Ellis now works at the Greenwood Public Library in Indiana. Although her role has changed over the years, her enthusiasm for working with teens has not. Now, her office is no longer the teen hangout spot; instead, she has helped the teens at her library create a space of their own. Greenwood converted a former multimedia area into a teen room in 2012. Although the library had the space, they didn’t initially have the funding to remodel it. Ellis explains that this delay “in hindsight, [was] a blessing. While we lived with dirty carpet and unpainted walls for a while, it gave us the opportunity to really see how the space was used and could be used, leading to smarter decisions for our teens.”^[2] Ellis shared her experience designing her library’s teen space with PLOnline and suggests the following tips when starting a similar project.

Courtesy of Emily Ellis

Ask Your Teens

Teens are more likely to feel ownership of a space that they help create, and they should be part of the brainstorming process whenever possible. Teen advisory boards are a great place to start getting some ideas. Ellis advises that librarians to not only talk to teens but to pay attention to how they use the library. Teens are more likely to share “big picture” ideas but might not be thinking about the smaller details that can really make the space more functional. “The more you know and understand the group you are building a space around, the more information you bring to the drawing board.” says Ellis.^[3]

Visit Other Libraries

Take a road trip and visit libraries in your area that have recently remodeled spaces. Online pictures can be great, but nothing beats seeing a space in person. Be sure to schedule your visit in advance and for an after-school time, not only so library staff is available to answer your questions but also so you can observe how it is used by teens. It’s easy to start feeling like the “kid in a candy store” with all the cool new design elements for your own library, but just things that look great don’t always work great. Be sure to ask library staff what they don’t like about their new space. Learn from other libraries’ mistakes, and, hopefully, avoid some of your own.

Seek Out Community Partners

The budget is the most influential factor when planning a redesign, so you may have to reach out to your community for help in stretching it. “The Teen Room renovations were paid in part out of the library’s budget, and in part through grants and sponsorships from amazing community partners,” says Ellis.^[4] Describing a specific need (e.g. a new seating area, 3-D printer) can help attract potential donors because they know how their money will be used.

Get Creative

A total remodel may not be in the forecast, but you can spruce up your space without spending a fortune. Even libraries that are able to remodel usually have to make budget-minded design choices. When they found out that one of their favorite design elements, a Lite-Brite wall, was way out of their price range Greenwood Library changed tactics and opted for a less expensive version using a black peg board and brightly colored golf tees, creating a similar experience for their teen patrons. Even small changes make a big difference. A fresh coat of paint, for example, is easy, inexpensive, and transformative.

Avoid Following Trends

Inspiration from other libraries is great, but you must ultimately choose a design for your community’s needs. While it’s always exciting to see what’s new in library design, keep in mind that the space will be used today and well into the future, and must-have items (especially technology) may be outdated by the end of your remodel. Make your design flexible so you can easily make alterations as your library evolves.

Resources

YALSA’s Teen Space Guidelines

More Thrifty School Library Design Tips

New Teen Spaces From Coast to Coast

Maker Space Guide from Voya

References

[1] “Emily Ellis | Movers & Shakers 2012 — Community Builders,” Library Journal, March 13, 2012.

[2] Emily Ellis, head of Reference and Teen Services at Greenwood Public Library, in an e-mail interview, May 17, 2016.

[3] Ibid.

[4] Ibid.

The post Five Tips for Planning Teen Spaces first appeared on Public Libraries Online.

What is special about the award is that the winner is decided by the children themselves. Because many of the participants can’t even walk or talk yet, the voting process can get pretty interesting. “The voting process can be determined by each participating location,” explains Suzanne Walker, director of the Indiana Center for the Book. “One library gave each child a large circle of construction paper. The books were laid out on the floor and the children each had to put their ‘dot’ on one of the books; their favorite. The librarian then just had to tally all the votes for books”[1] tells Walker. Those dots, along with lots of other votes from fifty-one counties across the state, made Won’s Hooray for Hat! the big winner. Hooray for Hat!, in addition to winning the Firefly Award, has also been named a NPR Best Book and Huffington Post’s Best Read-Aloud of 2014. Readers might also recognize Won’s work as the featured art on this year’s Children’s Book Week poster.

