and modeling the family geobiography, focusing on multimodal talk-in-interaction to understand how the study design engaged learners' capacities, histories, and imagined futures in relation to the LSDS and supported learning about oneself and society. Grounded examples from two family cases are used to illustrate how participants placed their families and selves into data ontologies and the role of family members in composing storylines.

In this article, we introduce and analyze learning experiences made possible by a teaching framework that we have developed and call "digital spatial story lines" (DSSLs). DSSLs offer a novel approach to learning on the move by engaging learners with related conceptual practices of archival curation, digital mapping, and the production of public history. Learners collaborate to make and follow map-based story lines that bridge archival media they curate in public libraries and museums onto city neighborhoods these media describe. Story lines can be followed as tours to explore under- or untold stories about a city's public history at walking scale. To illustrate and study learning within the DSSL framework, we describe and analyze one design iteration from a larger, multi-year research project with local museum, library, and high school partners. Our analysis shows how making and following story lines provided opportunities for pre-service social studies teachers to engage with and learn about the public history of racial segregation, Civil Rights Movement activism, and American Roots Music in Nashville, Tennessee (aka the "Music City"). Our analysis focuses on using archival material to create and share public history as a mobile experience of being both "here-and-then"--a form of palimpsest in which learning on the move layers together historic places and the voices of different historical actors. We end with a discussion of who speaks for the public history of city neighborhoods and the prospects and limitations for teaching and learning with the DSSL framework.

As the nature of public library services expands and transforms, continuing education (CE) for both degreed and non-degreed library staff is critical. An ongoing challenge for the LIS community is to identify the key areas in which to increase professional knowledge and skills. The purpose of this study was to identify what working library staff considered valued competencies for youth services, reference services, director, and non-degreed library staff positions, as well as their preferred delivery format for CE. Open-ended survey activities were conducted via four research sessions, with a total of 57 library staff members participating in the study. The findings from the study suggest that the preferred CE delivery format is low-cost or no-cost, limited-time-commitment workshops with high interactivity. Valued competencies identified in the study indicated interdisciplinary trends of business management skills for library directors; technology skills and diversity/inclusion training for library staff and adult services/reference librarians; and knowledge around child and adolescent cognitive, behavioral, and literacy development for youth librarians. The findings from this study will help inform LIS schools and other CE providers on how best to create and deliver CE that meets the needs of public library staff.

This study examined an extended theory of planned behaviour (TPB), incorporating additional social influences, for predicting parents' and carers' decisions to visit the library with their young children. At Time 1, participants (N = 212) completed a paper-based questionnaire measuring the TPB constructs as well as group norm, parental role construction, social support (i.e. family and friend support), and psychological sense of community in relation to visiting the library. At Time 2, participants (N = 171) completed a telephone survey to measure behaviour over the previous six months. Attitude, subjective norm, perceived behavioural control, group norm, and parental role construction predicted intentions. Intentions and perceived behavioural control predicted follow-up behaviour. Results support the TPB and the role of group norm and parental role construction. The findings highlight the importance of social and cognitive factors in predicting parents' and carers' decisions to visit public libraries with their young children.

This paper examines what it takes to call yourself "a poet" through the lens of inclusive programming at Brooklyn Public Library.

People experiencing homelessness or other life crises often seek respite, information, and assistance in libraries. Librarians, like social workers, are helping professionals and have historically been advocates for and supporters of low-income groups. However, librarians may lack the knowledge, skills, and capacity to provide adequate support. As a result, social workers have become integral to innovative library initiatives serving low-income and homeless patrons. This field note presents three examples of how schools of social work partnered with public libraries to create student internships to support library patrons, including those experiencing homelessness. Each example provides an overview of how the partnership developed and the intern's role and responsibilities. The note concludes with guidance for schools interested in establishing similar field placements.

This paper describes a public pedagogy project embedded into The Global Teacher, a subject within the Bachelor of Education program for student teachers at an Australian university. The subject provides a global perspective on socio-political issues that shape education. In 2013, The Global Teacher introduced an approach that asked student teachers to create a museum-style exhibition depicting six global education themes. This exhibition was displayed in the State Library and the public were invited to engage with the installations and the student teachers who created them. Our paper describes how the project was implemented by means of close collaboration between the QUT teacher educators, curators at the State Library of Queensland (SLQ), and student groups working on visually translating their understandings of global educational issues into a public exhibition. We discuss what was learned by our students and ourselves, as teacher educators, by engaging in this public pedagogy.

