Programs and spaces for younger patrons, and the role of the library as a community space.<\/p>\n\n
An overview of patrons\u2019 activities at libraries<\/h4>\n\n
In our national survey, we asked respondents who had visited a library or bookmobile in-person in the past 12 months about what they did at the library. We asked about 13 different activities, from browsing the shelves for books and media to attending classes and events (and explore them in detail beyond age group analysis in our recent report Libraries in the Digital Age<\/a>.[15. numoffset=”15″ http:\/\/libraries.pewresearch.org\/pewresearch-org\/internet\/2013\/01\/22\/library-services\/<\/a>]) Below is an overview of how Americans use libraries; these activities will be discussed thematically in later sections.<\/p>\n\n Some 53% of Americans ages 16 and older visited a library or bookmobile in person in the past 12 months; the following chart breaks these activities down by general age group (ages 16-29 and ages 30 and older). Among recent library visitors, those ages 16-29 were significantly more likely to have visited the library just to study, sit and read, or watch or listen to media. Meanwhile, recent library visitors ages 30 and older were significantly more likely to have received help from a librarian in that time period, and to have brought a younger person to a class or event for children or teens. Older adults were also more likely to have borrowed a DVD or music CD.<\/p>\n\n In order to learn more about public priorities for libraries, we asked national survey respondents how important, if at all, they think it is for public libraries to provide various services to the community. All but one of the services are considered to be \u201cvery important\u201d by a majority of respondents<\/a>.<\/p>\n\n We also asked our national survey respondents, as well as our focus groups, about some different ways public libraries could change the way they serve the public, and whether or not they thought public libraries should implement these changes (if they do not offer these services already). In a separate, qualitative questionnaire aimed at public library staff members, we also asked librarians and other library workers their thoughts on these services.<\/p>\n\n Younger Americans were more often in favor of these ideas than older adults (specifically adults ages 50 and older), including having more comfortable spaces for reading, working, and relaxing, offering more interactive learning exhibits, and moving most services online.<\/p>\n\n Books remain strongly associated with libraries in Americans\u2019 minds. Overall, 80% of Americans say that it is \u201cvery important\u201d for libraries to provide books to the community for borrowing.<\/b> Americans ages 16-29 are significantly less likely to say books at libraries are \u201cvery important\u201d than adults ages 30 and older (75% vs.82%), but just as likely to say that books are important overall (94% vs.96%).<\/p>\n\n We see this reflected in what recent library visitors do at libraries:<\/p>\n\n We also asked about periodicals, and found that about three in ten (31%) Americans ages 16 and older who visited a library in the past year visit to read or check out printed magazines or newspapers<\/b>, including 34% of those under age 30.<\/p>\n\n Looking at other forms of media people visit the library for:<\/p>\n\n Among the 25% of Americans who visited a library website in the past 12 months, 22% borrowed an e-book<\/strong>.[16. The sample size was too small in this survey to report the breakdown by age group. For more on e-books at libraries, see \u201cLibraries, patrons, and e-books\u201d (2012) at http:\/\/libraries.pewresearch.org\/pewresearch-org\/internet\/2012\/06\/22\/libraries-patrons-and-e-books\/<\/a>.] Some 57% of Americans do not know if their library lends out e-books, including 53% of those under age 30.<\/p>\n About half of Americans (53%) say that libraries should \u201cdefinitely\u201d offer a broader selection of e-books. Some 30% say libraries should \u201cmaybe\u201d do this, and 5% say libraries should \u201cdefinitely not\u201d do this.<\/p>\n Among those under age 30, 54% say that libraries should \u201cdefinitely\u201d offer a broader selection of e-books, 37% say libraries should \u201cmaybe\u201d do this, and 4% say libraries should \u201cdefinitely not\u201d do this.<\/p>\n<\/div>\n\n Some 73% of Americans ages 16 and older say there are places in their community where they can access the internet or use a computer for free, including 77% of those under age 30.