Libraries are increasingly expected to serve as dynamic, engaging environments that support learning, creativity, and social connection for children and teens. This session explores how intentional design choices can transform youth spaces from passive service areas into active, interactive environments that respond to evolving community needs. Examples will be shared from recently renovated and newly constructed public library spaces across multiple systems, including several award-winning projects, this presentation will highlight practical design strategies that support play, exploration, collaboration, and teen engagement. Attendees will examine how elements such as flexible layouts, interactive features, embedded technology, sensory considerations, and age-appropriate zoning can foster meaningful experiences while remaining adaptable over time. An example of a re-design of an existing children’s space at a Main Library will be shared that shows a correlation between the new design and an increase in user visits and circulation. The session will also address how libraries can balance creativity with operational realities such as durability, supervision, inclusivity, and budget constraints. Participants will leave with concrete examples, guiding principles, and a framework for evaluating or reimagining their own children’s and teen spaces, whether planning a major renovation or making incremental improvements within existing footprints.
The Classification and Contextualization Task Force at [NAME] Library was created to tackle the problematic classification patterns evident in Library of Congress Classification (LCC) and Library of Congress Subject Headings (LCSH). We believe that these categorizations are harmful and offensive to our diverse user base, and that using them without acknowledging their harm contradicts Auraria Library’s values of Equity, Diversity and Inclusion. Our goal was to address this issue by: • Displaying signage addressing problematic LC areas in the stacks • Creating a web page to further address and acknowledge biases within LC • Gathering feedback from the campus community The task force was split into three subgroups: • The signage subgroup: created alternative classification categories, as well as signs to display them in the stacks. • The website subgroup: provided context and background on the project, and listed additional details on each LC area addressed by the signage. • The Outreach subgroup: sought feedback from relevant campus departments and groups about the signage text. This presentation will detail the group’s efforts and will summarize the outcomes of the project and the feedback received from the campus community.