Introduction: The National Institutes of Health public access policy requires the principal investigators of any Institutes-funded research to submit their manuscript to PubMed Central, and the open access publisher Public Library of Science submits all articles to PubMed Central, irrespective of funder. Whether the investigators, who made the decision to publish in one of the seven Public Library of Science journals were motivated by the National Institutes' public access policy or by the journals' quality standards is unknown. Method: Forty-two Institutes-funded investigators who had published in one of the seven journals between 2005 and 2009 were interviewed, using a semi-structured, open-ended interview schedule. Analysis: Qualitative analysis was conducted, dividing the participants into those who published in the journals before the mandatory policy (pre-mandate) and those who published after the policy (post-mandate). Results: The Institutes-funded investigators submitted to the Public Library of Science journals because they favour the high impact factor, fast publication speed, fair peer-review system and the articles/ immediate open access availability. Conclusions. The requirements of the National Institutes' public access policy do not influence the investigators' decision to submit to one of the Public Library of Science journals and do not increase their familiarity with open access publishing options.

Introduction: This paper discusses the person-in-environment framework, which proposes the inclusion of environmental factors, alongside personal factors, as the explanatory factors of individual-level information behaviour and outcome. Method: The paper first introduces the principles and schematic formulas of the person-in-environment framework. It then presents the findings of an empirical verification study. Analysis: A multi-way ANOVA test was conducted to verify the person-in-environment framework. The main and interaction effects of eight individual and information environment variables on individual academic performance were tested. Results: Four main effects (baseline academic grade, outcome expectation, home computer resources, and public library usage) and two interaction effects (home computer resources x public library usage; public library usage x neighbourhood public library resource level) were significant. Conclusions: The person-in-environment framework framework can help identify significant environmental interaction effects that would have been missed in studies that included only personal factors. [This paper was published in: "Proceedings of ISIC: The Behaviour Conference" (Leeds, England, Sep 2-5, 2014), Part 2, Paper isic19.]

Children conducting searches using the interfaces of library websites often encounter obstacles due to typographical errors, digital divides, or a failure to grasp keywords. Satisfaction with a given interface may also vary according to the gender of the user, making it a variable in information seeking behavior. Children benefit more from graphical information than text-based information with regard to learning. This study analyzed existing websites of public libraries to identify the issues facing children while using the interfaces. Based on these findings, we developed a graphical interface that children would find friendlier. In an evaluation of the proposed interface, girls presented a significantly higher success rate, compared to that of boys. We can therefore conclude that gender differences exist in the efficiency and effectiveness of the proposed interface. Qualitative observations also revealed gender differences in information seeking behavior, some principles of which are outlined in this study. Based on these findings, we present the following suggestions for libraries and future researchers: 1. Public libraries should establish websites with interfaces specifically designed for children; 2. Future researchers should take into account the gender differences associated with the operation of interfaces and information seeking behavior in the development of auxiliary information technologies; 3. Public libraries should consider creating interfaces specific for different age groups and genders.

Community-driven design is a current movement in the forefront of many designers' practices and on university campuses in design programs. The authors examine work from their respective public state universities' design programs as examples of best practices. In these case studies, the authors share experiences using community-based design processes, local or global, with their design students. Goals of these two case studies include understanding the varying context and the cultural implications provided by diverse academic and geographic landscapes. In one case, students traveled thousands of miles to experience a different culture; in the other, students traveled across the tracks and down the street for cultural diversity. The comparison of the two suggests that although the site conditions were divergent, the boundary-spanning methodologies provided similar outcomes among students, faculty, and community partners.

This article describes a unique program co-sponsored by a local public library, a university teacher preparation program, and a school district, created to support Latina/o parents as they produced authentic and culturally relevant literature representing multiple ethnic groups living in the Southwestern United States. A program like the one reported here could potentially lessen the gap existent in the availability of authentic literature written by Latina/os and could ignite a whole new group of readers and writers that can speak to the unique experiences they bring to this country--be it through a different cultural or linguistic lens or through the sharing of stories which would have otherwise gone unheard.