[17. The American Library Association reports that 62% of libraries report they are the only source of free public access to computers and the Internet in their communities. Study available here<\/a>.] And 35% of Americans say they have used those free access points, including 44% of those under age 30 (and 55% of those ages 16-17).<\/p>\n\n We asked those who had visited libraries in the past 12 months if they used the internet or computers at the library in a question designed to include people who used the wired computers at the library as well as people who had used the library Wi-Fi connection.[18. “In the past 12 months, have you used computers, the internet, or a public WI-FI network at a public library?”] We found that about a quarter (26%) of Americans ages 16 and older had connected to the internet at the library in the past year, including 38% of those ages 16-29.<\/p>\n\n Additionally, some 36% of those who had ever visited a library in person say the library staff had helped them use a computer or the internet at a library<\/b>. Those under age 30 are significantly more likely than older library visitors to say library staff has helped them use a computer or the internet at the library (43% vs.34%).<\/p>\n\n Among the 26% of Americans ages 16 and older who used the internet or computers at the library in the past year:<\/p>\n\n While we did not ask a question about whether library internet users depend on<\/i> the library as their primary internet connection, we did ask respondents how important they think it is to have free access to computers and the internet at the library in their community. According to the results of our national survey, three-quarters (77%) of Americans think it is \u201cvery important\u201d for public libraries to provide free access to computers and the internet to the community<\/b>, including 75% of Americans under age 30.<\/p>\n\n In response to the open-ended questions on our separate online questionnaire, several librarians agreed that providing both access to the internet and assistance with digital tasks were important roles for libraries in their communities. One wrote, \u201cNot everyone has access to computers and internet on a regular basis. . . . Even children, teens, and young adults who do not have the resources to have internet\/computer access 24 hours each day are not able to complete tasks online which others may find simple.\u201d<\/p>\n\n Several of the questions in our nationally representative phone survey touched on how Americans use public libraries for their research needs. In general, we found wide support for libraries providing research resources, including specialized resources that otherwise may not available for free to the general public\u2014for instance, 96% of Americans under age 30 say it is important for libraries to provide research resources such as free databases.<\/p>\n\n In looking at how Americans use libraries for research, we find:<\/p>\n\n In focus groups and in our online panel, librarians echoed these findings in describing how the library is used by older teens and young adults for studying and research. One library staff member especially emphasized the role of the library as a physical space for study, writing that librarians should \u201creach out more to young adults and offer a safe place for them to study, to ask questions and discover answers.\u201d<\/p>\n\n In addition to space and basic resources such as computers and internet access, most libraries also offer access to specialized digital resources such as subscription databases\u2014and Americans identify these services as key resources for the community. In fact, almost three-quarters (73%) of Americans ages 16 and older say it is \u201cvery important\u201d for public libraries to provide research resources such as free databases to the community<\/b>, including 76% of those under age 30.<\/p>\n\n Overall, about 46% of those who visited a library in the past 12 months say they visit to use a research database<\/b>, including 51% of those under age 30. Library users ages 65 and older are the least likely age group to say they come to the library for this reason (33%).<\/p>\n\n In discussions about providing research databases for the public, many librarians in our focus groups said that patrons are not generally aware of the databases that are available or how these databases differ from the resources available through a public search engine such as Google. Several cited students\u2019 lack of awareness in particular. One member of our online panel wrote: \u201cWe . . . need to encourage young adults to use the resources we provide for free-databases, e-books, programs, etc. rather than relying solely on Google and other search engines.