Research Process Outline

Running Head: PUBLIC LIBRARIES: WHAT IS BEST FOR TEEN USERS? 1

Public Libraries: What is Best for Teen Users?

Staci Novak

Emporia State University


Abstract

Teens are a growing and important user demographic in public libraries. One challenge facing

public librarians is how to best interact with and provide the best possible customer service to

teens utilizing their public libraries. This grounded theory case study of public librarians and

teens ages 12-18 seeks to understand the effectiveness of programs provided to teens, what teens

say make them feel welcome or unwelcome in public libraries, and how the collaboration

between school and public libraries can benefit teenage users of public libraries. This study

assumes that teens are in fact using their public libraries, that the needs of teens differ from adult

patrons, and that there should be collaboration between the school and public library in order to

provide the best possible service to them. Results will be gained through structured interviews in

which questionnaires with predetermined responses are given to both public librarians and teens

ages 12-18. The data gained from these questionnaires will be coded in order to understand and

address the problem facing information professionals in public libraries as it pertains to

providing services to teens ages 12-18.

Keywords: Teens, public libraries, Maslow’s Hierarchy of Needs theory, collaboration, teen

services.


Public Libraries: What is Best for Teen Users?

Open when their school libraries are not, more and more teens are frequenting and

making good use of their public library. According to the Harris Youth Poll conducted in 2007,

“one-third of teens between the ages of 12–18 visited the public library ten times a year or more”

(“Teens: Quick Facts,” 2008). How these young adults are treated in the library, however, may

differ from place to place and person to person. Creel (2008) remembers her personal experience

with a public librarian as “stereotypical” and “old-school” in that, “I nervously approached a

quite unapproachable-looking and busy librarian at the desk and waited to be acknowledged.

When he or she finally looked up, I would blurt out my question” (p.389). Conversely, my

personal experience is quite different. When teens enter our local public library they are greeted

with a smile and a friendly “How can I help you?”

The needs of these unique patrons may also vary from needing help with school research

projects to simply wanting to use a computer. It is obvious that one challenge or problem facing

public librarians is how to best interact with and provide services to teens entering their libraries.

Research Questions

The following questions that steer this study are as follows.

(1) How effective are current public library programs targeted at young adults ages 12-18?

(2) What do teens ages 12-18 say that public libraries do to make them feel welcome or

unwelcome in the public library?

(3) Is the collaboration among high school and public libraries effective in providing best

services to teens ages 12-18?

Literature Review

The literature review covers three areas: the usage of public libraries by teens, needs of teens in

the context of the library, and the collaboration of school and public libraries.


First, this study is built upon the fact that teens are indeed utilizing their public libraries.

In fact 78% of teen respondents in a recent survey said they had a public library card. Many

respondents also reported they visit their public library more than once a month (Harris

Interactive, 2007). It is obvious from these statistics that contrary to popular belief, young

people want and need their public library and should be valued as patrons needing service.

Vavrek (2004) takes his usage of public libraries a step further and discovered that not only are

teens utilizing their public libraries, but they value them as well. This study used a questionnaire

that was first mailed to random households with teens ages 12-17. After mailing the questions,

the researcher called the homes and found that most parents encouraged their children to fill out

the survey and that many had answered them prior to the phone call (Vavrek, 2004). Moreover,

it was not surprising then that “fifty-eight percent of those surveyed used the services of a public

library or [their] bookmobile within the last six months and 77% over the last year” (Vavrek,

2004, p.6). Despite the growing number of teens as public library users, some information

professionals may not understand how to best interact and communicate with these young

patrons, therefore not giving them what they need in terms of service and materials.

This study assumes that the necessities of teenage patrons are unique and differ from

those of adult users. It is common knowledge that teens are different emotionally and physically,

but what can we information professionals do to fulfill these essentials? In order for the library

to make a difference in the lives of teens, Brautigam (2008) refers to the Search Institute’s 40

Developmental Assets for Adolescents (ages 12-18). She asserts that one developmental asset of

young people is to have positive adult role models that are not family members. Public libraries

are in a position to address this because, “Librarians are adults to whom teens can go for help

with school assignments, reading suggestions, book discussions, and more. Teen activities…


connect library staff with youth in a fun, constructive, and supportive environment” (Brautigam,

2008, p. 125).