An increasing number of libraries and museums provide transformative learning spaces, often called "Learning Labs" and "Makerspaces." These spaces invite users to explore traditional and digital media, interact with mentors and peers, and engage in creative projects. For these spaces and programs to be sustainable, it is essential that they are staffed by qualified professionals and support staff. This research study investigated the competencies required for the successful performance of professionals in library and museum learning spaces. Researchers conducted in-depth interviews with professionals working in leading learning spaces in the U.S. The findings include top competencies (e.g., ability to learn, adapt to new situations, collaborate, serve as an advocate, and serve diverse people) and skills (e.g., management, program development, grant writing, technology, and facilitating learning) required for professionals, as well as relevance of higher education to prepare them for their current positions. The study generated curricular design implications for LIS educators with an emphasis on teaching and learning with technologies.

This study reports the results of a survey of the available holdings of information resources on Ibibio culture in the University of Uyo Library and Akwa Ibom State Library. The specific objectives of the study were to determine the different size of information resources on funeral, fattening (Mbobo), taboos, myths as well as dissemination in the University of Uyo and Akwa Ibom State Libraries. Survey research design was used for the study. 3,854 information sources in the University of Uyo and Akwa Ibom State Libraries constituted the population of the study, with all estimated 2,276 (100%) forming the sample size of the study. Checklist was used to obtain data for the study. Chi-square was used for the data analysis. The major research findings based on the postulated objectives of the study revealed that there was a significant difference in the information resources available in the University of Uyo Library and Akwa Ibom State Library. The study concluded that libraries must oversee additional problems and increase the acquisition of information resources on Ibibio culture to further cub the dwindling nature of its collection and possible extinction of this information resources.

Leadership is an often-misunderstood word, especially in the context of libraries. With multiple definitions for the word "leadership" and vast numbers of leadership styles, it can be difficult to identity what exactly is meant when discussing library leadership. This literature review brings together 10 years of scholarly research on leadership in the library as it relates to LIS education. Through a close evaluation of this literature, a more holistic understanding of "leadership" as a concept in LIS education can be better understood. Several topics are highlighted and discussed including the ambiguity in definitions of "leadership", the qualities of library leaders, leadership in LIS curriculum, library leadership and organization change, and library leadership and new librarians. For this review, the definition of LIS curriculum includes professional association leadership programs. Closing this literature review are recommendations for incorporating leadership education and mentorship opportunities into MLIS programs.

HIV/AIDS infections are growing at an alarming rate for young adults. In 2009, youth, ages 13-29, accounted for 39% of all new HIV infections in the U.S. (Division of HIV/ AIDS Prevention, Centers for Disease Control (CDC), 2011). South Carolina ranks eighth in the nation for new HIV cases, while the capital city of Columbia ranks seventh (Carolina Teen Health, 2012). Education and prevention efforts are needed to raise young adults' awareness of HIV/AIDS issues in order to reduce this troubling trend. To address this need, the researchers and a graphic illustrator worked with incarcerated students age 15-19 in the South Carolina Department of Juvenile Justice School District, to develop an age-appropriate, culturally-diverse graphic novel on HIV/AIDS, entitled "AIDS in the End Zone." Phase I of the project was to create the novel. Once Phase I was completed, Phase II of the project began. During this phase, graphic novel book club interventions were held with young adults in public libraries in Columbia, South Carolina to measure knowledge gains and impact from reading the graphic novel. The purpose of this phase was to examine the role that graphic novels can play as a resource for increasing HIV/AIDS awareness among young adults. Phase II was funded by the 2013 ALISE Research Grant. The findings of the study are reported here. This study is the first of its kind to provide scientifically-based research that examines whether or not graphic novels can be an effective HIV/AIDS prevention tool for young adults. Implications for LIS education are discussed.

