Co-Designing With Librarians: A Case Study of Cooperative Inquiry to Support Learning Designs

• In Event: Youth Co-Design: The Possibilities, Affordances, and Challenges of Including Youth in Educational Design

Abstract

Objective:
Design thinking for libraries is both a very familiar aspect and an innovation in librarianship (Clarke, forthcoming). An area of librarianship that fits into design thinking is the development of children and youth services in libraries. In the past, children’s librarians needed interpersonal skills, a love of children, the ability to manage resources, and a good knowledge of children’s literature (Adkins & Esser, 2004). Today, there is increasing demand for children’s librarians to have technological skills (Adkins & Esser, 2004), particularly when it comes to creating and instituting libraries as digital learning spaces for children (Subramaniam et al., 2012; Ito et al., 2013). Libraries are playing a central role in connected learning spaces for youth (Ito et al., 2013). The goal of our research is to demonstrate how participatory design (co-design) can be utilized as a method for creating learning spaces in libraries.

Perspective:
Our team focuses on using Cooperative Inquiry (Druin, 2002; Author, 2017), a participatory design method that emphasizes children and adults as equal and equitable design partners. In this study, we used Cooperative Inquiry (Druin, 2002; Author, 2017) to work closely with children, libraries, and researchers as equal design partners. In a framework of equal partnerships between adults and children, we examine relationship building, facilitation, designing together, and idea generation.

Method & Results:
For this study, we employed the comparative case study method (Merriam, 2009) to examine the role of Cooperative Inquiry in the design of digital learning activities for youth patrons of a library. We develop a case study of Javier (pseudonym), the Digital Media and Learning Program Manager at The Pacific Northwest Public Library (pseudonym) and 12 co-design engagements (two years) with KidsTeam UW. Using the equal design partnerships framework (Author, 2017), we analyze video recordings and stakeholder interviews on how researchers and children (ages 7 – 12) worked together with adults from the Seattle Public Library to develop new digital learning activities for patrons. For this study, we (1) closely examine what engagements and interactions happen in PD sessions that are important in the co-design of digital learning activities for libraries and (2) how PD sessions influenced the final design for librarians. Preliminary analysis suggests can support learning activities design by providing close discussions with youth about their ideas and opinions for libraries and a sense of freedom for librarians to explore and try out new ideas. Despite benefits, there are also tensions in co-design, such as challenging the traditional role of librarians and finding ways to help librarians develop comfort as design thinkers.
Significance:
This research sets up future work for developing intergenerational co-design teams to create new learning innovations for libraries. Through co-design work in libraries, we argue that librarians are able to find ways to innovate and experiment on new designs quickly. At the same time, libraries are foundation towards upholding democracy. We believe that co-designing with youth means that design processes can also be democratic and be consistent with the mission of libraries.

Authors

• Jason Yip, University of Washington - Seattle

• Kung Jin Lee, University of Washington