This aspect of development serves to remind information professionals that serving the

library needs of a teen is not the same as serving other users. Creel (2008) maintains that while

today’s librarians are taught “not to be the too busy unapproachable, or judgmental librarian

regarding teen requests…[but] youth are still denied intellectual freedom and the right to read in

many libraries” (p.389). So what is it exactly that that our teen users truly need? Anderson

(2004) looks to Maslow’s Hierarchy of Needs theory to answer this question. First, the

physiological or basic needs are the materials (books, articles, etc). To address this need,

librarians must be knowledgeable as to what it is teens want. The author suggests joining

organizations such as YALSA and ALA and purchasing books relating to strategies for teens and

that outline types of materials teens need and want. Second is safety. “Teens need to feel a

sense of safety before they can reach the next stage” (p.52). The third stage is love which in the

context of the library translates to the appropriate customer service given to teen patrons by the

staff. Staff should be trained in how to best serve teen patrons in terms of ethics, caring, and

knowledge of materials that are well-liked by their age group. Fourth, self-esteem can be

addressed through having teen volunteers, teen employees, and teen advisors.

This study also maintains that an important aspect in addressing the needs of teen users is

the positive collaboration between the public library and school library. “School librarians are

more in sync with students' academic needs than public librarians, and public librarians often

have more resources at their disposal and more leeway to launch creative programs” (Jones,

2004, p.45). Fitzgibbons (2000) argues that collaboration between these two types of libraries

will ultimately improve services and resources provided to teenage patrons. Examples of this

collaboration include libraries where the school and public library are intermixed, shared


technology, and “collaborative and cooperative services and programs” (para. 3). The concept of

a symbiotic relationship between school and public libraries is not a new one. Fitzgibbons

(2000) states that a report dated in 1897 advised the collaboration between the two libraries. One

of the most influential rationales came from the 1991 White House Conference on Libraries and

Information Services Youth Omnibus Act: The Partnership with Libraries for Youth. It intends

“school and public library partnerships that emphasize the essential role of libraries in promoting

resource-based learning and instructional activities, parent/family education projects for early

childhood services, intergenerational demonstration programs for latchkey children and young

adolescents, and outreach services for youth at risk” (Libraries and Youth Services section, para.

1). In order for collaboration to be successful school and public libraries must have shared

visions, goals, procedures, communication, sufficient staff, and shared activities. “Only through

a shared vision and joint planning process will the current and future needs of our youth be met”

(Recommendations section, para. 9).

Methodology

This is a grounded theory, case study of Kansas public library personnel and teen library

users. In order to collect data, I will conduct two sets of structured qualitative interviews. The

first set of structured interview protocol will be nine interviews with information professionals

(see information professional interview questions in Appendix C). Again, the interviews will be

structured and will consist of nine questions with predetermined responses as choices. Each

person will be given the same questionnaire and the interview should last no more than thirty

minutes. The second set of interviews will consist of 48 teens ages 12-18 (see teen interview

questions in Appendix D). The questionnaire will consist of eight questions with predetermined

responses as choices. Each person will be given the same questions and the interview again

should last no more than thirty minutes.


Data Analysis

The analysis of the data will tell the researcher how well teens are being served in public

libraries through programs provided to them, their treatment by the librarians, and also through

cooperation between the public and school libraries. The data is qualitative, not quantitative.

Data will be gathered via the interviews, where participants will be given questionnaires

with predetermined responses provided to them. In the process of analyzing data, the researcher

will read, sort, code, and compare the answers. The researcher will create percentages based

upon the responses in the analysis of the data. In order to create the percentages, I will first use

open-coding, or “the examination of sections of the text comprised of words, phrases, and

sentences” (Dow, 2008, p.236). Second will be axial coding, “which puts data back together

making connections between categories and subcategories” (Dow, 2008, p.236). The final type

of coding used will be selective coding or what Strauss and Corbin define as “selecting the core

category, systematically relating it to other categories, validating those relationships, and filling

in categories that need further refinement and development” (as cited in Dow, 2008, p.236).

