Today, the slogan that “libraries are for everyone” is touted far and wide. Libraries – especially public libraries – pride themselves on being one of the few remaining free third spaces available in society today (Fatmawati, et al., 2018). Individuals of all walks of life can come and interact freely with each other and staff, exchanging ideas, information, and engaging with those outside of their usual information communities. Even in today’s challenging political environment, libraries are stalwart defenders of the idea of universal access. It shows up in specific programming (Briding the Gap through Respectful Communication, n.d.), and is prominent in the guidelines that the American Library Association has set forth (ALA Code of Ethics, n.d.). However, it is important to note that this is a more recent development than we might think.
Many groups still face discrimination in library environments – teenagers are often perceived as troublesome and unwanted (Chelton, 2002), and the original Carnegie model of libraries did not provide a space for them to access our resources. Events celebrating LGBT+ communities, such as drag queen storytimes, are often contested and even protested (East Bay Library Won’t Cancel Drag Queen Storytime Despite Complaints, 2019). Finally, when the fact is considered that over 86% of credentialed librarians identified as white, and 81% identified as female in the ALA’s 2017 Demographic Study, it is clear that we still have a long ways to go. In order to make libraries truly for everyone, we need to ensure that diversity, inclusion, and equity are at the forefront of our organizations.
In order to ensure that everyone is truly welcome at today’s libraries, we need to ensure that patrons see themselves reflected, both in terms of collections and staff, create and execute programming that welcomes individuals of all identities and backgrounds, and provide services that specifically target the needs of underserved individuals. Fortunately, there are many instances where we are making progress on these fronts – and strategies that we can employ to improve on the others.
In addition to the demographic study conducted by the ALA in 2017, recent studies have revealed that only 50% of children’s books feature non-white main characters (Dahlen, 2018). When taken in aggregate, the results of this research paints an unfortunately pale picture. In order to remedy this, we can adopt a two-fold method. Firstly, we can embrace, rather than reject diversity initiatives. These can ensure that library staff accurately reflects the people who live in our communities – making those individuals feel welcome and represented. Secondly, we can adopt better practices in terms of collection development. By reading widely, and selecting titles that encourage patrons to consider perspectives not just their own, we can not only make our libraries more reflective of the communities they are a part of, but also expand the horizons of our clientele.
In terms of creating programming that supports diversity and inclusion, we have already seen effective examples in this section. Drag queen storytimes can be key for welcoming LGBT+ community members, and conversational hours designed around principles of respect and open communication are important for opening lines of dialogue that would otherwise be closed. Additionally, programming that is in line with celebrations such as Black History Month (Celebrate Black Children’s Book Week 2025, 2025) goes a long way towards demonstrating the library’s commitment to diversity and inclusion.
Finally, in terms of making our services more welcoming to groups that might not already be served by the library’s needs, we rely on the library as a means of access. If patrons have shied away from the library due to an unfamiliarity with the primary language of the branch, collection development can be a powerful tool – but so can programs such as ESL (English as a Second Language) courses. These classes, usually provided through supplemental organizations or volunteers, promote literacy and can assist adults in learning to read. Many organizations that offer free or reduced meals also put up flyers at libraries. By maintaining a robust collection of resources, even outside of the collection as a whole, libraries can ensure that they are best-equipped to serve all who come through their doors.
Throughout my time with the Contra Costa County Libraries, I have been proud to promote diversity, equity, and inclusion in my programming plans and how I interact with patrons overall. I make it a point to treat everyone who comes into the branch with the same level of respect, but I’ve also sought out ways that I could go the extra mile to accommodate patrons. In 2023, I brushed up on my Spanish, and practiced until I was certified by the County as bilingual. Now, I can conduct library card sign-ups, reference interviews, and even just chat about our collections with the Spanish-speaking patrons who come in to my library. While I know that this is the least I can do, I do feel very rewarded when such patrons approach, then smile at the accommodations I have made for them.
I also feel that I have been able to work extensively with teenage patrons to make them feel similarly welcomed to the library. Teenage patrons are not the library’s enemies, but they do often require more patience and respect than adults. When I worked closely with the teens at the Oakley Library, I was able to engage with them by offering clear rules, chances to participate in communal activities, and friendly challenges. By putting forth this energy, I found them to be more receptive to staff requests, and overall warmer to the branch.
