When considering inclusive library services, it is important to consider people of all ages in library service. Information needs can vary drastically across the various age demographics, leading to a wide range of service opportunities for libraries. Some of the main areas of focus can be in providing intentionally intergenerational programming, allowing for people in multiple age demographics to build relationships with one another, share skills and knowledge, and build community support. Additionally, libraries should include anti-agism training in their diversity training programs. Ageism, or the discrimination and stereotyping against someone based on their age, impacts people of various ages in different ways. Having staff educated in this topic allows for programs to be developed to suit the actual needs of those it is serving; create a respectful and open environment where people do not need to fear lack of inclusion; and create opportunities to build confidence, learn new things, and build community. Of particular note in this conversation are teens, families, and older adults.

There are many program opportunities for libraries to serve teens. Programs can be used to support digital literacy, media and information literacy, community-building, and creativity and leadership skills. They can be games, puzzles, conversation groups, tutoring, mentorship opportunities, job fairs, skills classes, hobby groups, etc. These programs can be hosteb by the library or done in partnership with a local organization or group. This could be to support things like driver's education, partnering with school districts to offer summer learning support, working with after-school clubs to host meetings, working with local colleges and trade schools to provide continuing education support, and more. Additionally, by creating an advisory board with teens or comprised of teens allows them the agency to create programming that is interesting to them and have a greater sense of ownership over the services beign provided to them.

Every multilingual family is different, and it is important to consider these differences when providing programming and services at the library. Some children are resistant to learning another language, and will only reply to caregivers in the dominant language. Some families or family members may have different literacy levels in their different languages. Some caregivers may not be fluent in the dominant language, relying on their children to provide translation support. Libraries can help build these literacy skills through multilingual programming, early literacy programming, providing books and other resources in minority languages, providing conversation groups, and through creating programming in partnership with organizations that primarily serve speakers of those languages.

For libraries to support older adult populations, one of the best things they can do is to adopt a positive aging lens to their programming and services. The American Library Association Office for Diversity, Literacy and Outreach Services (2018) provides many recommendations on serving this population including developing a diverse advisory group, establishing robust community partnerships, and including older adults in program planning. When creating programs, it is also helpful to decide what the goals and intended outcomes are of the program, and integrate those into its design. Evaluating the success of these goals and outcomes may take some creativity. Some will work well as a survey, but in some cases it might be better to have participants answer an "exit question" to get real-time feedback. By offering choices for participants to provide feedback, it allows for some to write or type their thoughts out, some to answer a single multiple-choice question, or to provide feedback in a tactile method, such as placing a plastic chip in a bowl based on which program outcome they resonated with the most.

When designing programs, accessibility should be kept front and center throughout the process. Designing programs to intentionally be intergenerational, not just allowing for participants of multiple ages, allows for intentional community-building, mentorship, and learning opportunities. Any program with more than a small group of participants should have a microphone, and participants and presenters should be required to use it. If a program has slides to present, turn on the real-time captioning. Even without slides, having a white slide throughout the program and turning on live captioning can be of major help to many people, even those who are not hard of hearing. Providing large-print materials, reading glasses, magnifying glasses, and technology with built-in accessibility features are also necessary, depending on the materials used in the program. Additionally, lay out the program room in a way which allows people using mobility devices of all kinds to maneuver the space, and provide enough seating for all participants. Providing the opportunity to give feedback at the very end of the program before they leave is also helpful, as it allows those with memory difficulties to provide feedback on the program.