(L) Brian Won (R) Hooray for Hat!

With a young child of his own, Brian Won understands the challenges of creating a book that appeals to a young audience. “If the story doesn’t grab my six year old by the third spread, he’s ready to move to the next book. On the other hand, young readers can also be die-hard fans of a book. My wife and I have read Peggy Rathmann’s GOODNIGHT GORILLA so many times the visuals are etched in my brain. We are grateful that the book has only ten words.”[2]

Hooray for Hat! has a similar appeal of joyful simplicity. Walker says of Hooray for Hat!, “It’s fun and it showcases the idea that if you wake up grumpy, you don’t HAVE to stay grumpy all day. Also, the pictures and layout are clean, enjoyable, and well proportioned.”[3] In addition to being lots of silly fun, the story includes Every Child Ready to Read practices throughout, a requirement for nomination. Every Child Ready to Read emphasizes the important role parents play in helping their children the early literacy skills essential to reading success. Walker explains how Hooray for Hat! can make learning those skills a good time:

Talking: “Children can talk to their parents about ways to deal with feeling grumpy. They can talk about how the hats in the book affect each of the characters mood and what it’s like to get a surprise.”

Singing: “This book has some great repetition of the phrase ‘Hooray for Hat’ which can be chanted by the children, inviting them to play with language.”

Reading: “It’s a great story to read aloud with a group or one on one.”

Writing: “Writing with children as it relates to Every Child Ready to Read can also be thought of as practicing fine motor skills. As with any book, a child could practice turning pages, pointing to the animals, and it would be easy to make crafts based on this book, giving children even more opportunities to practice their fine motor skills.”

Playing: “Children are encouraged to play dress up or with their stuffed animals after reading this book. This would be a great book for a simple readers theatre [sic] as well.”

Even if you don’t live in Indiana, Hooray for Hat! would be a great addition to your library collection! Be sure to also look out for Brian Won’s new releases, including Secret Agent Man Goes Shopping for Shoes (Candlewick Press) written by Tim Wynne-Jones (to be released June 14) and Hooray for Today! (Houghton Mifflin Harcourt), the sequel to Hooray for Hat!(to be released in September 2016).

Resources

Hooray for Today! Animated Trailer

Ladybug Award

Brian Won

Every Child Ready to Read

TeachingBooks.net

Indiana State Library

References

[1] Suzanne Walker, director of the Indiana Center for the Book, in an e-mail interview with the author, May 23, 2016.

[2] Brian Won, children’s author, in an e-mail interview with the author, June 2, 2016.

[3] Suzanne Walker, director of the Indiana Center for the Book, in an e-mail interview with the author, May 23, 2016.

The post And the Winner Is… first appeared on Public Libraries Online.

Public Libraries Online: Give a quick marketing lesson. What is the difference between marketing and advertising?

Trenton Smiley: Marketing is an overarching process of identifying and engaging the targeted audience(s) with the goal of creating a desired exchange or outcome. For an exchange to occur, both parties have to have something of value for each other. One of the most important exchanges for libraries is to sign up for a library card. The fact that the card is free or library services are already paid for through taxes doesn’t automatically make it more desirable to a potential patron. As library marketers we must communicate how our services add value to the lifestyle of the potential patron. Of course, the value to the library is a new user and supporter. Advertising and publicity are the promotional elements of a marketing strategy.

PLO: What are some easy things that libraries that don’t have a marketing/publicity department can do to increase their visibility in the community?