\u201d<\/p>\n\n One librarian said that while students weren\u2019t always aware of databases, the library staff made an effort to teach them about research resources:<\/p>\n\n \u201cWe\u2019re big advocates of the databases, especially with the students when they come in, and they have to do a research paper and they\u2019re looking for articles on certain things, so letting them know that you don\u2019t necessarily have to have a physical journal . . . I can show you how you can access the journals from home.\u201d<\/p><\/blockquote>\n\n However, another issue identified by library staff members was potential confusion among both high school and college students as to whether using online databases would be considered an \u201conline source\u201d by their instructors.[20. Students are often given requirements limiting the number of online sources they can cite, or requiring that their sources include a certain proportion of journal articles or books.] “They don\u2019t understand or care about the difference between a database that they get to from the internet and the internet,\u201d one librarian said in a focus group. As another librarian in an in-person focus group put it, \u201cTheir teachers say, \u2018No internet resources. You can\u2019t use the internet.\u2019 It\u2019s like you want to say, \u2018But this isn\u2019t really the internet. It\u2019s not what your teacher meant.'” [21. See also \u201cHow Teens Do Research in the Digital World\u201d (2012): http:\/\/pewresearch.org\/pewresearch-org\/internet\/Reports\/2012\/Student-Research.aspx<\/a>]<\/p>\n\n Several librarians cited their efforts to surface a variety of databases, beyond those used for research. One said, \u201cThere are a number of databases just for people who are seeking jobs, careers, skills, GED, testing sites that are buried that we want to bring out and highlight and make them more visible for the customer.\u201d<\/p>\n\n Many librarians did cite job search and career resources as a major service provided by their library, a view that is shared by the general public: Two-thirds (67%) of Americans ages 16 and older think it is \u201cvery important\u201d to the community for public libraries to provide job, employment and career resources, including 71% of those under age 30. And over a third (36%) of Americans ages 16 and older who used the internet at a library in the past 12 months say they did so to look for jobs or apply for jobs online, including 38% of those under the age of 30.<\/p>\n\n Library staff members in our focus groups and online panel discussed various ways libraries focus younger patrons after high school. Participants often said that younger adults in their libraries wanted digital services to be easy to use\u2014\u201cseamless,\u201d in the words of one focus group member:<\/p>\n\n \u201cIt has to be easy. It has to be really easy for them or they\u2019re not going to do it. So, making our services as seamless as possible can sometimes be a barrier because you have to work with the company that\u2019s providing the service. You have to work with the publishers. It\u2019s really hard to make it all come together in a seamless way.\u201d<\/p><\/blockquote>\n\n In our national survey of the general public, we asked whether libraries should make various major changes, such as automating most services or moving most services online:<\/p>\n\n One strong theme that emerged from our survey findings and in qualitative discussions was the role of the library as a community space. \u201cA warm, welcoming and friendly space is hard to find these days,\u201d one librarian in our online panel wrote, \u201cand the public library has the remarkable opportunity to become a community gathering place in communities where such a space is sorely missing.\u201d<\/p>\n\n Through our national phone survey, we attempted to quantify Americans\u2019 views on several different roles that libraries may play in their communities:<\/p>\n\n The different demands these various type of services might be why a majority (61%) of Americans say that libraries should \u201cdefinitely\u201d have completely separate locations or spaces for different services, such as children\u2019s services, computer labs, reading spaces, and meeting rooms<\/b>, including 57% of Americans under age 30.<\/p>\n\n However, when we asked about how libraries could make space for all these activities, we found that Americans overall are less than enthusiastic about the idea of removing print books from their central place. Just one in five Americans (20%), including 23% of those under age 30, say that libraries should \u201cdefinitely\u201d move some print books and stacks out of public locations to free up more space <\/b>for things such as technology centers, reading rooms, meetings rooms, and cultural events. Yet while this idea lacked immediate support among all age groups, those under age 30 were somewhat more open to this idea in general, as they were significantly more likely than older adults to say that libraries should \u201cmaybe\u201d do this (47% vs.36%).