Population and Setting

The population of this study consists of information professionals from the public

libraries in Manhattan, Junction City, and Abilene, Kansas. It will also consist of teens ages 12-

18 from the same three towns.

Role of the Researcher

I will be the only researcher involved in this study. I will be responsible for the

development of the questionnaires and interviews. I will also conduct the in-person interviews

with the information professionals, complete both the mailing of the questionnaires and conduct

the phone interview with the teen group.

Review Board


A required part of this study is the “Application for Approval to Use Human Subjects.”

This application is indeed attached to this document. The purpose of this application is to make

certain that the rights of the subjects in this study are upheld. Approval from the institutional

review board has been requested and I have their written approval in my possession.

Time Schedule and Budget

I project that this research project will take six months for completion. The study will

begin in August and conclude in January. The approximate dates for each phase is as follows:

August: Complete and submit Application for Approval to Use Human Subjects. Write

questionnaires for both information professionals group and teen group. Contact information

professionals to set up interviews. Send out questionnaires for teen group.

September: Begin interviews for both information professionals group and teen group.

October: Complete interviews for both information professionals group and teen group. Begin to

analyze data.

November: Complete analysis of data. Start writing results of the study.

December: Complete written study results.

January: Present and submit proposal.

The budget for the research and data analysis will not be costly. First, I am not

employing anyone else. Second, both Abilene and Manhattan are within 25 miles of my home in

Junction City. Third, there will however, be the cost of mailing out the surveys and the return

envelopes. I estimate a total cost of $93.00.

Transportation costs: $50. I estimate that a round trip to each library from my home will

average 50 miles. The 2010 standard mileage rates according to www.irs.gov puts the standard

business mileage as 50 cents per mile. My total mileage for this study is approximately 100

miles, which would total $50.

http://www.irs.gov/


Mailing costs: $42.24. According to www.usps.com, the price of one stamp is 44 cents.

It will cost me 88 cents per survey as there is a stamp to mail out the survey and a stamp for the

person to return the survey. I’m sending out 48 surveys, and assuming that all are returned, the

total cost is $42.24.

Line Item Description Quantity Cost Per Total CostTransportation Costs Commute to

Library to Home

50 miles each way100 total miles

$.50 per mile $50.00

Mailing CostsUSPS Postal Stamp

Cost accrued for mailing surveys

48 Stamps/2 stamps per survey

$.44 per stamp $42.24

Total Cost: $92.24

Limitations

This research proposal has several limitations. First, the sample sizes of both of my

populations are small and therefore are not representative of the entire state. Second, my study

focuses only on public libraries. There may be different circumstances in other types of libraries.

Third, the populations of all three towns are unique in terms of diversity, especially because of

the proximity of the military base. Because of this, the information professionals and teenagers

may not be representative of the population as a whole.

Conclusion

In this research proposal, I have begun to study the problem facing information

professionals in public libraries as it pertains to providing services to teens ages 12-18. I would

like to better understand the effectiveness of programs provided to teen users, how teens are

http://www.usps.com/


treated in public libraries, and if collaboration between school and public libraries would be a

way to better serve teen users. I will complete nine interviews of public librarians and send out

48 questionnaires to teens in the area in order to find answers to these research questions

impacting a very important demographic of our society.


References

Anderson, S. B. (2005). How to dazzle Maslow: Preparing your library, staff, and teens to reach

self-actualization. Public Library Quarterly, 23(3), 49-58. doi: 10.1300/J118v23n03_11

Brautigam, P. (2008). Developmental assets and libraries: Helping to construct the successful

teen. Voice of Youth Advocates, 31(2), 124-125.

Creel, S. L. (2008). Working together for teens. Voice of Youth Advocates, 31(5), 389.

Dow, M. J. (2008). Implications of social presence for online learning: A case study of MLS

students. Journal of Education for Library and Information Science, 49, 231-242.

Fitzgibbons, S. A. (2000, September). School and public library relationships: Essential

ingredients in implementing educational reforms and improving student learning. ALA |

Home - American Library Association. Retrieved June 28, 2010, from

http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/

volume32000/relationships.cfm

Harris Interactive. (2007). American library association youth and library use study. Retrieved

from http://www.ala.org/ala/yalsa/HarrisYouthPoll.pdf

Jones, J. (2004). Come together: School and public librarians need to join forces for kids' sake.