TS: Perhaps the easiest way to increase visibility in the community is to become a content provider. Many libraries already create content for social media posts, blogs, and newsletters. This great information can easily be shared on media sites that are always looking for content. Newsletters for school districts and other community organizations are also good outlets for your content. Working with the media has worked great for CADL receiving a great deal of support, including anchors and DJs recording and airing promos for free. The librarians write weekly columns for some of the local newspapers, while placement is sometimes hit or miss, a great deal of information still reaches the public.

PLO: What are some of the most successful marketing campaigns that you have been involved with at your library?

TS: I am always proud of the work that CADL does to create awareness of its summer reading programs. Although the “Everything right here” campaign is just beginning, I am very encouraged so far on how it’s unveiling.

PLO: What is peer-to-peer marketing and how could libraries potentially use it to reach a younger audience?

TS: It’s a new strategy being tested at CADL to target teens. Since this is a hard audience to connect with through regular marketing and outreach efforts, CADL is working with high school athletes to help market services to their peers. In addition to being a sponsor of their teams, CADL is working to get the athletes signed up for library cards, featured in special ads and conducting clinics for younger kids. CADL also hopes to garner information from them in the hopes of finding ways to better market to their peers.

PLO: What new trends are you seeing in library marketing?

TS: In the past, many libraries depended on traditional media (print, TV and radio) as the primary method to get information out to the communities. Studies, including CADL’s own research, point to digital marketing as the most effective method to communicate with the communities. While I still buy some traditional media, a great deal of the budget is allocated to digital.

PLO: What is the difference between an outward vs. inward approach to marketing?

TS: Throughout my career I have found that a great deal of time and resources are used to market programs to current users. While some services were marketed too, it was never to the degree as programs. The term “outward” refers to the importance of getting outside the walls of the library in order to connect with those non-users, which is a tough task but necessary in growing the base.

PLO: How can libraries begin to establish their brand?

TS: The term “library” is already a strong brand name. The goal is to redefine in your community. The library needs to evaluate its strengths and weaknesses, as well as the needs of the community. Then, identify what niche it will fit. Positioning the library as a unique provider of particular services that connect with both users and non-users. Your advertisements, programming, and service model must all play off each other. If you don’t want to be known as just a place for kids, then the programming and ads need to reinforce that fact. Also, attach your library to partners and events that help evolve your brand or promise.

Resources:

Trent Smiley, “Marketing with a Smile,” PowerPoint presentation for Library Conference 2015.

Capital Area District Libraries (CADL)

“Everything Right Here Spot (Featuring Taylor Taylor),” audioBoom , audio file, 0:30, January 11, 2016.

“2016 Grammys (Featuring Taylor Swift & Capital Area District Libraries),” YouTube video, 0:15, posted by “cadlvideos,” January 25, 2016.

“Celebrate Black History Month at Capital Area District Libraries,” YouTube video, 0:30, posted by “cadlvideos,” January 28, 2016.

The post Marketing 101 with Trenton Smiley first appeared on Public Libraries Online.

So, what exactly is “unprogramming”? According to Koester, “The unprogramming philosophy is that it is possible to create and offer programs for youth audiences that are at once highly engaging and collection­ driven without requiring large amounts of planning, funds, and staff time. Unprogramming is high­ impact, low­stress programming.”[1] Koester explains further, “Unprogramming” is a concept that now ­retired Wisconsin librarian Marge Loch­ Wouters and I gave name to in 2013. We’d been sharing some of our recent program successes online on our blogs, on Twitter, etc., and started to notice that our most successful programs had something in common; specifically, that they were less staff­-intensive and more participant-­directed than typical and traditional programs. In the same way that conferences with a participant-­directed format took on the term “unconference,” we added that “un” to the front of “programming” to indicate the same general idea: more participant interaction and determination.”

