We have received some questions about how parents are using devices such as tablets and smartphones with their children—a fascinating topic, as parents seem to have a complex relationship with technology and its role in parenting. We know, for instance, that even though parents are more likely to read e-books than adults without minor children at home, the vast majority (81%) of parents say that it is important to them that their children are exposed to print books.

A new report (PDF) by researchers at Northwestern University’s Center on Media and Human Development further explores parents’ views of their children’s media use—specifically parents of children from birth to eight years old. (Here’s a Chicago Tribune summary of the report for time-pressed readers.) Some highlights:

• “Parents use media and technology as a tool for managing daily life, but books, toys, and other activities are used more often. Parents say they are more likely to  use books, toys, and other activities when they need to keep children occupied than they are to use TV; and they are much more likely to use TV than to use mobile media devices.” (p. 4)
• “Parents do not report having many family conflicts or concerns about their children’s media use. Nearly eight in ten parents (78%) disagree with the statement ‘negotiating media use causes conflicts in our home,’ compared to 20% who agree with it.” (p. 5)
• “Many parents report using media technology with their children, but this “joint media engagement” drops off markedly for children who are six or older.” The report adds that about one in five (20%) of parents say that when their children are using a tablet computer, the parent is using the device along with the child “all or most” of the time. (p. 7)

Links:

• [Report] Tablet Ownership 2013 – Pew Research Center’s Internet & American Life Project
• [Report] Parenting in the Age of Digital Technology: A National Survey – Northwestern University’s Center on Media and Human Development
• [Article] Study: No screen-time war in young kids’ homes – Chicago Tribune

Parents who have minor children at home are a relatively tech-savvy group. They are more likely than other adults to have computers, internet access, smartphones, and tablet computers. (This relatively high tech use may be due to the fact that parents with minor children living at home tend to also be younger than other adults.) They are also more likely than adults without children to read e-books.

But as parents adopt new reading habits for themselves on electronic devices, the data show that print books remain important when it comes to their children.

More than nine in ten parents of minor children say it is important to them that their children read print books—eighty-one percent say it is “very important,” and an additional 13% say it is “somewhat important.” Very few say having their children read print books is “not too important” (3%) or “not important at all” (3%).

E-reading has been on the rise—some 23% of Americans ages 16 and older read an e-book in 2012, up from 16% the year before. The proportion of American adults who own an e-reading device is increasing as well, with 31% of adults ages 18 and older now owning a tablet and 26% owning an e-reader. And even at the end of 2011, over a third of tablet and e-reader owners who did long-form reading in digital format said they were reading more due to the availability of e-content.

When it comes to sharing books or reading with a child, most Americans adults (not just parents) who have read both print and e-books think that print books are the better option.

So why do parents want their children exposed to print?  We don’t know exactly. But Pew Research gained some insight from a recent in-person focus groups.

Modeling the Reading Habit: Some parents may want their children to have the same pleasant book-reading experience they remember from when they themselves were children. In fact, one parent from the focus group said that reading printed books himself was important because it helped him model reading habits for his children:

“I’m reading like a book [on a tablet] and my children don’t know if I’m reading a book or if I’m playing on Twitter, so I think it’s important to have the book so that they go, ‘Oh Dad’s reading’ . . . not just, ‘Oh he’s updating his Facebook page.’  I think there is like a difference in that.”

Many parents described positive memories of their early reading habits and library use, memories centered around print books. One said that picking up books from the library was a reward for good behavior:

“My parents were real big on [the library]. It was a treat for us, twice a week after church . . . You behave, you [get] to go to the library and get a book, get two books if you’re real good, read them that week and bring them back.”

A Sensory Experience: Some think that children’s books, which often feature large illustrations and may incorporate various tactile elements, aren’t as well suited to e-ink or touchscreens. And given the relative newness of e-reading and uncertainty around the effects of reading on screens, some parents may simply want to temper the exposure their children have to digital materials. “Somehow, I think it’s different,” Alexandra Tyler toldthe New York Times. “When you read a book, a proper kid’s book, it engages all the senses. It’s teaching them to turn the page properly. You get the smell of paper, the touch.”

What do you think? Do you prefer some formats for your own reading, and others for reading with children? Let us know in the comments.

Source: San Mateo County Library (Flickr)

As this week is Children’s Book Week, we took a closer look at our data on children and reading from our recent report on parents, children, libraries, and reading. To begin with, most parents read to their children regularly: About half of all parents with children under 12 at home say they read to their child every day, and another quarter say they do so a few times a week.