As evidence that I understand and wish to exemplify the ideas of equity, diversity, and inclusion in my library career, I found pieces of coursework that accurately display this earnestness. I have had many opportunities to ensure that my library career has been welcoming to all, and taken steps to ensure that I prepare myself to better serve diverse communities. The first of these documents is a paper that I created in the first course I took at SJSU, INFO 261: Programming and Services for Young Adults. As the name of this class would suggest, it focused on providing for teenage patrons – a need I was able to see was sorely felt at one of my prior branches. At this branch, jurisdiction was split between the high school and public libraries, which led to confusing and inconsistent rules. It was a difficult environment to be a teenager in, and so exploring the reasons that teens are often discriminated against helped my coworkers and I to act sympathetically and in a manner that would eventually lead to more positive relations. The second document in this collection is a response to a quiz taken in INFO 204. It underscores the point I raised at the beginning of this competency – that just because many libraries today are committed to DEI initiatives, this was due to years of hard work – work that cannot be ignored if we want to continue to make progress. The last document comes from INFO 266: Collection Management. When trying to determine what should go into a library’s collection, the demographics of an area should be considered, so that a representative and useful set of materials and resources can be amassed. This project was a first attempt to analyze the community around a library, so that this information could be used to better curate the collection.
This document seeks to understand and explain the reasons why there is so often a disconnect between teenage library patrons and library staff. First of all, there is a disproportionate amount of negative portrayals of teens in the media. They are displayed as rebellious and headstrong – but this is only half of the story. Teenagers are going through some of the biggest changes of their lives, and while in school, are required to continuously sit still and listen to orders. It’s no wonder that when they arrive at a library, a place that they have chosen to visit, that they resist further direction. Teenagers also often face a unique challenge in terms of library programming – where librarians, though well-meaning, frequently do not consult their teen patrons before putting on events. Then, when the events fail due to lack of participation, the blame is again tossed at the teens’ feet. There are a variety of reasons that library staff may feel predisposed to dislike teenagers, but by being aware of these biases, they can work past such falsehoods, and see teenagers for the inquisitive, interesting patrons that they are.
A solid part of INFO 204 was spent on the history of libraries – and given the subject at hand, this quiz seemed particularly pertinent. Diversity is essential to libraries today because that word defines the communities that use them. In the past, libraries did not have such a strong commitment to including everyone: branches being segregated, lacks of challenges to book bans, all of these reduce the number of individuals who feel welcome at the library. If we do not wish to repeat the mistakes of the past, we must learn where our foundations came from, and ensure that we do better in the future. Especially in today’s political climate, it is more important than ever for libraries to be a place where all can gather to seek information, community, and assistance.
The Community Overview was a report composed to give a sense of the community that used a specific library branch. In this course, the report was designed to be a sort of demographic analysis, one that we could use to better attune the collection to the needs of the surrounding population. However, in exploring the community library that I chose, I found new needs that I would not have otherwise been aware of. I discovered how the programming, as well as public resources available, could be made more enticing to the library’s community. Without an in-depth exploration of – and with – the patrons of the library, it is difficult to ensure that the goals of the branch align with the goals of the public.
The importance of diversity, equity, and inclusion are essential to the library’s goals of access, freedom of information, and privacy. By treating those who enter into our branches with respect and kindness, irrespective of their gender identity, age, or race, we can ensure that they feel welcomed and excited to return. While in the past, libraries have not always been as driven to ensure an equitable distribution of resources, the modern library has affirmed this goal, at local, state, and national levels. Especially when considering marginalized groups, and the threats that are aimed at them today, it is even more important that libraries stand up to provide sanctuary and support, in terms of hiring practices, collection development, and programming efforts.
ALA Code of Ethics. (n.d.). Retrieved February 9, 2025, from https://www.ala.org/tools/ethics
Bridging the Gap through Respectful Conversations. (n.d.). BiblioEvents. Retrieved February 20, 2025, from https://ccclib.bibliocommons.com/events/678976d6018bbb1c3de19a17
Celebrate Black Children’s Book Week 2025. (2025, January 21). https://ccclib.org/blogs/post/celebrate-black-childrens-book-week
Chelton, M. K. (2002). The ‘Problem patron’ public libraries created. The Reference Librarian, Winter, 23-32.
Dahlen, S. P. (2019, June 19). Picture This: Diversity in Children’s Books 2018 Infographic. 박사라 Sarah Park Dahlen, Ph.D. https://readingspark.wordpress.com/2019/06/19/picture-this-diversity-in-childrens-books-2018-infographic/
East Bay Library Won’t Cancel Drag Queen Storytime Despite Complaints. (2019, February 2). CBS News. https://www.cbsnews.com/sanfrancisco/news/brentwood-library-drag-queen-storytime-despite-complaints/
Fatmawati, E., Udasmoro, W., & Noviani, R. (2018). Functional shift of library: The third space; production. Digital Press Social Sciences and Humanities, 1, 3-. https://doi.org/10.29037/digitalpress.41237
Paoli, T. (2019, February 15). Drag queen storytime delights Brentwood residents. Oakland Tribune. https://www.eastbaytimes.com/2019/02/15/drag-queen-storytime-delights-brentwood-residents/
Rosa, K. & Henke, K. (2017). 2017 ALA Demographic Study. ALA Office for Research and Statistics. https://alair.ala.org/items/0bd6b466-4802-4eb1-b319-26e680f5faf4