Interactions between universities and surrounding communities have the potential to create empowering education through community engagement. Innovative "town/gown" relationships such as multigenerational learning communities with immigrant communities may foster positive student learning outcomes while at the same time strengthen local communities. Drawing on the experience of a partnership between a college and a public library, this article explores the strengths of integrating intergenerational, community-based learning and adult immigrants to foster dialogical "town/gown" relationships.

Children's attitudes towards, and frequency of recreational reading influence their reading skill level. The aim of this study was to determine the relative influence of research-supported intrinsic and extrinsic variables that can shape this attitude and practice, and to investigate the use of artificial neural network as an adjunct approach in such analysis. Data from 997 Australian students in primary Years 4 and 6 were analysed to examine the influence of 10 variables on reading frequency and attitudes. Data were subject to analysis using artificial neural network, binomial logistic regression and linear regression. The results from the three methods of analysis indicate that library visitation, perception of importance and early literacy are the top three ranked variables in artificial neural network, with all three also significant (p < 0.001) in binomial logistic regression and linear regression. Providing students regular opportunity for library visitation may be a valuable intervention for educators and parents seeking to enhance children's reading frequency and attitudes.

In today's public libraries, children's librarians are challenged to provide inclusive programming that welcomes all individuals, including deaf and hard-of-hearing children at risk for delayed reading and literacy development. This study, using quantitative survey data and qualitative interview methods, investigated the programs and accommodations public libraries provide for deaf and hard-of-hearing children, the impetus for providing these programs, and the training required. Nearly 500 public libraries in the United States with service areas greater than 100,000 patrons were invited to participate in an online survey. Fifty-nine librarians completed the survey and 11 participated in an additional telephone interview. Results indicated less than half of the libraries surveyed provided services for deaf and hard-of-hearing children. Nearly all of the programs offered were inclusive; among the accommodations provided were books with sign language and sign language interpreters. Training was the most common limitation facing librarians in their role as community partners in the literacy development of deaf and hard-of-hearing children.

In today's society, individuals and households without reliable Internet connections are increasingly at risk of facing significant disadvantages. This article describes an Extension-led pilot project in Oklahoma centered on addressing this issue through the establishment of a hotspot lending program in four rural libraries. Through the program, libraries allow patrons to "check out the Internet" by providing cellular-based hotspots that connect to a user's smartphone, tablet, or laptop. Feedback from librarians and 297 survey respondents suggests that the program is highly popular and is reaching the target audience. Conclusions on barriers faced and suggestions for best practices, including the role Extension can play, are provided.

While the collaborative trend among professional social workers and librarians gains traction and attention, literature about the utilization of student social workers partnering with libraries is non-existent. Over 64,000 students are currently enrolled in master-level social work (MSW) programs throughout the United States and nearly all are required to complete at least 900 hours of fieldwork. Such students provide untapped skills, knowledge, and values that can help address the broader--and very real--needs of patrons. By reaching out to MSW programs, public librarians play a critical role in helping advance tolerance for a diversity of people and much-needed services. While the professional values and ethics of both librarianship and social work have strong overlap, librarians can invite social work students to partner with them; particularly as libraries are still considered nontraditional service points. MSW students can work with libraries to expand programing, strengthen outreach, and enhance the professional development of both social workers and librarians to the benefit of marginalized patrons.

This study investigates how scientist-led educational programs, held in libraries, can make local science issues relevant to families. Given the need for an educated citizenry, it is important to explore if scientists -- as learning facilitators -- can use educational strategies to engage intergenerational groups. We view family learning from a sociocultural perspective where parent-child interactions and sensemaking practices are the focus of our analysis. We analyzed three water quality-themed workshops held at public libraries consisting of 25 hours of video data. With a focus on 17 participant family groups, we closely examined the influence of questions asked by three different scientists (each leading a workshop) to understand how the structure of these questions supported or did not support the families in sensemaking conversations. Our findings revealed a relationship between the types of questions the scientists asked and families' talk related to the program content. Specifically, three questioning patterns emerged that either supported or hindered family connecting conversations: (1) family-focused question prompts, (2) scientist-focused question prompts (anti-questions), and (3) closed-ended question prompts. Our analysis illustrates that personally-relevant family learning about science in their community is supported by conversational opportunities for families to make connections between science and their shared experiences.