We also found that parents with younger children read more often to their children than the parents of older children. Almost six in ten parents whose youngest child is under the age of six say they read to their child every day, compared with about one in three parents whose youngest child is 6 to 11 years old.

Interestingly, parents who have both young children and teenagers in the house are less likely to read to their young children every day than parents who only have children under 12 (29% vs. 60%).

Another major finding was that parents say libraries are very important resources for developing their children’s reading habits. In our national phone survey, for instance, 94% of parents say that libraries are important for their children, and more than eight in ten (84%) of these parents say a major reason they view the library as important is that it helps to develop a love of reading and books.

We also see this reflected in children’s library use. Among the 70% of parents who say their child visited a public library in the past 12 months, 87% say their child did so in order to borrow books — the most common reason reported by parents. Younger children and older children were equally likely to visit the library for this reason, as shown in the chart below.

Finally, in the course of gathering material for our report, we asked librarians from around the country open-ended questions about their thoughts on various library services via online questionnaires and in-person and online focus groups. In their responses, many library staff members said they thought services for early childhood literacy, including story times and summer reading programs, were among the most important services their libraries offered:

“If you’re trying to raise a reader, you need your library. It’s too expensive and somewhat wasteful to buy the hundreds of books a young reader goes through in those first years of learning to read.”

“[One of public libraries’ strengths is] being a child’s doorway to literacy.”

“I think children’s programs will always be the foundation of public libraries. Parents will always want their kids to participate in story time and such and there is no technology that can replace that experience.”

“We are always looking forward, adopting new technologies, identifying trends and planning for anticipated needs—while at the same time, adhering to what has worked well in the past. Storytimes to preschoolers has been an important part of library service to children for over fifty years. It is more important today than ever before to teach parents how to read aloud to their children.”

Do you read to your children? Have your children’s reading habits or library use changed in recent years? Share your thoughts on children, reading, and libraries on our Facebook page.

We also have a few related reports coming up in the next month or so – including one about how teens and young adults use libraries – so stay tuned!

Recent reports on teens and young adults:

• Younger Americans’ reading and library habits (2012)
• How teens do research in the digital world (2012)
• Teens and technology (2013)

Recent reports and data on mobile and tech trends:

• Digital differences in technology adoption (2012)
• Cell phone activities (2012)
• Smartphone Ownership Update (2012)
• Cell internet use (2012)
• Trend data on adults and technology (frequently updated)

Recent reports on libraries and reading:

• Libraries, patrons, and e-books (2012)
• Library services in the digital age (2013)
• Parents, Children, Libraries, and Reading (2013)

How parents use libraries

Many of the parents in our in-person focus groups said they were introduced to libraries by their parents or by their schools. In general, they said they had very positive memories of their early library experiences:

“My parents were real big on [the library]. It was a treat for us, twice a week after church . . . You behave, you [get] to go to the library and get a book, get two books if you’re real good, read them that week and bring them back.”

In addition, many parents said they had very positive feelings about their libraries and library staff. However, many often wished that they knew more about what was happening at their library — “there’s so much good stuff going on but no one tells anybody,” one said.

We also asked parents to tell us more about how they use the library with their children. Many described the library as a destination for the whole family, with older children using the library’s resources for schoolwork or to surf the web while younger children attended story times and explored new books:

“A lot of times for school like [my children] need specific articles — like they need more than just one resource for information, so then I’ll take them to the local library . . . if we go, we’re there for hours.  So, I just take my work from the office with me and then they do their research there. . . .  If they have questions and if I can’t answer them, I ask somebody that works [at the library].”

Early childhood literacy and programs for children

In online questionnaires, many library staff members considered early childhood literacy programs and story times among their most important services:

“I feel that with the early literacy elements and story times and crafts, we are building a foundation for our young children to become lifelong learners. Story time not only provides a educational component, it also provides socialization for the children and the parents, building a close knit community.”

“If you’re trying to raise a reader, you need your library,” one librarian wrote. “It’s too expensive and somewhat wasteful to buy the hundreds of books a young reader goes through in those first years of learning to read.”

Others singled out the unique place libraries can have in children’s lives as a place for children to discover and pursue their own interests. One library staff member wrote that a major strength of public libraries is “serving children in that they are really the only public place in any community where a child’s wants and desires are treated as respectfully as an adults.”