School Library Journal, 50(3), 45.

Teens: Quick facts. (2008, December 22). ALA | Home - American Library Association.

Retrieved June 27, 2010, from

http://www.ala.org/ala/issuesadvocacy/advocacy/advocacyuniversity/additup/13to18/

quick.cfm#1

http://www.ala.org/ala/yalsa/HarrisYouthPoll.pdf


Vavrek, B. (2004). Teens: Bullish on public libraries. Public Library Quarterly, 23(1), 3-12. doi:

10.1300/J118v23n01_02


APPENDIX A

APPLICATION FOR APPROVAL TO USE HUMAN SUBJECTS

This application should be submitted, along with the Informed Consent Document and supplemental material, to the Institutional Review Board for Treatment of Human Subjects, Research and Grants Center, Plumb Hall 313F, Campus Box 4003.

This form must be typed. This form is available online at www.emporia.edu/research/docs/irbapp.doc.2. Departmental Affiliation: School of Library and Information Management

3. Person to whom notification should be sent: Staci Novak Mailing Address: 430 Maple St

Telephone: 785-317-1226 Email address: [email protected]

4. Title of Project: Analysis of Services Provided to Teens ages 12-18 in Public Libraries

5. Funding Agency (if applicable): N/A

6. This is a: dissertation thesis Xclass project other research study

7. Time period for which you are requesting approval (maximum one year): from August 2010 to January 2010. If the research project extends past the end date requested, you will need to submit a request for a time extension or an annual update. This form is available at www.emporia.edu/research/docs/irbmod.doc.

8. Project Purpose (please be specific): The purpose of this project is to analyze the effectiveness of programs provided to teen users, how teens are treated in public libraries, and if collaboration between school and public libraries is a way to better serve teen users.

9. Describe the proposed subjects: (age, sex, race, expected number of participants, or other special characteristics, such as students in a specific class, etc.)

The first group of participants will be 9 adult librarians who work in public libraries. The second group will be 48 teens ages 12-18. Sex and race of the participants will vary and will not be used as a variable in this study.

10. Describe how the subjects are to be selected. If you are using archival information, you must submit documentation of authorization from applicable organization or entity.

I will randomly choose three librarians each from the Manhattan, Junction City, and Abilene Public Libraries. The students will also be chosen at random, with sixteen from each town.

11. Describe in detail the proposed procedures and benefit(s) of the project. This must be clear and detailed enough so that the IRB can assure that the University policy relative to research with human subjects is appropriately implemented. Any proposed experimental activities that are included in evaluation, research, development, demonstration, instruction, study, treatments, debriefing, questionnaires, and similar projects must be described here. Copies of questionnaires, survey instruments, or tests should be attached. (Use additional page if necessary.)

I will be contacting the public libraries from three Kansas towns. I will randomly select three librarians from each library. I will conduct the interviews in person to determine what (if any) services and programs

http://www.emporia.edu/research/docs/irbmod.doc


are provided to teens and what (if any) collaboration is done between the public library and the school libraries. I will then randomly select 48 teens ages 12-18, 16 from each town, and mail out questionnaires containing questions in regards to their experiences (if any) in the public libraries. Some interviews may also be conducted over the phone if the questionnaire is not returned. I will analyze the data from these surveys to determine the effectiveness of programs provided to teens, the treatment of teens in the public libraries, and how (if at all) collaboration among the public and school libraries is effective in providing best service to teens using the library.

12. Will questionnaires, tests, or related research instruments not explained in question #11 be used?

Yes X No (If yes, attach a copy to this application.)

13. Will electrical or mechanical devices be applied to the subjects? Yes X No (If yes, attach a detailed description of the device(s) used and precautions and safeguards that will be taken.)

14. Do the benefits of the research outweigh the risks to human subjects? X Yes No (If no, this information should be outlined here.)

15. Are there any possible emergencies which might arise in utilization of human subjects in this project?

Yes X No (If yes, details of these emergencies should be provided here.)