<\/p>\n\n [because]<\/p>\n\n\n In addition to reducing noise and interruptions for other patrons, many librarians told us that having separate spaces was important to give children and young adults a sense of independence and ownership. One online respondent pointed out that \u201cthe public library’s role as \u2018third place\u2019 is particularly important for teens, since few noncommercial public spaces welcome and engage teens.\u201d<\/p>\n\n A library staff member in our online panel wrote:<\/p>\n\n \u201cHaving a separate children’s area or young adults area will cater solely to those groups and make them feel that the library is theirs. They do not have to deal with adults watching them or monitoring what book they pick or what they choose to do\u2014it’s all about them and what they want with no judgment. Children and teens love having their own space so why not give them that at the library?\u201d<\/p><\/blockquote>\n\n Many of the library staff members in our online panel said that their libraries already have separate locations for different services. Those who said their library was not very likely to do this in the future often cited issues of space, or funding; one pointed out that \u201cin small libraries, often operated by a single staff member, separate spaces cannot be for reasons of security or even customer service.\u201d<\/p>\n\n One potential solution that focus group members discussed was sound-proof teen sections with glass walls, allowing for both supervision and privacy. One librarian described a similar teen section at a nearby library:<\/p>\n\n \u201cThe teens really take ownership of it. From the information desk, a librarian can see in to make sure nothing is going on but it\u2019s still private because it\u2019s more or less sound-proof from the rest [of the library]. They can enjoy their time there. Patrons reading in the magazine room can have their own quiet area. It\u2019s a really nice set-up.\u201d<\/p><\/blockquote>\n\n Whether in focus groups or national survey results, one theme that stood out was the desire for libraries to coordinate more closely with local schools. Overall, 85% of respondents say that libraries should \u201cdefinitely\u201d coordinate more closely with local schools in providing resources to kids. This opinion was also frequently voiced by parents[23. http:\/\/libraries.pewresearch.org\/pewresearch-org\/internet\/2013\/05\/01\/parents-children-libraries-and-reading\/<\/a>] in our focus groups, as discussed in a recent report<\/a>. (Another popular service was free early literacy programs to help young children prepare for school, which 82% of respondents say that libraries should \u201cdefinitely\u201d offer.)<\/p>\n While these findings do not apply directly to the younger Americans in this 16-29 year-old age group, many librarians told us that connecting with younger children early in their education was a valuable way to create connections that would continue as they grow older.<\/p>\n \u201cInteracting with children and young adults at their schools is an important aspect of encouraging these groups to use the library at a young age,\u201d one library staff member in our online panel wrote. \u201cThese groups may be more likely to use the library as adults if they are comfortable there as children.\u201d Another wrote that close coordination with local public schools \u201chas increased program attendance and circulation in the children and teens area because the youth services librarian has made an effort to connect.\u201d<\/p>\n<\/div>\n\n When it comes to programs and resources for younger patrons:<\/p>\n\n In focus groups, librarians described their various experiences with teens at their libraries, and emphasized that the situation varies from town to town\u2014and library to library:<\/p>\n\n \u201cIn some of the branches there\u2019s a large teen population that\u2019s going to hang out there anyway. So, it\u2019s providing them with something to do while they\u2019re in there. Some [libraries] are trying to pull [teens] into the branch and some . . . are just trying to deal with the [teens] that they have.