Many library staff members wrote they wanted to help patrons learn to successfully navigate all types of media — and continue to do so as patrons age:

“I believe libraries should take a more active role in teaching patrons — both children and adults — how to interact with digital materials, whether that is computers, digitized materials, e-books, automatic book checkouts, or other devices. … Libraries should step up to the plate and assume responsibility for the digital education of the community.”

Coordinating with schools

Many librarian respondents emphasized the importance of working with area schools. Many respondents said that area schools had little (or no) library support, leaving students to rely on local libraries:

“Our local school does not have a librarian, so we feel even more responsible to the students and their parents when it comes to literacy and academic support.”

And many library staff members said they were also seeking to complement schools’ efforts in bringing newer technologies into the classroom, including tablet computers:

“I want to be able to incorporate iPads into my story time and school-age programming, and I want to be able to include ‘appvisory’ services for caregivers so that they can utilize technology with their children in informed, intentional ways.”

Libraries as community centers

One subject that came up several times in the focus group discussions was how the parents valued the role of their local public library in the larger community. One parent who has a 3-year-old son said:

“To me, a library . . . is a necessity. They have lots of things to offer. It’s kind of like home room for your community. If you want to find something out then you just ask. And they have a lot of things that they offer that they don’t advertise.”

Other parents said they appreciated their relationships with library staff, who were able to recommend specific library books, services, and other resources the patrons would not have known about otherwise. One mother said it was helpful when library staff could point out resources she might be interested in, because many times she wouldn’t think to ask about them in the first place:

“If I want to know something, I’d know to ask [the library staff] questions, but I’m not going to always know what questions to ask because I’m not going to always know what information I can ask about. . . . [An activity] might not necessarily be posted, and if it’s not posted, how would you know to [ask]?”

Many parents said they use the library as a general destination for their family, and appreciated comfortable spaces where they and their children could read and work:

“I actually enjoy being able to go and sit down at a big table with my children and just do homework, lay all the books out. You know what I mean? Interact with them and be able to – instead of being all closed in in the house or whatever. It’s kind of like your mind flows more when you’re at the library.”

When asked about public library’s strengths, one library staff member wrote:

 “Libraries — especially public libraries — should be the great connector. Connecting people with information and the resources they need to make informed decisions about their lives. Connecting people with the resources they need for entertainment. Connecting children to books and the love of reading. Connecting people to their roots and their past.”

On responding to community needs

Many library staff members wrote about how libraries could respond to the broader needs of parents and children in the community:

“Many parents who are new to the community, or even to the [country], use the library as a gateway to learning about the area. They see us as an institution that has all the answers not just about books and movies, but about schools, daycare, local parks, other groups that cater to families, etc.”

“We’re definitely an important social place for many groups — children after school, the elderly and retired, job seekers, parents with children. I don’t think we can be just an online presence. Our physical space means a lot to people in our town.”

“I think it is important for libraries to respond to their community needs. Not every library needs to be ran the same way or offer the same services. It is also important for libraries to offer services and programs that match the demographics of their communities. Freeing up space for children doesn’t make sense when the majority of your users are 45+.”

Read more in the full report: http://libraries.pewinternet.org/2013/05/01/parents-children-libraries-and-reading/

Parents say libraries are very important places for their children because reading is a key part of parent-child interactions and libraries provide extra resources not available in their homes

More than other adults, parents with minor children have more interactions with libraries at the facilities and online

Mothers are more engaged than fathers in reading and library activities

WASHINGTON (May 1, 2013) — The vast majority of parents of minor children – children younger than 18 – feel libraries are very important for their children. Fully 94% of parents say libraries are important for their children and 79% describe libraries as “very important.” That is especially true of parents of young children (those under 6): 84% of them say libraries are “very important.”

That attachment to libraries carries over into parents’ own higher-than-average use of a wide range of library services. Compared with other adults who don’t have minor children at home, parents are more likely to have library cards, visit the library, use the library website, and use mobile devices to connect the library.  Indeed, 30% of parents say their patronage of libraries has increased in the past five years and the primary reason they cite for the increase is the presence of a child in their family.

The ties between parents and libraries start with the importance parents attach to the role of reading in their children’s lives. Half of parents of children under age 12 (50%) read to their child every day and an additional 26% do so a few times a week. Those with children under age 6 are especially keen on daily reading with their child: 58% of these parents read with their child every day and another 26% read multiple times a week with their children.