While low attendance can be a frustrating problem, librarians also sometimes fail to capitalize on programs that are successful, thinking that they need to start from square one with each program. However, with unprogramming, recycling program elements is not only acceptable but encouraged. “When we unprogram, we take stock of what kids respond to, what’s worked in past programs, and then we repurpose that for future unprograms. We think about what materials we have on hand—did you buy those grabber hand contraptions at some point, or a Nerf crossbow, or some other cool prop—and figure out ways to use them again in new programs. Unprogramming lets us mine our past successes for smoother, less intensive new programs—no more starting from scratch on every program. And, what I’ve found, is that when we’re encouraged to look back at what has been successful in our past programs, we get a huge confidence and morale boost. We’re able to see the awesome ways we’re reaching youth,” Koester explains[2].

There are a few key elements that are typically included when planning and implementing an unprogram. Ideally, your program should always tie back to materials or services that your library offers, so use your own resources for inspiration when brainstorming. Books are a great place to start, but your program doesn’t necessarily have to be literature-based. The theme is introduced at the beginning of the program with a big group activity that is led by staff. This not only introduces kids to the topic but also serves as a sort of ice breaker. The next part of the program would be giving the kids time to explore three to four self-directed stations that also relate to the theme. The stations require little or no explanation and don’t require an adult to lead the activity. Kids can participate as much or as little as they want at each station. After the “stations of stuff” there is a brief wrap-up and kids can browse related materials that you have put on display.

Programs that are less staff-­intensive allow those creating the programs to watch and get a clearer understanding of what elements work and what elements are not as successful. It also gives library staff an opportunity to interact with kids in a more meaningful way. These observations and interactions can help you plan for your next “unprogram.” Koester advises making reflection a regular part of your planning process: “The life of a youth library staffer is usually one of constantly moving from one thing to the next thing, with little time for interludes. But make reflection a priority—I encourage folks to actually put it in their calendars for at least every six months. When we think back on what’s worked, and what hasn’t, we have a great and reliable pool of knowledge to inform our new endeavors.”[3]

References:

[1] Amy Koester, e-mail message to author, October 21, 2015.

[2] Ibid.

[3] Ibid.

Resources:

Show Me Librarian

Unprogramming Pinterest Page

The post Unprogramming with Amy Koester first appeared on Public Libraries Online.

The Hesburgh Library, located on the campus of the University of Notre Dame, houses over four million volumes, so it’s hard to imagine that a collection of that size that would be lacking in any kind of materials. However, Hesburgh librarians noticed that students were asking for more leisure reading material, as well as requesting more popular materials through Interlibrary Loan.

While the library does have some popular titles, including Harry Potter (available in English, Gaelic, Spanish, German, and French) the focus of their collection isn’t on bestsellers. Tracey Morton, Manager of Frontline Services, explains: “The Hesburgh Libraries are not immune to the financial limitations that have been faced by our peer institutions, so our endowments are focused on acquiring materials necessary for academic success. As we investigated vendor services and their costs, the St. Joseph County Public Library was brought up in conversation as a possible option. Their librarians are already experts on what our young people are interested in reading and listening to. They have the material, and Notre Dame is within their borrowing area.”[1]

SJCPL needed patrons and Hesburgh needed easy access to popular materials, so teams from both the public and academic libraries began a discussion on how to form a partnership that would work for both sides. It was decided that Hesburgh would be set up as a destination for holds pick­up where university patrons, after registering for a public library card, would be able to request materials from SJCPL online or in person at Hesburgh. These materials would be delivered to the university library for pick­-up five days a week. University patrons would also have access to the full range of digital materials that are available anytime.

While the partnership seemed like a win­-win for both libraries, there were a couple of minor challenges that needed to be worked through before the project could be given the green light. Morton explains, “Networking was the greatest challenge. We had to have a terminal connected to the St. Joseph County Library on a static network. Connecting to an unaffiliated server would leave the Notre Dame network vulnerable to malicious attacks. If the network could not be secured, it would have ended the project.”[2] Fortunately, the network was able to be secured and Hesburgh was given permission to use the ILS at a non­SJCPL location. SJCPL provided Hesburgh with the ILS software, a barcode scanner, receipt printer, receipt tape, label maker (for names on library cards), label tape, a delivery bin, and SJCPL welcome brochures for new patrons. Lisa O’Brien, Head of Circulation Services at SJCPL says, “We had a bit of difficulty setting up our equipment with their computer. The signature pad we use for library card registration was not working with their computer, and they had difficulties with the barcode scanner. IT worked hard on these issues, and we were eventually able to work through it.”[3]

