Running Head: CHILDREN AS USER GROUP

Final Project: Children as a User Group in Public Libraries

Mariah M. Kennedy
Kent State University
Fall Semester 2017 - LIS 60030
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Definition of user group

Since I hope to be a Children’s Librarian in a public library once I finish my degree, I have decided
to investigate and explore children as an information user group.
Unlike some adult user groups, studying children presents the unique challenge of not always being
able to garner accurate feedback from the user group, due to a lack of communication skills, knowledge,
and other developmental biological and psychological factors. Children also have their own individual
preferences, abilities, and behaviors, which must be taken into account when studying them from the lens
of one whole user group (Shenton, 2010). That being said, I am focusing on elementary-aged children from
across the globe. Some of the research I found examined those slightly younger and slightly older than
elementary age, but the majority studied school-age children – also known as six to twelve years old.

The real-life contexts of the users

As Gossen & Nürnberger (2013) aptly observe, “the time of digital natives has come” (p. 739).
Many of us have probably witnessed similar scenes of small children who can work an iPhone better than
their parents can, and it is within this real-life context that Gossen & Nürnberger’s research is situated.
Dubroy (2010) also focuses on the technological side of this user-group, and examines the particular online
sources and services available to children across the globe.
Todd (2003) notes that “the complexities involved in thinking about children and adolescents and
their information behaviors from both cognitive and social perspectives” is important, and must remain at
the forefront of any and all research done on this type of user group. He examines this user group with a
wide lens, and his context is that of an academic researcher.
Kelly & Joseph (2010), both librarians in New Zealand, explore this user group in the real-life
context of the library system within which they work, focusing on the individuality of each user and their
needs. Similarly, Bayliss’ (2013) real-life context is vast, examining spaces and services designed
specifically for children of differing ages, and how public libraries across the US are updating and
renovating their children’s areas in the hopes of bettering the services and experiences of young patrons
and their families/caregivers.
Shenton (2011), situates his research within the real-life context of school children between the
ages of four and eighteen years in north-east England. He believes that “models of young people’s
information behaviour are not abundant in the literature” and that “work in this area remains in its infancy”
(Shenton, 2011, p. 61). Romero (2010) looks at inner-city elementary-school children and their interactions
with the sources and services available to them through the Free Library of Philadelphia. Parrott & Gattullo
(2013) are both librarians at the Darien County Public Library in Connecticut, and discuss their overhaul
of the classification system used within their library, along with the sources and services utilized by their
young patrons.

