Library Services for Children and Young Adults

According to Kuhlthau, not only do students in the school-aged population use and access more information that other groups in the general population, but also when students engage in the process of information seeking the end result is not just acquisition of information; it is learning how the information fits into what has already been learned. "When the learner is placed at the center, the goal of information seeking is no longer merely getting the relevant information but getting information that leads to a new understanding in the process of learning" (p. 709). Thus, the importance of providing children and young adults with salient and relevant information is critical to the process of learning.

Current and Future Trends

While current data clearly demonstrates that there is an intrinsic need for providing multimedia services for children, Fasick (1998b) argues that there is an extrinsic need as well. According to this author, current trends in the national and world economy have created a situation in which education and knowledge employment have replaced manufacturing. In order to help prepare children for employment, higher education and technology skills are essential. With this in mind, Fasick contends that the use of multimedia resources will help children prepare for careers upon completion of compulsory education.

Aims and Objectives of the New Service

Arguably, current and future trends in demographics and economics demonstrate the need for multimedia rooms. However, it is helpful to consider the aims and objectives that this new service will provide. Fasick (1998c) in her examination of the benefits that can be garnered through the use of multimedia centers in the library makes the observation that these resources provide all users with relevant information that simply cannot be accessed in any other manner. The Internet provides children with the ability to search for information from other countries and to access information from remote locations. In addition the Internet also enables students to share their information and experiences with other students all across the globe. Connecting students with one another can have a powerful impact on the process of learning and individual development.

Details of the Proposed Multimedia Room

With the benefits of multimedia rooms clearly elucidated, it is now possible to consider the specifics of what will be included in the proposed room. Most importantly, the multimedia room will contain 20 state of the art computers with high speed Internet access. These computers will be available to the community, with preference given to students of all ages with academic projects to complete In addition, the multimedia room will also include, 5 CD/DVD stations where patrons can listen to and view digital information. The library will begin building a digital collection of audio and video such that all patrons will have access to information of historical and academic relevance. Finally, the multimedia room will maintain three video cameras so that patrons can participate in video conferencing and other "real time" interactions with individuals from other communities and countries. The library is located in a large urban area that has several public schools within walking distance. This design has been created to meet the needs of this population (Fasick, 1998e).

Access to the Room

Access to the multimedia room will be provided to all individuals in the community that have completed a basic tutorial on how to properly use the equipment and the rules of the multimedia room. Individuals under the age of 13 that have not completed this tutorial will have access to the room only when accompanied by a parent or teacher. Further, patrons will not have individual access to the video equipment. Rather, patrons will need to work with the librarian to schedule time such that the librarian can supervise the equipment use. This is the only way for the library to ensure that all equipment is properly utilized and maintained. All patrons will have access to audio and video files. Students completing academic projects will be given preference for using these materials. These files can be checked out of the library for a period of two weeks. If these files are to be viewed in the library, patrons must schedule time in advance to reserve the equipment.

Guidance for Use of the Multimedia Room

In order to help patrons better use and maintain the equipment, tutorial classes will be held twice a month at the library, for patrons under the age of 13. These tutorials will take on the weekends. Classes will be limited in size. Once a patron has completed this tutorial he or she will be able to access resources in the multimedia room without supervision. Educators from local schools undertaking multimedia projects in their classrooms, will be able to schedule multimedia tutorials for an entire class if needed. In addition, throughout the calendar year the library will plan workshops to further patron understanding of specific equipment used in the multimedia room. These workshops will show patrons advanced multimedia features and how to optimize their use of the multimedia room. These events will be publicized to draw community attention and increase user-ship of the facilities (Fasick, 1998d).

Functional Brief

Timelines

It is estimated that it will take approximately 18 months to complete the design and setup of the new multimedia room. Ten computers for the room will be procured and set up to begin the process. It is estimated that it will take at least 6 months for the library staff and IT coordinator to create a seamless network for the first 10 computers. After the initial network has been established, one computer per month will be added. By the end of the year, 16 of the 20 computers will be available for use. In addition, at the end of the first 12 month period, the video equipment will acquired and installed. It should take six months to complete this process. Development of the digital audio and video library will be an ongoing project. Relevant titles will be initially purchased for the collection and additions will be made when necessary or financially feasible.