University researchers are asked to make their work relevant and accessible to people beyond their research fields, increasingly by undertaking public engagement with science themselves. However, academic outreach often only reaches an already-science-attentive audience through traditional museum visits or lecture-style presentations. Even programs designed to take advantage of public spaces may still pose barriers to non-traditional audiences, particularly in terms of time and money to attend. We designed a program to promote public engagement with science through casual conversations with pairs of scientists meeting public patrons in everyday and leisure spaces such as bars, coffeehouses, libraries, and laundromats, in both urban and rural locations. We conducted unobtrusive observations of these events at two time points as a case study and used thematic analysis to characterize the patterns of utterances, content of utterances, body positions, and object interactions with 29 groups. We found instances of high, medium, and low engagement, and describe characteristics of each type. We present example cases and suggest their use during professional development with scientists for public engagement and reflective practice. Overall, these conversations show promise for high public engagement with science and opportunities for true mutual learning between scientists and non-traditional public audiences.

At a time when neo-liberal policy agenda are resulting in many public services being taken away from families with young children, this paper draws on Basil Bernstein's concepts of visible and invisible pedagogies to reveal how professionals offer 'support' to parents of young (under five years old) children in a small town in the East Midlands (England). It draws on findings from an ethnographic study which show that mothers are 'taught' to support their young children's literacy development differently depending on the way English education policy is interpreted and enacted in the places they visit. It is argued that dominant policy discourses around 'good' parenting can lead to inequitable interventions, paradoxical pedagogies and the disempowerment of some parents. The paper therefore contributes to the wider debate about more equitable ways of working with families that will be applicable across other contexts.

Background: The present study was aimed at developing a grounded theory on how bibliotherapy influences children with intellectual disabilities. Method: Participants were selected among the students of four primary schools in Tehran. They received, for 3 years, a special bibliotherapy intervention provided by the public library in cooperation with a team of experts; The bibliotherapy sessions were held once a week during the academic year. 10 teachers, 4 mothers, and 4 agents (librarians) were selected using a purposeful sampling method, and were interviewed using in-depth interviews. Result: Data analysis was performed using the grounded theory. 'Improvement of skills necessary for adjustment to disability' was identified at the core of grounded theory. Conclusion: Bibliotherapy, as a guided learning method and an add-on therapy, based on an accurate identification of intellectually disabled children's needs and behaviors, providing them with supplemental education materials, empathy, and cooperation among experts from different fields.

How can we teach inter-organizational collaboration? Reflecting on series of experimental library and information science courses taught from 2011-2015, the Youth Services Community Engagement courses grew out of an IMLS-funded grant focused on innovative services to youth. The course required service-learning experiences in organizations other than libraries; preparing students for effective youth advocacy through inter-organizational collaboration emerged as a learning outcome. Reflections on the iterative design of this service-learning approach working between libraries and community organizations explore how student input influenced course development, including learning outcomes. This reflection highlights the need for more research in library and information science (LIS) on connections and disconnections between public libraries and community organizations.

While early literacy achievement continues to be stratified by social class in the United States, public libraries often offer programs such as "storytime" in order to bolster the literacy development of youth in their communities. The purpose of the present ethnographic study was to explore how storytellers recruited and maintained participation in this free literacy program in a lower-income neighborhood. Via participant observations, semi-structured interviews, and artifact collection, storytellers recruited new patrons to storytime by (1) appealing to community members to enter the physical space of the library and (2) appealing to library patrons to attend storytime. Once patrons attended storytime, storytellers acted in order to maintain storytime attendance by (1) facilitating meaningful learning experiences, (2) fostering enjoyment through participation, (3) developing nurturing relationships, and (4) offering flexibility in storytime expectations. By exploring a contextualized account of the work of storytellers, the findings suggest important avenues through which public programs may contribute to more equitable access to literacy learning.