Related theories, models, and approaches applied in related research about this user group
Theories in human development are what Gossen & Nürnberger (2013) rely on to lay the
groundwork for their research. They cite works done by renowned psychologist Piaget, expanded upon by
Ormond and Davis in 1999, on human cognitive development (Gossen & Nürnberger, 2013, p. 741).
Additionally, they delve into information processing theory, which is known is “neo-Piagetian”, along with
theories on psychosocial development established by yet another renowned psychologist, Erikson (Gossen
& Nürnberger, 2013, p. 742). Dubroy (2010) also cites human and cognitive development as an essential
approach to creating services and sources for children.
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Bayliss’ (2013) article provides us with an excellent overview of current reimaging and remodeling
happening within public libraries across the US specifically with children, and their unique information
needs in mind. The companies and librarians featured in her piece report that early human development
needs and literacy needs are the theories upon which these new spaces and services are created (Bayliss,
2013). Additionally, renowned psychologist Maslow’s theory on the “Hierarchy of Needs” is taken into
account when constructing these innovative spaces (Bayliss, 2013, p. 3).
Wu & Chen (2016) also take a primarily human information behavior approach to their study. They
draw on the psychological pillar of Piaget’s “concrete operational stages”, in conjunction with other models
of “motivation’s influence on cognition” and the “interface approach” as determined by Munzer et. al. in
2006. The combination of these similar models allow Wu & Chen (2016) to develop a set of hypotheses
and research questions used in their study.
A user-centered model is heavily employed by Kelly & Joseph (2010) in the development of their
framework. They state that, when creating a plan for youth library services, it should be “based on
consultation with young people, research, best practice, broad trends and local community needs” (Kelly &
Joseph, 2010, p. 57). Parrott & Gattullo’s (2013) research is also based on a user-centered model, and
compares different overhauls of classification systems that have been done in recent years. Additionally, in
creating their new “Dewey Lite” system of classification, they surveyed patrons and employees alike, in
order to create a new classification best-suited for the people who interact with it most often (Parrot &
Gattullos, 2013, p. 3).
Romero (2010) also utilizes a user-centered approach, and discusses how introducing new and
exciting technology into after-school programs for kids at the Free Library of Philadelphia has impacted
learning and technological proficiency amongst their young patrons. Additionally, he compares the
programming services offered by other similar libraries, in order to figure out which would be most popular
and beneficial for the children he works with.
The “systems framework” developed by Sice in 2009 is what Shenton analyzes almost exclusively
in his research on information seeking (2010, p. 59). Sice’s 2009 systems framework asserts that there are
“current states”, “desired states”, and the “actions” which takes users from one state to another, frequently
coming across “gaps”, “delays”, and “unintended consequences” along the way (Shenton, 2010, p. 59).
Shenton (2010) then applies this model, paying “particular attention to the problematic aspects of young
people’s information seeking” (p. 67).
Todd (2003) examines human information behavior first, and the “complex dynamics and
interactions that shape” their information needs and engagement (p. 30). He then goes on to look at Dervin’s
sense-making theory, which is “a constructive process of bridging gaps or discontinuities through
information seeking and use.”, Belkin’s (1980) “Anomalous State of Knowledge (ASK)” theory, and
Kuhlthau’s extensive research on “Information Search Process” (Todd, 2003, p.31, 34).
Dresang (2005) begins her article by stating that “The whole of information behavior is a complex
combination of factors”, and that we as researchers and information professionals must consider these
factors in or to know how to best respond to them (p. 179). She almost exclusively utilizes her own theory
of “Radical Change” to “examine and explain selected areas of youth information seeking in a digital
environment with the purpose of lending additional insights on which researchers and professionals might
capitalize.” (p. 180). Similar to Dresang in originality, Rowlands et. al (2008) created their own
methodology to research the information behaviors of British school children, developing a “virtual”
longitudinal study of current research, along with new primary data from a study conducted, in the hopes
of gaining the most information “within the considerable limitations of the current evidence base” (p. 291)
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Methodologies and techniques used in research for determining users’ information needs and behaviors
Basic research methods were utilized in some way or another, by all of the authors cited for this
assignment. Gossen & Nürnberger’s article (2013) is made up almost entirely of literature review, with a
comparative analysis of a few different IR systems geared towards children in Germany. Kelly & Joseph’s
(2010) article utilizes applied research in developing it’s framework for youth services in New Zealand,
and synthesizes relevant literature into it’s framework. Shenton’s (2010) article uses basic research as a
technique to synthesize many different models and ideas already published, drawing on works found outside
of the Information Studies field in order to formulate new and integrated conclusions and implications.
Todd’s (2003) exhaustive overview of human information behavior is purely basic, comparative
research, which serves as excellent groundwork for better understanding information needs. Similarly,
Dresang (2005) uses basic research of already known literature, to which she applies her theoretical
principal of “Radical Change”, which allows her to shed new and valuable light on the topic. Bayliss (2013)
research is entirely comparative in nature. She interviews and surveys companies and organizations
prominent for their newly re-designed children’s spaces, departments, and libraries. Similarly, Dubroy’s
(2010) article is mostly a review of the available literature, and is exhaustive in it’s expanse, surveying
online portals and services offered to children across the globe.
Rowlands et. al (2008), on the other hand, used both basic, comparative research of the current
literature available, along with collecting “fresh evidence regarding any differences in information behavior
that can be measured at one point in time” through their “longitudinal” study of British school-children (p.
292). Parrott & Gattullo’s (2013) research is almost entirely applied, and based on the changes they made
to the classification and organizational schemes within their own library in Connecticut. They do include a
small section of comparative research, in which they discuss other non-Dewey Decimal Classifications
utilized by other libraries. Romero (2010) similarly uses applied research conducted at the Free Library of
Philadelphia, where he works. Wu & Chen’s (2016) research was certainly the most applied, in regards to
the articles I used for this assignment. After a brief literature review (basic research), they dive into
developing their methodology and approach, which draws on several well-known theories, such as Piaget’s
‘concrete operational stages’, and Zhu & Watts’(2010) cognitive fit and “working memory capacity” (Wu
& Chen, 2016, p. 555).