\u201d<\/p><\/blockquote>\n\n Another librarian in the focus group had a similar experience:<\/p>\n\n \u201cI spent most of my first year as a librarian in a very small . . . branch in the county, in a very low income community that desperately needs a library. The kids would come in. A lot of them haven\u2019t stepped foot in the library before and they didn\u2019t know how to behave, what to do, what they could do. There are three hours per day of computer time and then I\u2019ve heard them say, \u2018Oh, I\u2019m logged off. There\u2019s nothing else to do. Let\u2019s go home.\u2019 So, our goal in that specific branch was to give them something to do . . . They\u2019re going to hang out there anyway, so, we wanted to keep them occupied, out of trouble, and not disruptive. So, when we started introducing LEGO programs for the tween demographic and board game programs for the older teens, it improved a lot. They would invite their friends. It was more structured and the issues went down significantly after that.\u201d<\/p><\/blockquote>\n\n Another librarian also cited crafts and other activities as ways to bring new teens into library programs, especially when they take place in visible public areas:<\/p>\n\n \u201cEvery quarter we do two or three crafts. Making origami craft, make a CD clock, bracelets. . . . Sometimes we do them right on the public floor so that if we can\u2019t get teens to come down into the meeting room because they\u2019re shy or reluctant, we can maybe get their attention right there on the floor by wearing the bracelet [craft] around and going up to teens and getting them to come over to a table right on the floor.\u201d<\/p><\/blockquote>\n\n Librarians we spoke with mentioned several potential roadblocks in creating teen programs, such as lacking the funds, space, or available and trained staff. In an answer to our online questionnaire, one library staff member wrote that while funding issues existed, \u201cthe bigger problem is geographic and transport related. We cannot bring together a critical mass of young people at one time and one place,\u201d although coordinating with the local school\u2019s bus schedules might be a workaround in the future.<\/p>\n\n One library innovation that we explored was digital media labs<\/b>, where patrons can create and upload new digital content, such as music, movies, or their own e-books. Overall, 58% of respondents say they would be interested in a digital media lab where patrons could create and upload new digital content; some 26% say they would be \u201cvery likely\u201d to use such a resource.<\/p>\n Among those under age 30, 27% said they would be \u201cvery likely\u201d to use digital media labs, and 67% said they would be likely to use them overall (significantly more than older adults). Adults 65 and older were the least likely to say they would be likely to use such a lab\u201432% said they would be likely to use them overall, compared with over half of younger respondents, and just 15% said they would be \u201cvery likely\u201d to use them.<\/p>\n One example of this type of space that has a particular focus on younger patrons is the YOUmedia<\/a> teen learning spaces, which are funded by the MacArthur Foundation and the Institute of Museum and Library Services. The first YOUmedia space, YOUmedia Chicago, opened in 2009, and offers teens both access to digital technologies and resources as well as guidance and mentoring from adult library staff. A new report, \u201cTeens, Digital Media, and the Chicago Public Library<\/a>,\u201d analyzes YOUmedia Chicago\u2019s first three years.[24. See \u201cTeens, Digital Media, and the Chicago Public Library,\u201d by Penny Bender Sebring, Eric R. Brown, Kate M. Julian, Stacy B. Ehrlich, Susan E. Sporte, Erin Bradley, and Lisa Meyer at the UChicago Consortium on Chicago School Research (May 2013): http:\/\/ccsr.uchicago.edu\/publications\/teens-digital-media-and-chicago-public-library<\/a>. More: youmedia.org \/ youmediachicago.org]<\/p>\n Several of the librarians who answered our online questionnaire were enthusiastic about the idea of media labs. One wrote: \u201c[We should have] more teen services and dedicated teen space for exploring technology and literacy\u2014a multimedia lab and teen lounge! We have to reach this population and mentor them at a higher rate than we do today.\u201d<\/p>\n However, few of the librarians wrote that their libraries already offer this. When asked why not, some mentioned staff time, technology resources, budget concerns, and space as primary factors. Others mentioned liability issues related to user-created content. One of the librarians in our online panel wrote, \u201cI want to work more with the teens on content creation. We are good with the old fashioned programs such as writing groups and art, but when it comes to playing with new technology, money, training and equipment get in the way.