Bio-networking among librarians, parents, and children in a modern children’s library: a phenomenological study
| DOI | https://doi.org/10.1108/ILS-09-2022-0107 |
| Published date | 06 March 2023 |
| Date | 06 March 2023 |
| Pages | 92-109 |
| Author | Bernadette M. Guirguis,Negmeldin Alsheikh |
Bio-networking among librarians,
parents, and children in a modern
children’s library: a
phenomenological study
Bernadette M. Guirguis and Negmeldin Alsheikh
Department of Curriculum and Instruction, College of Education,
United Arab Emirates University, Al Ain, United Arab Emirates
Abstract
Purpose –This study aimedto understand how parents and librarians describetheir lived experiences in a
modern children’slibrary that aims to create a triad bond throughthe organization of multiliteracy eventsand
activities.
Design/methodology/approach –The study used a phenomenologicalcase study approach using two
semistructured interviews,the first with parents (n= 5) and the second with library staff (n= 5), to record
their livedexperiences in creating and attendingliteracy events and activities.
Findings –The findings indicated multiplicities of transformative and heterotypic spaces that juxtapose
different yet compatible and vicarious experiences for librarians, parents and their children. The virtual and
interactive features of the library fuel children’s curiosity and creativity and afford them authentic materials
through a creative blend of local heritage and technology-mediated multimodal literacies. Moreover, the librarians
engage in constant program evaluation and upgrades. The library environment creates a v ibrant bio-network for
disseminating literacy through creativity and ingenuity and affords an affinity space for community socialization.
Research limitations/implications –This study has some limitations and delimitations.The data for
this study were collectedduring the pandemic, which affected the sample size. Moreover, the children’sviews
were not considered,which could broaden our understandingof the phenomena. Furthermore, the studyrelied
on interviews as the sole source of data; othersources, such as archival data and documents, could enrich the
data and increasethe study’s rigor. Finally, the study is confined to only one site.
Practical implications –The study found that a “living library”philosophy with an enthusiastic and
attentive staff that caters to patrons’interests draws parents and children to visit. Additionally, unexpected fun
activities that occur when sufficient children are present keep them engaged and motivated to stay and learn more.
The study suggests that librarians, architects, school leaders, policymakers and educators should consider how to
conceptualize, design and experience a modern library space that prioritizes literacy activities and incorporates
technology to inspire children’s innovations. The findings can be applied to both public and academi cl ibraries.
Originality/value –The findings from this study could provide researchers, teachers, administrators,
librariansand artificial intelligence with a viable orientationto envision new ways of reconceptualizing public
and school libraries to create affinity spacesfor the literate community, especially in a non-western context
such as theUnited Arab Emirates.
Keywords A modern library, Multimodality, Multiliteracies, Bio-networking, Affinity space,
Children, Parents, Librarians, The UAE
Paper type Research paper
Introduction
What is so intriguing about the children’s librarydescribed in this study is that it is not just
a conventional library, with arranged shelves and a collection of books; it is a “space.”
Michel Foucault once described cultural spaces as transformative or heterotypic spaces,
ILS
124,3/4
92
Received12 September 2022
Revised14 January 2023
8 February2023
Accepted10 February 2023
Informationand Learning
Sciences
Vol.124 No. 3/4, 2023
pp. 92-109
© Emerald Publishing Limited
2398-5348
DOI 10.1108/ILS-09-2022-0107
The current issue and full text archive of this journal is available on Emerald Insight at:
https://www.emerald.com/insight/2398-5348.htm
“worlds within worlds”that have “the power to juxtapose in a single real place several
spaces, several emplacements that are in themselves incompatible”(Foucault, 1986, p. 25).
This resembles what Bennetthas promoted in his book Libraries Designed for Learning: the
imperative need for an “interpolative approach”in planning the library space, “where the
focus is on uses of the library space that cannot be simply predicted from past patterns of
use”(Bennett, 2003,p.10).
Public libraries are becoming more active and livelier than ever in their offerings of
activities, services, workshops and, most importantly, a “space”that nurtures the “social”
element in their daily processes (Dallis, 2016;Goodyear, 2020;Sternheim,2016). However, a
recent literature review indicated that many public libraries worldwide still function in
traditional and outdatedmanners. Bennett describes failing to plan the space for a library as
“close attention [...] to library operations, and unfocused attention or outright inattentionto
the learning modes of students”(Bennett,2003, p. 6). Libraries should not be a space for the
mere preservation of books,collections of toys, magazines, computers for catalogbrowsing/
games, informational pamphlets/flyers, tables, chairs, slides, seesaws and bookshelves
(Çildir et al., 2021;Kanazawa, 2018;Smith, 2019;Wang et al.,2022). Similarly, the services
and activities of librarians are no longer marginalized and restricted to arranging and
shelving books, assisting patrons with checking books out, story hours, reading circles,
library tours, homework help,loans to large groups, distribution of recommended book lists
to schools and book-related programs (Campana et al., 2016;Kanazawa, 2018;Smith, 2019;
Wang et al.,2022;Yoshida, 2016). Sadly, a few libraries do currently insist that children are
quiet (Çildir et al.,2021). Researchers have sought to understand the preferencesof parents
and children for their ideal library. Parents have requested more options for hands-on
activities with their children, while children desire greater engagement and joy (Sharma,
2018;Sirinides et al.,2017;Wang et al.,2019). However, this indicates a lack of an accurate
description of what modernlibraries should entail. Sternheim indicated that“the library has
to be transformed from a static and passive depotof information into a dynamic and active
social setting”(Sternheim, 2016, p. 25). Currently, public libraries primarily focus on
providing access to informationproduced by others instead of creating a fund of knowledge
produced by the literacy actors (Sternheim,2016).
Virtual space and learning
To realize the concept of the new modern-living library, public libraries are encouraged to
enhance the quality of space, embrace sociability in their functionality for teaching and
learning and best serve their role as an informal educational hub within communities. For
example, James Paul Gee believes that informal clubs or neighborhood centers are “affinity
spaces”(Gee, 2018). We apply this perspective to the public library to view it as an affinity
space because this best encapsulates the understanding of the modern library. This is the
definition that we use for space –“loosely organized social and culturalsettings in which the
work of teaching tends to be shared by many people, and in many locations which are
connected by a shared interest or passion”(Gee, 2018, p. 8). Libraries with large spatial
capacities equippedwith technological/digital resources, materialsand skilled librarians are
at the forefront of nurturing affinity spaces. Within these spaces, guests can be fully
engaged in producing,learning and sharing, regardless of their levels of expertise. Similarly,
Latour has argued that “interactions are overflowed by many ingredients already in place
that come from other spacesand other agents”(Latour, 2005, p. 171). The ideal library space
has no boundaries such that it is accessible,and it then becomes easier to change and adapt
to the different activities/interestsof the guests. Gee argued that physical or virtual affinity
spaces are continuouswith formal schooling: “Teaching and learning are not confined to one
Modern
children’s
library
93
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