The information sources and services provided to and used by this user group
The information needs of this group should always dictate the sources and services provided by the
information institution. Since this user group varies so vastly in everything from ability to personal
preference, our foundation for service must be a welcoming, friendly, and safe environment in which
children can explore information in a variety of formats, guided by trusted and nonjudgmental information
professionals (Todd, 2003, p. 40).
Information seeking, and ultimately usage, can be encouraged by utilizing “familiar icons and real-
life themes” in online resources and physical spaces as well, thereby inviting and familiarizing children
with technological tools which otherwise might be incomprehensible to them (Wu & Chen, 2016, p. 559).
The services and sources provided to this user group, as has been previously stated, vary vastly and depend
upon many different factors inherent to the individual.

Related issues and considerations to better serve the users

Each individual child has their own specific cognitive abilities and needs, not to mention societal
and cultural affects impacting them and their behavior on a daily and sometimes hourly-shifting basis.
CHILDREN AS USER GROUP 5

When identifying ways to better serve this group, it is imperative to keep these factors at the forefront, if
we are to be affective and successful in helping children and adolescents.
Rowlands et. al. (2008) believe that the amount of research done on technologically savvy (aka
most modern children who grow up in the western, developed world) children is seriously lacking, and that
we should be asking ourselves, as information professionals why there aren’t in-house “user studies
departments” within each and every large national library system (p. 307). Additionally, we should be
extremely cognizant of that fact that “Without this intelligence, service stereotypes can easily become
detached from reality”, which would result in ineffective programming and design (Rowlands et. al, 2008,
p. 307). Furthering the research on this particular user-group and their modern-day needs is a way to better
serve our youngest library users.

Your major takeaways from the studies, along with practical applications and implications in providing
suitable sources and services to users within an information ecology context
In thinking about the unique needs of each individual child, a major takeaway from my research
shows that in order to be successful, information institutions should “be constructed as safe spaces for
children and adolescents to meet their personal information needs”, and that these spaces, if successful, can
have “a very major role in creating and enhancing a literacy-friendly environment (Todd, 2003, p. 40. If we
as information professionals are going to help children meet their information needs, we must remember
that a single framework will not be successful for every child, and therefore must be sensitive towards the
different desires and emotions of unique children on a daily basis (Kelly & Joseph, 2010).
The implications of these findings will hopefully better prepare front-line library staff to be
welcoming, unbiased, and empathetic in their assistance to children and adolescents. Additionally, keeping
these findings in mind when creating new spaces and materials for this user group is of the utmost
importance.
Each article I used for this assignment gave me a different and unique perspective into some modern
ideas and advances on how children can be better served within the library. The main findings I have from
this assignment, is that we can re-conceptualize how we serve our youngest patrons in three main areas:
spatially (the physical feel, organization, and aesthetic of the Children’s area/department/library), services
and sources (programs – both passive and active, exhibits, displays, etc., along with the actual materials
available, both on the shelves and digitally/on the library’s webpage), and emotionally/psychologically
(being friendly, open, unbiased and open-minded towards all) in order to better serve them within our
information institutions.