Facility Requirements

The new multimedia room will encompass its own room. It is proposed that the library modify existing space to reduce the costs of building a new addition on to the library. Currently the library has a significant amount of open "reading" space that can be converted into a new multimedia room (Campus Planning and Development..., 2004).

Equipment Requirements

The primary concern with respect to equipment requirements is the ability of the library's electrical system to handle all of the new electronic equipment. Modifications to the wiring in the library may be needed. In addition a separate electrical box to support the new equipment may be a necessity for the multimedia room to be functional.

Decorations

Decorations for the multimedia room will include various posters that are provided from the computer and equipment companies. In addition, the library staff has agreed to create posters with rules for proper equipment use and post them at each work station. In addition, children using the library will be asked to contribute to the decoration of the room. Eyre (2005) notes that, "Library services should actively involve children and young people in the design of the library services offered to them..." (p. 7).

Budget

Total Budget

Total budget for the proposed project is $250,000

Budget Breakdown

Building Supplies for Constructing the Room = $50,000

Labor for Building = $10,000

Electrical Updates = $35,000

Labor for Electrical Updates = $10,000

Computer Equipment (20 Computers + All Hardware) = $32,000

Hardware for Computer Networks (Routers, cables, etc) = $10,000

Furniture for New Equipment = $23,000

Video Conferencing Equipment (Monitors, cameras, etc) = $15,000

Televisions (5), DVD/CD Players = $3,000

Overtime for Library Staff (Over 18 months) = $12,000

Overtime for IT (Over 18 Months) = $30,000

Budget for Digital Audio/Video Library = $20,000

Total $250,000

Reporting Procedures

All requests for monies must be made through the library's treasure. If the request is approved, monies will be given for the project. If the monies are not approved, the request for money can be sent to the board of directors for further consideration. Projects that have not been approved in advance will not be funded.

Tacking System

All elements of the budget for the project have been defined by the board of directors and the treasure. When requests for monies are submitted, they must include the specific area of the budget that will pay for the request. The treasurer will record all transactions and publish a monthly budget with the board of directors and the community, so that all parties involved can track the budget. Problems can be addressed at monthly board meetings.

Conclusion

Research on the importance of providing children and young adults with timely relevant information clearly demonstrates that this issue cannot be ignored by educators or the community. Through the use of multimedia resources children develop as learners and are better prepared for work upon completion of compulsory education. If the school is to help children meet these goals, a multimedia room is necessary to accomplish this end. While it is evident that this project will require considerable time and resources to complete, the reality is that when the room is completed, it will be an investment in the future of this community.

References

Campus Planning and Development and Queen's University Libraries. (2004). Queen's University Stauffer Library Learning Commons Design Brief.

Eyre, G. (2005). Serving Youth in Libraries. New South Wales, Australia: Learning Materials Centre.

Fasick, A. (1998a). Relating school media centers. In: Managing Children's Services in the Public Library, (pp. 175-183). Englewood, CO: Libraries Unlimited.

Fasick, A. (1998b). Introduction to the second edition. In: Managing Children's Services in the Public Library, (pp. xii-xvii). Englewood, CO: Libraries Unlimited.

Fasick, A. (1998c). Networking with other children's librarians. In: Managing Children's Services in the Public Library, (pp. 193-202). Englewood, CO: Libraries Unlimited.

Fasick, A. (1998d). Organizing special events. In: Managing Children's Services in the Public Library, (pp. 89-98). Englewood, CO: Libraries Unlimited.

Fasick, A. (1998e). Planning a program of services. In: Managing Children's Services in the Public Library, (pp. 1-12). Englewood, CO: Libraries Unlimited.

Kuhlthau, C.C. (1988). Meeting the information needs of children and young adults: Basing library media programs on developmental states. Journal of Youth Services in Libraries, 2(1), 51-57.

Kuhlthau, C.C. (1997). Learning in digital libraries: An information search process approach. Library Trends, 45(4), 708-724.