Introduction: A new theoretical model, relevant to library and information science, is implemented in this paper. The aim of this study is to contribute to the theoretical concepts of library and information science by introducing an ethnological model developed for investigating charter tourist styles thereby increasing our knowledge of users' approaches to public libraries. Method: This is an empirically grounded study. One hundred and eighty-two library visitors were interviewed at Swedish public libraries during 2011. Analysis: Both quantitative and qualitative content analysis were used in the treatment of the empirical data. Results: The paper is divided into three parts. The first part introduces the ethnological model. The second part presents the application of the model on the empirical data. The third part identifies possible research questions concerning public library user approaches. Conclusion: This study shows that it is fruitful to apply a travel analogy for mapping user approaches to public libraries. Five public library user approaches are identified. The application can be used as a tool in order to discuss priorities in public library activities. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]

Introduction: This paper applies the thought of Jacques Rancière to the concept of democracy as it is traditionally understood in library studies literature. Methods: The paper reviews a cross-section of instances of the link between democracy and the public library in library studies literature. It offers a close textual analysis of Michael Gorman's "Our Enduring Values" as typifying the link between the public library and democracy. It critically applies the theoretical account of democracy developed by Jacques Rancière to Gorman's account in "Our Enduring Values." Analysis: Making use of the theory of Rancière, the paper argues that the link between the public library and democracy should instead be situated in the impropriety of the public library: the assumption of equality libraries make, and the consequent open possibility for the contestation of their function and values. Results: The paper finds that the link between democracy and the public library is situated in libraries' instrumental value to democracy; libraries are typically seen as holding an educative function for democracy. Conclusion: The paper concludes by arguing that focusing on the impropriety of public libraries is especially important in the context of their current neo-liberal restructuring. An instrumental link between democracy and the public library too easily falls prey to neo-liberal rationalisation. A link which focuses on the improper character of public libraries encourages a contestation over this restructuring. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]

Introduction: Our paper describes three examples of how public libraries in at-risk-neighbourhoods have worked with social innovations in order to develop and strengthen their services for minority groups. The libraries were chosen because they are frontrunners in the field of cultural diversity and social inclusion in Denmark. Method: The analysis relies first and foremost on data collected by the authors during the last decade. The methodological corroboration of the analysis is based on different elements of qualitative data such as interviews with staff, field observations, participation in workshops and evaluations of development projects in public libraries. Analysis: We examine different library services adopting theories of "Innovation Communities" and "Integrated Area Development", which both represent a locally based approach to conceptual development and social transformation. Results: Conceptual innovations in public libraries are introduced as three different approaches to creating innovative solutions of social problems and mobilizing ideas and resources for cultural and social transformations. Each of them describes a central innovation path and together they illustrate how manifold and different the particular conditions of library services to minority groups are and how slowly conceptual changes and innovation processes took place. As a main result, we present libraries in at-risk-communities as a cultural institution with a social responsibility and suggest a new concept entitled library-based community centres. Conclusion: It seems likely that minority groups in at-risk-communities gain substantially from library-based community centres if centres are based on social needs and the groups are prepared to participate in innovation processes. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]

Introduction. The purpose of this research is to investigate the significance of public libraries as educational institutions. The meaning of lifelong learning in public libraries from the perspective of women's autonomous activities is re-examined. Method. The literature of the grassroots library movement and that of the empowerment of women is analysed within the framework of critical theory. The focus is on the history of a specific study group. Results. The research shows public libraries as mechanisms for empowering women and their learning efforts affirm their identities as independent women learners. It also describes how their activities broke the relationship between libraries as providers and citizens as beneficiaries merely enjoying fixed library services. Conclusion. Women's autonomous learning shows the essential value of the public library's function of providing lifelong learning. It validates the existence of public libraries, which have a unique role in society. Public libraries are places where lifelong learning is fully achieved in relation to empowering women. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]

The purpose of this study was to determine if young adults have access through school libraries to LGBTQ-themed literature. The library collections in 125 high schools in one Southern U.S. state were examined for the inclusion of LGBTQ-themed fiction, nonfiction, and biographies, including a core collection of 21 recommended titles. Results showed that, in general, the school libraries were under-collecting LGBTQ-themed titles. Although LGBTQ teens are estimated to make up 5.9 percent of the students in American high schools, the average number of LGBTQ-themed titles held by these school libraries was 0.4 percent. Suggestions for further study are included. (Contains 3 tables, 4 figures, and 1 footnote.)