Contribute your own recommendations

I would recommend making sure that library spaces, services, and sources geared towards children
at a library are welcoming and friendly in appearance, safe and comfortable in nature, and educational and
engaging in terms of content and experience.
Most importantly, I believe that we as information professionals must stay aware of the fact that
information needs and behaviors are constantly changing (Morris, 1994), especially for children – based on
their cognitive needs and abilities, emotions, interests, assignments, etc. In the context of the information
ecology, which is “a system of people, practices, values, and technologies in a particular local
environment”, we must be very careful to stay mindful of each individual’s personal preferences, abilities,
needs, and desires within the library (Nardi & O’Day, 1999).
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References
Bayliss, S. (2013). Design to Learn By. School Library Journal, 59(8), 24. Retrieved from:
http://web.a.ebscohost.com.proxy.library.kent.edu/ehost/detail/detail?vid=1&sid=6e541f dc-
b739-40f6-aaa4-ba7cd9ae040b%40sessionmgr4007&bdata=JnNpdGU9ZWhvc3
QtbGl2ZQ%3d%3d#AN=89 564867&db=aph
Connaway, L. S. (2015). The library in the life of the user: engaging with people where they live and
learn. Dublin, OH: OCLC Research.
Dresang, E. T. (2005). Access: The Information-Seeking Behavior of Youth in the Digital Environment.
Library Trends, 54(2), 178-196. doi:10.1353/lib.2006.0015
Dubroy, M. (2010). Building Virtual Spaces For Children In The Digital Branch. The Australian Library
Journal, 59(4), 211-223. doi:10.1080/00049670.2010.10736027
Gossen, T., & Nürnberger, A. (2013). Specifics of information retrieval for young users: A survey.
Information Processing & Management, 49(4), 739-756. doi:10.1016/j.ipm.2012.12.006
Horrigan, J. B. (2015). Libraries at the Crossroads. Retrieved November 14, 2017, from
http://www.pewinternet.org/2015/09/15/libraries-at-the-crossroads/
Kelly, P., & Joseph, M. (2010). Aplis, 23(2), 56-60. Retrieved from
http://web.a.ebscohost.com.proxy.library.kent.edu/ehost/pdfviewer/pdfviewer?vid=4&sid=b6d13
1e9-58b6-4d3c-ac42-e08361ab96d1%40sessionmgr4007
Morris, R. C. (1994). Toward a user-centered information service. Journal of the American Society for
Information Science, 45(1), 20-30. doi:10.1002/(sici)1097-4571(199401)45:1<20::aid-
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Nardi, B., & O'Day, V. (1999). Information Ecologies: Using Technology with Heart - Chapter Four:
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Parrott, K., & Gattullo, E. (2013). Throwing Dewey Overboard. Children & Libraries: The Journal Of
The Association For Library Service To Children, 11(3), 3-33. Retrieved from:
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pdfviewer?vid=49&sid=2aed3232-bfcf-4b91-a407-01778649f1ee%40sessionmgr4009
Romero, J. S. (2010). Library Programming With LEGO MIND STORMS, Scratch, and
PicoCricket:Analysis of Best Practices for Public Libraries. Computers in Libraries, 30(1), 16-45.
Rowlands, I., Nicholas, D., Williams, P., Huntington, P., Fieldhouse, M., Gunter, B., . . . Tenopir, C.
(2008). The Google generation: the information behaviour of the researcher of the future. Aslib
Proceedings, 60(4), 290-310. doi:10.1108/00012530810887953
Shenton, A. K., & Hay‐Gibson, N. V. (2011). Modelling the information‐seeking behaviour of children
and young people. Aslib Proceedings, 63(1), 57-75. doi:10.1108/00012531111103786
Todd, R. (2003). Adolescents of the Information Age: Patterns of Information Seeking and Use, and
Implications for Information Professionals. School Libraries Worldwide, 9(2), 27-46. Retrieved
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Urbano, C., Zhang, Y., Downey, K., & Klingler, T. (2015). Library Catalog Log Analysis in E-book
Patron-Driven Acquisitions (PDA): A Case Study. College & Research Libraries, 76(4), 412-
426. doi:10.5860/crl.76.4.412
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Wilson, T. D. (1981). On User Studies and Information Needs. Journal of Documentation, 37(1), 3-15.
Retrieved from http://www.informationr.net/tdw/publ/papers/1981infoneeds.html
Wu, K., & Chen, H. (2016). How curiosity and uncertainty shape children’s information seeking
behaviors. Library Hi Tech, 34(3), 549-564. doi:10.1108/lht-11-2015-0110