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Librarian or Psychologist?
Developmental bibliotherapy for teenagers in Irish Public Libraries
Maria ButlerEmma Connaughton
Jennifer ConnaughtonKatie Dickson
Joanna DziedzicAmélie Serres
Laura Sims
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What is developmental bibliotherapy?
Extension of Reader’s Advisory;
The use of books and their content to help readers meet everyday
emotional or personal milestone.
What is reader’s advisory?
Recommending books based on what readers want.
Intr
oduc
tion
3
Introduction
TimelineJustification & Research QuestionsMethodData Analysis & FindingsRecommendations & Conclusion
Intr
oduc
tion
Nov JulFeb Apr May Jun Aug
Submission of proposal
Submission of full Ethics review application
Phase 1Interview with bibliotherapy expert
Phase 1Interviews with librarians & teen focus groups
Phase 2Roll out of bibliotherapy collection
Phase 3Inverviews with librarians & teen focus groups
Literature research (Nov-July) Data analysis & writing of thesis (Jun-Aug)
Submission of final project
Formal presentationFull Ethics approval
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2007: North Inner City Book Prescription Scheme
2009: The Power of Words
2013: Many Irish Public Libraries have some form of bibliotherapy scheme
available
Bibliotherapy in IrelandJu
stific
ation
s
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Why teenage bibliotherapy?
Irish teenagers want more than leaflets (McGrath et al, 2010)
They want to know about:
LGBT issuesSuicide and Mental HealthFamily Breakup (Lalor and Baird,
2006)
Justi
ficati
ons
The Librarian’s
Role
Therapist
Creator Advisor
Collaborator
Provider of books
Advertiser
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Research Questions1. What are the criteria for creating a bibliotherapy collection and corresponding programming for teenagers in Irish Public Libraries?
2. What are the training needs and knowledge gaps for Irish librarians to implement this collection?
3. How would this programme need to be designed and marketed in order to appeal to teenagers?
“Qualitative research aims to produce rounded understandings.”
“People want to express themselves and to participate directly and proactively in the design process.”
(Mason, J. 1996)
(Sanders, 2002)
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For ethical reasons, the identities of our libraries have been protected.
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Collection Development
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Literature Criteria
Selection of
materialsLibrarians
Bibliotherapy expert
Interviews
ProtocolSemi-structuredOpen-endedAims and objectives
12Met
hod
Focus Groups
ProtocolSemi-structuredOpen-endedAims and objectives
13Met
hod
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ParticipationTeenagers: 20 participants
25%Aged 16
Female 55%
Male45%
20%Aged 13
20%Aged 14
15%Aged 15
20%Aged 17
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ParticipationAdults: 7 participants
1 bibliotherapy expert6 librarians
Limitations
LogisticsWeather
Librarians
CollaborationD
iscussio
n
DataDelaysOp
inio
ns Find
ing
s
Attitudes
Meetin
gs
Interviews
Focu
s gro
up
sTime constraints
Kn
ow
led
ge
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NVivo
Qualitative software used tooCodeoIdentify patterns
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Reader’s AdvisoryImportant component of
bibliotherapy
Librarians’ understanding of RAoKnowledge of booksoKnowledge of patrons
Need for teen advisory?
“The more you speak to them, the more you can refine what you know.” Fi
ndin
gs -
Libr
aria
ns
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The Librarian’s RoleApproachabilityBook providersPromotionBibliotherapy?Collaboration
“I know nothing about the teenage mind set.”Fi
ndin
gs -
Libr
aria
ns
Attitude
Engagement
TeenagersLibrarians
Interaction with Teenagers
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Training & Knowledge GapAwareness trainingSupporting materialsPersonal skills & customer care
training
“Awareness training [and] familiarisation with the collection is a starting point.”Fi
ndin
gs -
Libr
aria
ns
Attitude
Librarian’s Role
BibliotherapyReader’s Advisory
Interaction with Teens
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“Friends’ recommendations, that’s probably the biggest thing.”
“You’re gonna go with the one that your friend said is the best … it’s stronger than any other factor.”
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“If you make sure that people know that it’s by teenagers - that the teenagers contributed -always works rather than some adults trying to make you read some book.”
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Informal
“Fun”
“Would make a book stand
out”
“More appealing”
“Less official looking”
“Boring”
“Plain”
“I prefer this one”
“I don’t think the title
should be on the top”
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“Should be readily
available”
“A mixture of both”
“A good idea”
“Depends on handwriting”
“Good... If they were articulate enough”
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“It’s really cool!”
“The title’s nicely written.”
“Pop out the words more.”
“The font looks more for kids.”
“The yellow stands out.”
“Do the same with different books in the collection.” 29
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DisplayBooks coversBook genreAccessibility
Girls’ and boys’ opinions differed in relation to:
You don’t want to be the fella who’s looking at
problem books.
Find
ings
- Te
enag
ers
“With the fantasy ones you can make up their meaning
yourself.”
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RecommendationsPromotion
Display
Collection
Collaboration
Inserts
Peer-evaluation
Peer-recommendation
Range of covers for posters
Interactive web service
RecommendationsPromotion
Display
Collection
Collaboration
Separate Then integrate
RecommendationsPromotion
Display
Collection
Collaboration
Expand appeal to a wider range
Update the collection regularly
RecommendationsPromotion
Display
Collection
Collaboration
Collaboration with teenagers
•Input into collection
Collaboration with librarians
•Collection should be optional•In-service awareness training
RecommendationsOther
Further study: gender perception
Conclusion
Positive response to bibliotherapyTeenager and librarian inputConstant re-evaluation
37Conc
lusi
on
Thank you for your attention.
We invite you to ask questions about any aspect of our
Capstone project.
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