Librarian or Psychologist?

Developmental bibliotherapy for teenagers in Irish Public Libraries

Maria ButlerEmma Connaughton

Jennifer ConnaughtonKatie Dickson

Joanna DziedzicAmélie Serres

Laura Sims

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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.

What is reader’s advisory?

Recommending books based on what readers want.

Intr

oduc

tion

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Introduction

TimelineJustification & Research QuestionsMethodData Analysis & FindingsRecommendations & Conclusion

Intr

oduc

tion

Nov JulFeb Apr May Jun Aug

Submission of proposal

Submission of full Ethics review application

Phase 1Interview with bibliotherapy expert

Phase 1Interviews with librarians & teen focus groups

Phase 2Roll out of bibliotherapy collection

Phase 3Inverviews with librarians & teen focus groups

Literature research (Nov-July) Data analysis & writing of thesis (Jun-Aug)

Submission of final project

Formal presentationFull Ethics approval

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2007: North Inner City Book Prescription Scheme

2009: The Power of Words

2013: Many Irish Public Libraries have some form of bibliotherapy scheme

available

Bibliotherapy in IrelandJu

stific

ation

s

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Why teenage bibliotherapy?

Irish teenagers want more than leaflets (McGrath et al, 2010)

They want to know about:

LGBT issuesSuicide and Mental HealthFamily Breakup (Lalor and Baird,

2006)

Justi

ficati

ons

The Librarian’s

Role

Therapist

Creator Advisor

Collaborator

Provider of books

Advertiser

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Research Questions1. 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?

“Qualitative research aims to produce rounded understandings.”

“People want to express themselves and to participate directly and proactively in the design process.”

(Mason, J. 1996)

(Sanders, 2002)

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For ethical reasons, the identities of our libraries have been protected.

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Collection Development

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Literature Criteria

Selection of

materialsLibrarians

Bibliotherapy expert

Interviews

ProtocolSemi-structuredOpen-endedAims and objectives

12Met

hod

Focus Groups

ProtocolSemi-structuredOpen-endedAims and objectives

13Met

hod

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ParticipationTeenagers: 20 participants

25%Aged 16

Female 55%

Male45%

20%Aged 13

20%Aged 14

15%Aged 15

20%Aged 17

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ParticipationAdults: 7 participants

1 bibliotherapy expert6 librarians

Limitations

LogisticsWeather

Librarians

CollaborationD

iscussio

n

DataDelaysOp

inio

ns Find

ing

s

Attitudes

Meetin

gs

Interviews

Focu

s gro

up

sTime constraints

Kn

ow

led

ge

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NVivo

Qualitative software used tooCodeoIdentify patterns

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Reader’s AdvisoryImportant component of

bibliotherapy

Librarians’ understanding of RAoKnowledge of booksoKnowledge of patrons

Need for teen advisory?

“The more you speak to them, the more you can refine what you know.” Fi

ndin

gs -

Libr

aria

ns

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The Librarian’s RoleApproachabilityBook providersPromotionBibliotherapy?Collaboration

“I know nothing about the teenage mind set.”Fi

ndin

gs -

Libr

aria

ns

Attitude

Engagement

TeenagersLibrarians

Interaction with Teenagers

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Training & Knowledge GapAwareness trainingSupporting materialsPersonal skills & customer care

training

“Awareness training [and] familiarisation with the collection is a starting point.”Fi

ndin

gs -

Libr

aria

ns

Attitude

Librarian’s Role

BibliotherapyReader’s Advisory

Interaction with Teens

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“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.”

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“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.”

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Informal

“Fun”

“Would make a book stand

out”

“More appealing”

“Less official looking”

“Boring”

“Plain”

“I prefer this one”

“I don’t think the title

should be on the top”

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“Should be readily

available”

“A mixture of both”

“A good idea”

“Depends on handwriting”

“Good... If they were articulate enough”

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“It’s really cool!”

“The title’s nicely written.”

“Pop out the words more.”

“The font looks more for kids.”

“The yellow stands out.”

“Do the same with different books in the collection.” 29

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DisplayBooks coversBook genreAccessibility

Girls’ and boys’ opinions differed in relation to:

You don’t want to be the fella who’s looking at

problem books.

Find

ings

- Te

enag

ers

“With the fantasy ones you can make up their meaning

yourself.”

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RecommendationsPromotion

Display

Collection

Collaboration

Inserts

Peer-evaluation

Peer-recommendation

Range of covers for posters

Interactive web service

RecommendationsPromotion

Display

Collection

Collaboration

Separate Then integrate

RecommendationsPromotion

Display

Collection

Collaboration

Expand appeal to a wider range

Update the collection regularly

RecommendationsPromotion

Display

Collection

Collaboration

Collaboration with teenagers

•Input into collection

Collaboration with librarians

•Collection should be optional•In-service awareness training

RecommendationsOther

Further study: gender perception

Conclusion

Positive response to bibliotherapyTeenager and librarian inputConstant re-evaluation

37Conc

lusi

on

Thank you for your attention.

We invite you to ask questions about any aspect of our

Capstone project.

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