Once the technology and equipment issues were resolved, the next step was training Hesburgh staff on SJCPL policies and procedures. “I first trained Tracey Morton, Head of Frontline Services, here at Main Library. I then visited Hesburgh to train their circulation staff. I gave them step-­by-­step instructions on each Sierra function they would be using. I also gave them an overview of our loan rules, as well as specific instructions on how to register a patron for a library card. I gave them copies of the training documents, as well as a FAQ document they could refer to when needed,” explains O’Brien. [4]“Taking time to input patron information into the ILS for a library card is a new experience. Our patrons are automatically downloaded into our ILS nightly once they receive their university ID” adds Morton.[5]

The program officially began on August 25, the first day of the fall semester. There was a brief mention of the new partnership in the local paper, The South Bend Tribune, but so far, news of the service has mainly been through word of mouth. “One professor heard about it and had his entire architecture class come and sign ­up for library cards.” says Morton.[6] The response to the partnership has been small but positive and is expected to increase as more students and faculty become aware of the new service. “In November we plan on doing more campus advertising in time for the Christmas Break.” [7] SJCPL is keeping track of the number of new registrations and holds coming from Hesburgh and will be regularly sharing the data with Hesburgh. Although there are no immediate plans to expand at the services offered at Hesburgh or to extend to other area colleges SJCPL is open to the possibility.

Sources

1. Tracey Morton (Manager of Frontline Services at Hesburgh), interview by Theresa Horn over e-mail on October 23, 2015.
2. Ibid.
3. Lisa O’Brien (Head of Circulation Services at St. Joseph County Public Library), interview by Theresa Horn over e-mail on October 12, 2015.
4. Ibid.
5. Morton, Ibid.
6. Morton, Ibid.
7. Morton, Ibid.

Further Reading
McKenna, Matthew. “Hesburgh Libraries announces partnership with St. Joseph County Library.” The Observer. December 9, 2015. Web. Accessed January 5, 2016.

The post Public and University Library Collaboration first appeared on Public Libraries Online.

Public Libraries: Librarians probably know you best from your work writing and illustrating children’s books, but you have also illustrated jigsaw puzzles, birthday cards, a box of fish sticks, and an iPad popup book. Can you tell us about some of your most unusual work assignments?

Troy Cummings: One of the coolest projects I’ve ever worked on was a series of lightly animated illustrations for an opera—Maurice Ravel’s L’enfant et les sortileges (The Child and the Spells). I designed crazy animals/characters/monster clocks/etc. to be projected onto a screen to coincide with the nightmare fantasies of the protagonist (who was a naughty little kid.)

PL: How is writing for kids different than writing for an adult audience?

TC: I’m not entirely sure — I haven’t written for adults yet! I think, when writing for kids, I need to try to avoid references to things that they may not have experienced yet. And for early readers, I try to steer clear of vocabulary/syntax that’s complicated to decode. But on the same hand, I never want to “dumb down” anything. Even if these young readers are just starting out, they’re still smart. They want to be surprised, and they want funny jokes.

PL: The book you illustrated, Little Red Gliding Hood written by Tara Lazar, came out in October. How is it different illustrating someone else’s work versus illustrating your own work?

TC: The cool part is that the book ends up being something entirely different than what either of us would have cooked up on our own. (SELFISH BONUS: It ends up making me look smart, even though Tara’s done the hard part of creating a fantastic world full of funny characters.) And if I’m doing my job right, I’ll draw things that reinforce/complement her text, without being redundant and stepping on toes…

PL: How did you come up with the idea for Notebook of Doom? Did you ever imagine that you would be about to publish book #9 in the series?