The importance parents assign to reading and access to knowledge shapes their enthusiasm for libraries and their programs:

• 84% of these parents who say libraries are important say a major reason they want their children to have access to libraries is that libraries help inculcate their children’s love of reading and books.
• 81% say a major reason libraries are important is that libraries provide their children with information and resources not available at home.
• 71% also say a major reason libraries are important is that libraries are a safe place for children.

Almost every parent (97%) says it is important for libraries to offer programs and classes for children and teens.

These are some of the key findings from a survey of 2,252 Americans ages 16 and above between October 15 and November 10, 2012 by the Pew Research Center’s Internet & American Life Project. The surveys were administered on half on landline phones and half on cellphones and were conducted in English and Spanish. The margin of error for the full survey is plus or minus 2.3 percentage points. The survey includes 584 interviews with parents of children under 18 years of age.  The margin of error for the sample of parents is plus or minus 4.5 percentage points.

“From the minute we started talking to library patrons in this research, it was apparent that parents are a special cohort because of their affection for libraries, their deep sense that libraries matter to their children, and their own use of libraries,” noted Lee Rainie, Director of the Pew Internet Project. “They do more and they are eager for more library services of every kind – ranging from traditional stuff like books in stacks and comfortable reading spaces to high-tech kiosks and more e-books and mobile apps that would allow them to access library materials while they are on the go.”

Mothers stand out when it comes to reading and libraries

More than fathers, mothers in many respects are attached to their libraries, feel they are important for their children and their communities, and eager to see libraries expand and add new tech-related services.

• Reading habits: Mothers are more likely than fathers to read to their children every day (55% vs. 45%).

Overall, mothers read books somewhat more often than fathers. In the past 12 months, mothers read an average of 14 books (mean), compared with 10 for fathers. Book-reading mothers are more likely than fathers to have read a printed book in the past year (90% vs. 82%).

• Family use of library services and activities: Mothers are more likely than fathers to report that their children have visited the library in the past year (74% vs. 64%).

When it comes to parents’ use of libraries, mothers are notably more engaged than fathers. They are more likely than fathers to have a library card, to have visited a library in the last 12 months, to have visited a library website in the past year, and to have visited a library website via mobile device.

Among library users, mothers visit more frequently than fathers: 21% of library-sing mothers visit the library weekly, compared with 10% of library-using fathers who visit that frequently.

• Importance of libraries: Mothers are more likely than fathers to say libraries are important to their communities (94% vs. 87%). And they are more likely than fathers to say libraries are important to them and their families (87% vs. 80%).

When it comes to their own children, mothers are more likely than fathers to say a major reason why libraries are important is because libraries help children develop a love of reading and books (90% vs. 77%). Mothers also are more likely to believe libraries offer their children access to information and resources they can’t get at home or school (86% vs. 75%).

Lower income parents are more likely to view library services as very important

When it comes to newer services that libraries might create, parents living in households earning less than $50,000 are more likely than parents in higher income households to say they would be “very likely” to take advantage of:

• classes on how to download library e-books (44% vs. 29%)
• e-readers already loaded with library content (40% vs. 22%)
• digital media lab (40% vs. 28%)
• classes on how to use e-readers (34% vs. 16%)

In addition, parents in lower-income households are more likely to say it is important for libraries to offer librarians to help people, free access to computers and the internet, quiet study spaces, research resources, jobs and career materials, free events and activities, and free meeting spaces for the community.

“Parents’ ties to libraries are all the more striking because parents are more likely than other adults to have computers, internet access, smartphones, and tablet computers,” noted Kathryn Zickuhr, Research Analyst at the Pew Internet Project. “The presence of this technology in their lives might make them less reliant on libraries because they have access to information and media through other convenient platforms. But the opposite is the case – the more technology they have, the more they’re likely to take advantage of library services.”

This report is part of a broader effort by the Pew Research Center’s Internet & American Life Project that is exploring the role libraries play in people’s lives and in their communities. The research is underwritten by the Bill & Melinda Gates Foundation.