16. What provisions will you take for keeping research data private/secure? (Be specific – refer to p. 3 of Guidelines.)

All names of subjects participating will remain confidential and anonymous to everyone except the researcher. After data is collected, the surveys will be destroyed.

17. Attach a copy of the informed consent document, as it will be used for your subjects.

INVESTIGATOR’S ASSURANCE: I certify that the information provided in this request is complete and accurate. I understand that as Principal Investigator I have ultimate responsibility for the protection of the rights and welfare of human subjects and the ethical conduct of this research protocol. I agree to comply with all of ESU’s policies and procedures, as well as with all applicable federal, state, and local laws regarding the protection of human subjects in research, including, but not limited to, the following:

The project will be performed by qualified personnel according to the research protocol,


I will maintain a copy of all questionnaires, survey instruments, interview questions, data collection instruments, and information sheets for human subjects,

I will promptly request approval from ESU’s IRB if any changes are made to the research protocol, I will report any adverse events that occur during the course of conducting the research to the IRB within

10 working days of the date of occurrence.

Signature of Principal Investigator Date

FACULTY ADVISOR’S/INSTRUCTOR’S ASSURANCE: By my signature on this research application, I certify that the student investigator is knowledgeable about the regulations and policies governing research with human subjects and has sufficient training and experience to conduct this particular study in accord with the approved protocol. In addition,

I agree to meet with the student investigator on a regular basis to monitor study progress, Should problems arise during the course of this study, I agree to be available, personally, to supervise the

principal investigator in solving them, I understand that as the faculty advisor/instructor on this project, I will be responsible for the performance

of this research project.

Faculty advisor/instructor on project (if applicable) Date

APPENDIX B

INFORMED CONSENT STATEMENT

Analysis of the Needs of Teenage Patrons in Public Libraries.

INTRODUCTION

The School of Library and Information Management at Emporia State University supports the practice of protection for human subjects participating in research. The following information is provided for you to decide whether you wish to participate in the present study. You may refuse to sign this form and not participate in this study. You should be aware that even if you agree to participate, you are free to withdraw at any time. If you do withdraw from this study, it will not affect your relationship with this unit, the services it may provide to you, or Emporia State University.

PURPOSE OF THE STUDY

The purpose of this project is to analyze the effectiveness of programs provided to teen users, how teens are treated in public libraries, and if collaboration between school and public libraries is a way to better serve teen users.

PROCEDURES

I will begin by contacting the public libraries from three Kansas towns, Abilene, Junction City, and Manhattan. I will randomly select three librarians from each library. I will conduct the interviews in person to determine what (if any) services and programs are provided to teens and what (if any) collaboration is done between the public library and the school libraries. I will then randomly select 48 teens ages 12-18, 16 from each town, and mail out questionnaires containing questions in regards to their experiences (if any) in the public libraries. Some interviews may also be conducted over the phone if the questionnaire is not returned. All interviews should take thirty minutes or less to complete. I will analyze the data from these surveys to determine the effectiveness of programs provided to teens, the treatment of teens in the public libraries, and how (if at all) collaboration among the public and school libraries is effective in providing best service to teens using the library.

The researcher will be the only person who knows the identities of the participants. Their names and any other personal information will not be correlated with the questionnaires. All questionnaires will be viewed only by me, the researcher, and will be terminated after the research is completed.

After the completion of the interviews and questionnaires, I will read the responses and code them according to the content of the entries using open, axial, and selective coding.

RISKS

Participant risks in this research proposal are minimal. Neither the interview nor the questionnaire will ask you to reveal any personal information.

BENEFITS

Participant benefits in this research proposal may be significant to participants, especially those that are regular library users and information professionals. Specifically, the researcher hopes to understand the best practices in providing for teen users and could be used in the future to enhance customer service to teens in the form of environment, programs, and collaboration among school and public libraries.

PARTICIPANT CONFIDENTIALITY

Your name will not be connected in any way with the information you give on the questionnaire or the findings from this research proposal. Information about you will not be shared by the researcher unless required by law or unless written permission is given.

Permission granted on this date to use and disclose your information remains in effect indefinitely. By signing this form you give permission for the use and disclosure of your information for purposes of this study at any time in the future.