TC: I think the original idea for Notebook of Doom goes back to 5th grade or so… I would draw these crazy monsters on my long bus ride to school, and make up little stories to go with them. And no: I can’t believe how lucky I am. (I’m actually making plans now for books 11, 12, and 13!)

PL: Rumble Of The Coaster Ghost comes out in early 2016, correct? What can you tell us about it? Did you have to do any “research” at an amusement park?

TC: Coaster Ghost takes place at an amusement park called “Safety Land”, which is the safest place on Earth. All of the rides are extremely safe, to the point of them being no fun. (For instance: The Barely-go-round is a horseless carousel. You sit on benches with seatbelts and airbags, while the ride slowly rotates.) The kids are bored at first, but then danger comes to Safety Land when a ghost seems to be on the loose.

My kids helped me do extensive research for this book by dragging me to a couple of real amusement parks. (Oh, the sacrifices we make in the name of writing!)

PL: What other projects do you have in the works?

TC: I’m illustrating a picture book series called Mighty Truck, written by Chris Barton. (A friendly, muddy work-truck turns into a superhero monster truck when lightning strikes a car wash at bath time.) The first book comes out March 29. I’m also working on a few jigsaw puzzles for Crocodile Creek, and some illustrations for Highlights High Five.

PL: This blog is going to be seen by lots of librarians, many of which will be interested in having you visit their libraries. Do you do a lot of visits to schools and libraries and if so, what is the best way to arrange a visit with you?

TC: I love visiting schools and libraries! Currently, the best way is just to email me at troycummings@gmail.com. (I’m working on a SCHOOL VISITS page for my website, www.troycummings.net , but it’s not up yet.)

PL: What tips can you give public librarians to help them work with authors and ensure a successful author event? Or what are some things that they should avoid doing?

TC: Author events go best when the students already “know” the author beforehand, so anything the librarian can do to introduce that author ahead of time is super helpful. Maybe read a couple of the visiting author’s picture books at story time. . .Or even activities connected to that author’s books. For instance: since a lot of my books are about monsters, maybe have an activity where readers make up their own crazy monsters the week before I arrive. Younger readers can just draw monsters, and older readers can write small descriptions, or even stories. Then when I roll into town, the readers are already invested—they’ve put work into this! And we can start from a point of talking about that work.

The post An Interview with Troy Cummings first appeared on Public Libraries Online.

The teenage years are not easy for anyone, but for many LGBT teens, the struggle to understand themselves and find acceptance from their peers and community can be even more difficult. The public library can be a wonderful resource for LGBT teens looking for answers or for those just needing a safe, welcoming space to gather with friends. If you want to begin to make a connection with your LGBT teen patrons, there are a few easy steps you can take to get started improving service to this often underserved community.

One of the easiest ways that librarians can help improve their service to LGBT teens is by becoming familiar with some basic terminology. People often mistakenly use inappropriate or out­dated words that can offend or hurt, even when it is unintentional. Suzanne Walker, Professional Development Office Supervisor at the Indiana State Library, offers a training session on serving LGBT youth for librarians throughout the state. She says that it is especially important for librarians to understand the difference between gender identity and sexual orientation and recommends the terminology guide from UCLA to help clarify words that you are unclear about. She states that “There are an endless number of ways for a human to be a human and it’s important for librarians to remember that we serve all of them.”

Another way libraries can help reach the LGBT patrons is by having a collection that includes both informational and recreational materials that represent the diversity of the community. The Gay, Lesbian, Bisexual, and Transgender (GLBT) Round Table of the American Library Association is a great place to get some guidance on how to help build a balanced collection.

The GLBT Round table creates the Rainbow List and also sponsors the Stonewall Book Awards, which honor books for youth that have exceptional merit relating to the gay/lesbian/bisexual/transgender experience.