The Pew Research Center’s Internet & American Life Project is an initiative of the Pew Research Center, a nonprofit “fact tank” that provides information on the issues, attitudes, and trends shaping America and the world. The Pew Internet Project explores the impact of the internet on children, families, communities, the work place, schools, health care and civic/political life.  The Project is nonpartisan and takes no position on policy issues. Support for the Project is provided by The Pew Charitable Trusts. More information is available at www.pewinternet.org

Media contact: Lee Rainie, Director, Pew Research Center’s Internet & American Life Project, 202-419-4510 and lrainie@pewinternet.org

Prepared by Princeton Survey Research Associates International
for the Pew Research Center’s Internet & American Life Project

November 2012

SUMMARY

The Library Services Survey, conducted for the Pew Research Center’s Internet & American Life Project,  obtained telephone interviews with a nationally representative sample of 2,252 people ages 16 and older living in the United States. Interviews were conducted via landline (n_LL=1,127) and cell phone (n_C=1,125, including 543 without a landline phone). The survey was conducted by Princeton Survey Research Associates International. The interviews were administered in English and Spanish by Princeton Data Source from October 15 to November 10, 2012. Statistical results are weighted to correct known demographic discrepancies. The margin of sampling error for results based on the complete set of weighted data is ±2.3 percentage points.  Results based on the 1,945 internet users³ have a margin of sampling error of ±2.5 percentage points.

Details on the design, execution and analysis of the survey are discussed below.

Design and Data Collection Procedures

Sample Design

A combination of landline and cellular random digit dial (RDD) samples was used to represent all adults in the United States who have access to either a landline or cellular telephone. Both samples were provided by Survey Sampling International, LLC (SSI) according to PSRAI specifications.

Numbers for the landline sample were drawn with probabilities in proportion to their share of listed telephone households from active blocks (area code + exchange + two-digit block number) that contained three or more residential directory listings. The cellular sample was not list-assisted, but was drawn through a systematic sampling from dedicated wireless 100-blocks and shared service 100-blocks with no directory-listed landline numbers.

Contact Procedures

Interviews were conducted from October 15 to November 10, 2012. As many as 7 attempts were made to contact every sampled telephone number. Sample was released for interviewing in replicates, which are representative subsamples of the larger sample. Using replicates to control the release of sample ensures that complete call procedures are followed for the entire sample. Calls were staggered over times of day and days of the week to maximize the chance of making contact with potential respondents. Interviewing was spread as evenly as possible across the days in field. Each telephone number was called at least one time during the day in an attempt to complete an interview.

For the landline sample, interviewers asked to speak with the youngest male or female ages 16 or older currently at home based on a random rotation. If no male/female was available, interviewers asked to speak with the youngest person age 16 or older of the other gender. This systematic respondent selection technique has been shown to produce samples that closely mirror the population in terms of age and gender when combined with cell interviewing.

For the cellular sample, interviews were conducted with the person who answered the phone. Interviewers verified that the person was age 16 or older and in a safe place before administering the survey. Cellular respondents were offered a post-paid cash reimbursement for their participation.

Weighting and analysis

The first stage of weighting corrected for different probabilities of selection associated with the number of adults in each household and each respondent’s telephone usage patterns.⁴ This weighting also adjusts for the overlapping landline and cell sample frames and the relative sizes of each frame and each sample.

This first-stage weight for the i^th case can be expressed as:

Where S_LL = size of the landline sample

S_CP = size of the cell phone sample

AD_i = Number of adults in the household

R = Estimated ratio of the land line sample frame to the cell phone sample frame

The equations can be simplified by plugging in the values for S_LL = 1,127 and S_CP = 1,125. Additionally, we will estimate of the ratio of the size of landline sample frame to the cell phone sample frame R = 0.60.

The final stage of weighting balances sample demographics to population parameters. The sample is balanced by form to match national population parameters for sex, age, education, race, Hispanic origin, region (U.S. Census definitions), population density, and telephone usage. The Hispanic origin was split out based on nativity; U.S born and non-U.S. born. The White, non-Hispanic subgroup is also balanced on age, education and region. The basic weighting parameters came from a special analysis of the Census Bureau’s 2011 Annual Social and Economic Supplement (ASEC) that included all households in the United States. The population density parameter was derived from Census data. The cell phone usage parameter came from an analysis of the July-December 2011 National Health Interview Survey.⁵⁶

Weighting was accomplished using Sample Balancing, a special iterative sample weighting program that simultaneously balances the distributions of all variables using a statistical technique called the Deming Algorithm. Weights were trimmed to prevent individual interviews from having too much influence on the final results. The use of these weights in statistical analysis ensures that the demographic characteristics of the sample closely approximate the demographic characteristics of the national population. Table 1 compares weighted and unweighted sample distributions to population parameters.