REFUSAL TO SIGN CONSENT AND AUTHORIZATION

You are not required to sign this Consent and Authorization form and you may refuse to do so without affecting your right to any services you are receiving or may receive from Emporia State University or to participate in any programs or events of Emporia State University. However, if you refuse to sign, you cannot participate in this study.

CANCELLING THIS CONSENT AND AUTHORIZATION

You may withdraw your consent to participate in this study at any time. You also have the right to cancel your permission to use and disclose information collected about you, in writing, at any time, by sending your written request to: Staci Novak, 430 Maple St., Junction City, Kansas 66441. If you cancel permission the researcher will not attempt to collect any additional information about you. However, the researcher may use information gathered before the cancellation was obtained, as described above.

QUESTIONS ABOUT PARTICIPATION

Questions about procedures should be directed to the researcher(s) listed at the end of this consent form.

PARTICIPANT CERTIFICATION:

I have read this Consent and Authorization form. I have had the opportunity to ask, and I have received answers to, any questions I had regarding the study. I understand that if I have any additional questions about my rights as a research participant, I may contact the Principal Investigator, her Faculty Supervisor, or the Institutional Review Board for Treatment of Human Subjects, Research and Grants Center, Plumb Hall 313F, Campus Box 4003.

I agree to take part in this study as a research participant. By my signature I affirm that I have received a copy of this Consent and Authorization form.

_______________________________ _____________________

Type/Print Participant's Name Date

________________________________ __________________________________

Participant's Signature Parent/Guardian’s Signature if under 18

Researcher Contact Information

Staci Novak Mirah DowPrincipal Investigator Faculty Supervisor430 Maple St. School of Library and Information ManagementJunction City, Kansas 66441 Emporia State [email protected] [email protected](785) 317-1226

mailto:[email protected]

mailto:[email protected]

APPENDIX C

QUESTIONNAIRE-INFORMATION PROFESSIONAL GROUP

1. Does your public library provide programs to teens ages 12-18? (If yes, proceed to question 3, if no proceed to question 2).

a. yes b. no c. don’t know

2. Which of the following programs do you think would benefit teens at your library?

a. book talks b. movie nights c. reading club d. art programs

e. computer classes f. other

3. Does your public library offer any of the following programs for teens ages 12-18?



4. Do you feel the programs offered to teens in your library provide effective services?

a. yes b. no c. somewhat d. don’t know

5. Do teens attend/participate in programs offered at your library?


6. Approximately how many teens attend programs offered at your library?

a. 0-5 b. 6-10 c. 11-20 d. 21 or more

7. Does your library collaborate with the libraries in the schools attended by teens ages 12-18? (If yes proceed to question 8, if no proceed to question 9).


8. Do you feel the collaboration between your library and the school library is helpful in providing the best service to teens?


9. Do you feel the collaboration between your library and the school library would be helpful in providing the best service to teens?


APPENDIX D

QUESTIONNAIRE-TEEN GROUP

1. How many times in the past year have you visited your public library?

a. 0 b. 1-2 c. 3-5 d. 6-10 e. 11-20

f. 21 or more

2. Have you used the public library for the following reasons?

a. check out/return books

i. yes ii. no

b. to use the computer

i. yes ii. no

c. class trip

i. yes ii. no

d. to use other electronic equipment

i. yes ii. no

e. attend program, lecture, or meeting

i. yes ii. no

3. When you visit the public library the librarians are…(Choose all that apply)

a. friendly b. helpful c. unapproachable d. not helpful

e. busy f. other g. none of the above

4. Of the following choices, which make you feel welcome or unwelcome at your public library?

a. librarian behind a desk

i. welcome ii. unwelcome iii. neither

b. librarian walking around


c. librarian approaching you first


d. having to approach the librarian first


e. librarians who ask questions about what I need


f. librarians who find what I need without asking questions


5. Does the attitude of the librarian affect whether or not you visit the public library?


6. Does your public library offer programs for teens?

a. yes b. no c. don’t know

7. Which of the following would make you more likely to visit your public library? Choose all that apply?

a. welcoming environment b. teen reading area c. programs/meetings

d. a librarian specifically for teens e. books/magazines for teens

f. other

8. Which of the following programs would you attend if they were offered at your public library? Choose all that apply.

