This document provides a review and reflection on library services for youth. It discusses several key frameworks for serving youth including developmentally appropriate practices, universal design, and addressing diverse identities. It also examines youth's view of the library in terms of library anxiety and the library as a third space. Finally, it outlines future trends for youth services including expanding technology, collaboration, reimagining physical spaces, and developing library staff and partnerships.

1. A REVIEW AND REFLECTION ON PROVIDING LIBRARY SERVICE TO YOUTH
Nicholle Ruhlman

2. OVERVIEW
 Theoretical frameworks
 DiverseYouth Identities
 Library Anxiety
 Library as aThird Space
 FutureTrends

3. THEORETICAL FRAMEWORKS
Developmentally Appropriate Practices
 “Such practices (DAP) need to be based on a
solid understanding of how children develop in
general and must include an exploration of the
strengths and needs of individual children”
 Tecce et al. (2018, p. 267)
Universal Design
 “The design of products and environments to be
usable by all people, to the greatest extent possible,
without the need for adaptation or specialized
design.”
 Persson et al. (2015, p. 508)

4. DIVERSEYOUTH IDENTITIES
 The Importance of Diversity in Library Programs and Material Collections for
Children.
 https://www.ala.org/alsc/publications-resources/white-papers/importance-diversity
 Bilingual Storytelling (Paz, 2016)
 Partnerships with community organizations (Leung & Jeffery, 2021)
 Homeschooled children (Pannone, 2019)

5. VIEW OFTHE LIBRARY
Library Anxiety
 “It was found that 75 to 85 percent of students in
each class described their initial response to the
library in terms of fear or anxiety.”
 Mellon (2015, p. 278).
Library as aThird Space
 “Third places, then, are anchors of community life
and facilitate and foster broader, more creative
interaction.”
 Fatmawati et al. (2018, p. 25).

6. FUTURETRENDS
Technology Collaboration
Physical
Space
People

7. TECHNOLOGY
 Virtual Programming and Storytimes (Fort et al., 2022)
 https://sites.google.com/view/bakerlectures/ab-kids/ab-kids-2022
 Bridging Digital Divides
 Advocating for more technology devices to help increase access
 Offering technology instruction

8. COLLABORATION
 Partnering with community organizations
 Social Workers
 Volunteers

9. PHYSICAL SPACE
“Because play is the foundation of early learning” (Smallwood and Birkenfeld, 2018, p. 9).

10. PEOPLE
 Professional Development of Staff
 Parents and Guardians
 https://www.belleville.lib.mi.us/youth/parents-page/

11. THANKYOU

12. REFERENCES
 American Library Association, (2014). Importance of Diversity in Library Programs and Material
Collections for Children. http://www.ala.org/alsc/publications-resources/white-papers/importance-diversity.
 Chang, A. (2017). Citrus County Library System Unleashes the Power of Technology Training, and
Increases Attendance and Engagement. Florida Libraries, 60(2), 15–17.
 Fatmawati, E., Udasmoro, W., & Noviani, R. (2018). Functional shift of library: The third space; production.
In M. Amini, M. Yusuf, & V. I. Yulianto. (Eds.), UGM Digital Press Social Sciences and Humanities: Vol. 1.
Proceeding of the 2nd International Conference on South East Asia Studies (pp. 19–26).
 Fort, V. B., Cooke, N., & Hartnett, L. (2022). Obstacles and Opportunities: Inclusive Programming Goes
Virtual. Children & Libraries: The Journal of the Association for Library Service to Children, 20(2), 38–39.
https://doi-org.proxy.lib.wayne.edu/10.5860/cal.20.2.39
 Leung, M., & Jeffery, M. (2021). It Takes Two (Or More): Developing Partnerships to Serve Marginalized
Populations. Children & Libraries: The Journal of the Association for Library Service to Children, 19(2),
28–30. https://doi-org.proxy.lib.wayne.edu/10.5860/cal.19.2.28
 Mellon, C. A. (2015). Library Anxiety: A Grounded Theory and Its Development. College & Research
Libraries, 76(3), 276–282. https://doi-org.proxy.lib.wayne.edu/10.5860/crl.76.3.276

13. REFERENCES
 Mellon, C. A. (2015). Library Anxiety: A Grounded Theory and Its Development. College & Research Libraries, 76(3), 276–282.
https://doi-org.proxy.lib.wayne.edu/10.5860/crl.76.3.276
 Palmer, M. (2022). Study of Future Public Library Trends & Best Practices, Public Library Quarterly, 41:1, 83-
107, DOI: 10.1080/01616846.2020.1868224
 Pannone, S. (2019). Homeschoolers’ Experiences with the Public Library: A Phenomenological Study. Children & Libraries: The
Journal of the Association for Library Service to Children, 17(1), 5–10. https://doi-org.proxy.lib.wayne.edu/10.5860/cal.17.1.5
 Persson, H., åhman, H., Yngling, A. A., & Gulliksen, J. (2015). Universal design, inclusive design, accessible design, design for all:
Different concepts—one goal? on the concept of accessibility—historical, methodological and philosophical aspects. Universal
Access in the Information Society, 14(4), 505-526. https://doi.org/10.1007/s10209-014-0358-z
 Paz, S. (2016) "From Theory to Practice (Read/Leer; Bilingual Storytelling in the Public Library)," Storytelling, Self, Society: Vol.
12: Iss. 1, Article 5.
https://digitalcommons.wayne.edu/storytelling/vol12/iss1/5
 Smallwood, S., & Birkenfeld, J. (2018). A Place to Play: An Assessment of a Public Library’s Play Centers. Children & Libraries:
The Journal of the Association for Library Service to Children, 16(4), 9–11. https://doi-org.proxy.lib.wayne.edu/10.5860/cal.16.4.9
 Tecce DeCarlo, M. J., Allen, G., Lee, V. J., & Neuman, D. (2018). Information and Digital Literacies in a Kindergarten Classroom:
An I-LEARN Case Study. Early Childhood Education Journal, 46(3), 265-275. https://doi.org/10.1007/s10643-017-0857-7