\u201d<\/p>\n<\/div>\n\n [There\u2019s]<\/p>\n\n\n Overall, over six in ten Americans (63%), including 64% of those under age 30, say it is \u201cvery important\u201d for public libraries to provide free events and activities, such as classes and cultural events, for people of all ages<\/b>. About one in five (21%) Americans who visited a library in the past 12 months say they visit to attend a class, program, or lecture for adults<\/b>, including 20% of those under age 30.<\/p>\n\n However, several librarians and patrons in our focus groups noted that many programs and events for adults are often targeted toward parents with young children. \u201cWe need to find a way to get young adults into the library,\u201d one librarian wrote. \u201cI mean the ones who do not have children. There needs to be a reason that a 30 year old goes to the library that is not to drop off their kids to story time. We are missing entire generations until they reach retirement age.\u201d<\/p>","protected":false},"excerpt":{"rendered":" In broad strokes, younger Americans\u2019 library habits are very similar to those of older adults. They also value many of the same things in public libraries, and have generally similar views on what services and resources libraries should offer to their communities. However, our research also finds some notable differences, especially related to technology 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Americans\u2019 Library Habits and Expectations","slug":"younger-americans-library-services","link":"https:\/\/alpha.pewresearch.org\/pewresearch-org\/internet\/2013\/06\/25\/younger-americans-library-services\/","is_active":false},{"id":94566,"title":"Part 1:\u00a0A portrait of younger Americans\u2019 reading habits and technology use","slug":"part-1-a-portrait-of-younger-americans-reading-habits-and-technology-use","link":"https:\/\/alpha.pewresearch.org\/pewresearch-org\/internet\/2013\/06\/25\/part-1-a-portrait-of-younger-americans-reading-habits-and-technology-use\/","is_active":false},{"id":94603,"title":"Part 2:\u00a0Libraries in younger Americans\u2019 lives and communities","slug":"part-2-libraries-in-younger-americans-lives-and-communities","link":"https:\/\/alpha.pewresearch.org\/pewresearch-org\/internet\/2013\/06\/25\/part-2-libraries-in-younger-americans-lives-and-communities\/","is_active":false},{"id":94596,"title":"Part 3:\u00a0Library patrons\u2019 activities and expectations","slug":"part-3-library-patrons-activities-and-expectations","link":"https:\/\/alpha.pewresearch.org\/pewresearch-org\/internet\/2013\/06\/25\/part-3-library-patrons-activities-and-expectations\/","is_active":true},{"id":94585,"title":"Part 4: New services and innovations","slug":"part-4-new-services-and-innovations","link":"https:\/\/alpha.pewresearch.org\/pewresearch-org\/internet\/2013\/06\/25\/part-4-new-services-and-innovations\/","is_active":false},{"id":94609,"title":"Methods","slug":"methods-37","link":"https:\/\/alpha.pewresearch.org\/pewresearch-org\/internet\/2013\/06\/25\/methods-37\/","is_active":false},{"id":94532,"title":"Appendix","slug":"appendix-2-2-2","link":"https:\/\/alpha.pewresearch.org\/pewresearch-org\/internet\/2013\/07\/18\/appendix-2-2-2\/","is_active":false}],"report_materials":"","report_pagination":{"current_post":{"id":94596,"title":"Part 3:\u00a0Library patrons\u2019 activities and 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<\/figure>\n\nAn overview of public priorities and expectations<\/h4>\n\n
![\"24](\"https:\/\/assets.pewresearch.org\/wp-content\/uploads\/sites\/14\/2013\/06\/24-should-or-should-not-implement.jpg\")
<\/figure>\n\nI. Books and media<\/h3>\n\n
![\"25](\"https:\/\/assets.pewresearch.org\/wp-content\/uploads\/sites\/14\/2013\/06\/25-books-very-important.jpg\")
<\/figure>\n\n\n
\n
E-books at libraries<\/h3>\n
II. Technology and information resources<\/h3>\n\n
![\"26](\"https:\/\/assets.pewresearch.org\/wp-content\/uploads\/sites\/14\/2013\/06\/26-access-internet-for-free.jpg\")
<\/figure>\n\nUse of computers and the internet at libraries<\/h4>\n\n
![\"27](\"https:\/\/assets.pewresearch.org\/wp-content\/uploads\/sites\/14\/2013\/06\/27-computer-and-internet-use.jpg\")
<\/figure>\n\n\n
![\"28](\"https:\/\/assets.pewresearch.org\/wp-content\/uploads\/sites\/14\/2013\/06\/28-do-on-internet.jpg\")
<\/figure>\n\n![\"29](\"https:\/\/assets.pewresearch.org\/wp-content\/uploads\/sites\/14\/2013\/06\/29-free-library-access.jpg\")
<\/figure>\n\nResearch resources<\/h4>\n\n
\n
New digital resources and automation<\/h4>\n\n
\n
III. Programs and spaces for younger patrons<\/h3>\n\n
Libraries as a community space<\/h4>\n\n
\n
Libraries and schools<\/h3>\n
Programs and classes for children and teens<\/h4>\n\n
\n
Digital media labs<\/h3>\n
Other activities<\/h4>\n\n