However, the best way to find out what your LGBT teens need from your library is to ask them! If you are not sure who the LGBT teens are in your library, this might mean going outside of your library walls for help. Many high schools and most colleges have a Gay Straight Alliance group that can help answer questions you may have about serving LGBT youth.

There may be occasions where a LGBT teen comes to you in a crisis situation. LGBT teens are more likely to experience violence than their heterosexual and cisgender peers and have higher rates of suicide and homelessness. Many also lack a good support network. “It’s important for librarians to remember that we don’t have to have the answer for every question that crosses our desks, but we do have to know where to find that answer. Make sure your librarians know what resources are available to your teens and tell them about those resources through signs in the restrooms, programs, word­of­mouth, or brochures.” explains Walker. If your library isn’t already, consider becoming a registered Safe Place, a national youth outreach and prevention program that helps connect teens with the resources that they need in their communities.

Finally, it is also important not only to have the knowledge and resources but to also celebrate the LGBT community. Many libraries have LGBT resources but shy away from putting them on display or highlighting them on the library’s website. If you have LGBT resources available but they are difficult to find, think about what message this is sending to your LGBT teens. Not sure where to begin? Why not try something for Teen Read Week, October 18-­24!

References

1. http://www.ala.org/PrinterTemplate.cfm?Section=Available_PIO_Materials&Template=/ContentManagement/HTMLDisplay.cfm&ContentID=11968. Accessed 9/18/15.

The post Serving Your LGBT Teen Patrons first appeared on Public Libraries Online.

While Napoli was certainly an innovative thinker in terms of collection management, he was a trailblazer when it came to technology. It is because of Napoli’s leadership that SJCPL was the first public library in the United States and the second in the world to have a web page.

1996 SJCPL Homepage

Therefore, it is no surprise that when asked about the future of libraries, Napoli sees technology continuing to play a major role in how libraries serve their communities. He states that while technology is changing too rapidly for him to try and predict very far into the future, “I would guess that the digital age and the wearable computer, all­ in­ one, personal device for communicating with everyone everywhere at anytime will accelerate unabated.” While he recognizes the importance of embracing new technologies, he believes that equally as important is a knowledgeable staff who can guide patrons through the rapidly changing online environment.

Napoli is rather excited when he speaks of the role technology will play in public libraries in the future. Perhaps because he has already seen firsthand how libraries have learned to adapt when facing an uncertain future. This is apparent in the chapter he wrote for The Evolving Virtual Library II: Practical and Philosophical Perspectives, published in 1999, in which he posed the question. “What does the future hold when the most creative minds in the world can talk to each other, instantly and constantly, at any time and can share their thoughts with the rest of the world? No one can tell. Everything will certainly move even faster as this creativity feeds on itself.”

Donald Napoli in 1978

As Mr. Napoli reflects on his many years of experience working in public libraries, he advises those facing new ideas to “be very excited about it yourself and you will spread that excitement to those around you. Immerse yourself in the excitement of the new initiatives. Let them become your energy!” Although he is optimistic about the future of libraries he knows that there will still be challenges ahead. When asked what advice he would give to someone considering a career working in libraries his advice is encouraging, yet realistic. “Go for it! Embrace the pain!”

It is because of constant evolution of thoughts and ideas that he has conditioned his staff to not be afraid of change. It is this ability to adapt that allowed Napoli to retire with a happy heart, knowing that SJCPL will continue to thrive despite his absence. It also helps that he has turned the reins over to long­time assistant director, Debra Futa, who he is quick share credit with for many of SJCPL’s successful initiatives. “She knows what she is doing, is very excited about the future, as uncertain as it is, and is ready to lead the way. This is the day I’ve been waiting for and it is a pure joy to see her excitement. She already is and will continue to be a great leader!”  Ed. note:  Look for an interview with Don Napoli in the July/August 2015 issue of “Public Libraries.”

The post Immerse Yourself in the Excitement of New Initiatives: Longtime Indiana Director Retires first appeared on Public Libraries Online.