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Bibliotherapy Presentation

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Bibliotherapy Presentation

  1. 1. Maria Butler Emma Connaughton Jennifer Connaughton Katie Dickson Joanna Dziedzic AmélieSerres Laura Sims Librarian or Psychologist? Developmental bibliotherapy for teenagers in Irish Public Libraries 1
  2. 2. What is reader’s advisory?  Recommending books based on what readers want. Introduction 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. 2
  3. 3. Introduction Introduction      Timeline Justification & Research Questions Method Data Analysis & Findings Recommendations & Conclusion 3
  4. 4. Nov Feb Apr Jun Jul Phase 1 Interviews with librarians & teen focus groups Submission of proposal Submission of full Ethics review application May Phase 1 Interview with bibliotherapy expert Full Ethics approval Literature research (Nov-July) Phase 2 Roll out of bibliotherapy collection Aug Submission of final project Phase 3 Inverviews with librarians & teen focus groups Formal presentation Data analysis & writing of thesis (Jun-Aug) 4
  5. 5. Bibliotherapy in Ireland  2007: North Inner City Book Prescription Scheme Justifications  2009: The Power of Words  2013: Many Irish Public Libraries have some form of bibliotherapy scheme available 5
  6. 6. Why teenage bibliotherapy? Irish teenagers want more than leaflets (McGrath et al, 2010) Justifications They want to know about:  LGBT issues  Suicide and Mental Health  Family Breakup (Lalor and Baird, 2006) 6
  7. 7. Provider of books Advertiser Creator Therapist The Librarian’s Role Collaborator Advisor 7
  8. 8. Research Questions 1. 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? 8
  9. 9. “Qualitative research aims to produce rounded understandings.” (Mason, J. 1996) “People want to express themselves and to participate directly and proactively in the design process.” (Sanders, 2002) 9
  10. 10. For ethical reasons, the identities of our libraries have been protected. 10
  11. 11. Collection Development Literature Bibliotherapy expert Librarians Criteria Selection of materials 11
  12. 12. Interviews Method     Protocol Semi-structured Open-ended Aims and objectives 12
  13. 13. Focus Groups Method     Protocol Semi-structured Open-ended Aims and objectives 13
  14. 14. Participation Teenagers: 20 participants 20% Aged 17 Female 55% Male 45% 25% Aged 16 20% Aged 13 20% Aged 14 15% Aged 15 14
  15. 15. Participation Adults: 7 participants  1 bibliotherapy expert  6 librarians 15
  16. 16. Knowledge Limitations Opinions Delays Weather Focus groups Data Meetings Interviews Discussion Collaboration Findings Librari ans Time constraints Logistics Attitudes 16
  17. 17. NVivo  Qualitative software used to o Code o Identify patterns 17
  18. 18. Reader’s Advisory Findings - Librarians  Important component of bibliotherapy  Librarians’ understanding of RA o Knowledge of books o Knowledge of patrons  Need for teen advisory? “The more you speak to them, the more you can refine what you know.” 18
  19. 19. Findings - Librarians The Librarian’s Role      Approachability Book providers Promotion Bibliotherapy? Collaboration “I know nothing about the teenage mind set.” 19
  20. 20. Interaction with Teenagers Attitude Librarians Teenagers Engagement 20
  21. 21. Findings - Librarians Training & Knowledge Gap  Awareness training  Supporting materials  Personal skills & customer care training “Awareness training [and] familiarisation with the collection is a starting point.” 21
  22. 22. Librarian’s Role Interaction with Teens Attitude Bibliotherapy Reader’s Advisory 22
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  24. 24. 24
  25. 25. “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.” 25
  26. 26. “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.” 26
  27. 27. “Less official looking” “Would make a book stand out” “More appealing” “Fun” Informal “Boring” “Plain” “I prefer this one” “I don’t think the title should be on the top” 27
  28. 28. “A mixture of both” “Should be readily available” “A good idea” “Depends on handwriting” “Good... If they were articulate enough” 28
  29. 29. “Pop out the words more.” “The font looks more for kids.” “It’s really cool!” “The yellow stands out.” “The title’s nicely written.” “Do the same with different books in the collection.” 29
  30. 30. Findings - Teenagers Girls’ and boys’ opinions differed in relation to:     Display Books covers Book genre Accessibility You don’t want to be the fella who’s looking at problem books. 30
  31. 31. “With the fantasy ones you can make up their meaning yourself.” 31
  32. 32. Recommendations Promotion  Inserts Display  Peer-evaluation Collection  Peer-recommendation  Range of covers for posters Collaboration  Interactive web service
  33. 33. Recommendations Promotion  Separate Display integrate  Then Collection Collaboration
  34. 34. Recommendations Promotion  Expand appeal to a wider range Display the collection regularly  Update Collection Collaboration
  35. 35. Recommendations Promotion  Collaboration with teenagers Display • Input into collection Collection  Collaboration with librarians • Collection Collaborationshould be optional • In-service awareness training
  36. 36. Recommendations Other  Further study: gender perception
  37. 37. Conclusion Conclusion  Positive response to bibliotherapy  Teenager and librarian input  Constant re-evaluation 37
  38. 38. Thank you for your attention. We invite you to ask questions about any aspect of our Capstone project. 38

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