Effects of Sample Design on Statistical Inference

Post-data collection statistical adjustments require analysis procedures that reflect departures from simple random sampling. PSRAI calculates the effects of these design features so that an appropriate adjustment can be incorporated into tests of statistical significance when using these data. The so-called “design effect” or deff represents the loss in statistical efficiency that results from systematic non-response. The total sample design effect for this survey is 1.24.

PSRAI calculates the composite design effect for a sample of size n, with each case having a weight, w_i as:

In a wide range of situations, the adjusted standard error of a statistic should be calculated by multiplying the usual formula by the square root of the design effect (√deff ). Thus, the formula for computing the 95% confidence interval around a percentage is:

where p is the sample estimate and n is the unweighted number of sample cases in the group being considered.

The survey’s margin of error is the largest 95% confidence interval for any estimated proportion based on the total sample— the one around 50%. For example, the margin of error for the entire sample is ±2.3 percentage points. This means that in 95 out every 100 samples drawn using the same methodology, estimated proportions based on the entire sample will be no more than 2.3 percentage points away from their true values in the population. The margin of error for estimates based on form 1 or form 2 respondents is ±3.3 percentage points. It is important to remember that sampling fluctuations are only one possible source of error in a survey estimate. Other sources, such as respondent selection bias, questionnaire wording and reporting inaccuracy, may contribute additional error of greater or lesser magnitude.

Response Rate

Table 2 reports the disposition of all sampled telephone numbers ever dialed from the original telephone number samples. The response rate estimates the fraction of all eligible respondents in the sample that were ultimately interviewed. At PSRAI it is calculated by taking the product of three component rates:⁷

• Contact rate – the proportion of working numbers where a request for interview was made⁸
• Cooperation rate – the proportion of contacted numbers where a consent for interview was at least initially obtained, versus those refused
• Completion rate – the proportion of initially cooperating and eligible interviews that were completed

Thus the response rate for the landline sample was 11.4 percent. The response rate for the cellular sample was 11 percent.

Early childhood literacy and programs for children

Many library staff members considered early childhood literacy programs and story times among their most important services:

“I feel that with the early literacy elements and story times and crafts, we are building a foundation for our young children to become lifelong learners. Story time not only provides a educational component, it also provides socialization for the children and the parents, building a close knit community.”

“Storytimes to preschoolers has been an important part of library service to children for over fifty years. It is more important today than ever before to teach parents how to read aloud to their children.”

Many also said activities for children had a more long-term impact by making the library a destination for parents:

“A library is a central gathering space in our community. Parents can bring their young children for storytimes, to have the opportunity to network with other parents and to give their children that important start to become literate.”

“In our offering of early literacy, we have seen an increase in patron use of the library. The children’s parents and care-givers gain exposure to our collection and generally come to realize that the library offers crucial services to the community.”

Some respondents felt libraries should do more to reach children in their communities. One library staff member said while the library has an early childhood literacy program, “our staff needs training so they can feel qualified to talk to parents about taking literacy seriously with their children.” Others wanted to expand current offerings:

“Libraries should reach out into the community not to simply draw people past the door counters but to deliver services where needed. For example, we take story time and books to home daycares — especially focusing on those that don’t have the transportation to bring the children to us.”

Many library staff members wrote that they wanted to help patrons learn to successfully navigate all types of media—and continue to do so as patrons age:

“I believe libraries should take a more active role in teaching patrons—both children and adults—how to interact with digital materials, whether that is computers, digitized materials, e-books, automatic book checkouts, or other devices. The world is becoming increasingly digitized, and many people are falling behind because they are not part of the school system or because the system has failed them. Libraries should step up to the plate and assume responsibility for the digital education of the community.”

“I really want to implement a program teaching digital literacy to young children. I would love to have iPads available for children to come in and use to learn how to properly navigate and consume digital media.”

“Often, public libraries make early-literacy and children’s service a priority but fail to continue to develop services appropriate patrons as they age. It should be a priority of public libraries to encourage life-long patronage not simply focus on early interests and development.”

Coordinating with schools

Many librarian respondents emphasized the importance of working with area schools. “[Public libraries should] create a communication web that connects parents, schools and libraries. Libraries can only continue to exist with the support of the community.”

Some library staff members reported strong partnerships with area schools:

“I am the Head of Children’s Services, and so I enjoy working with the schools. This year I am working with reading specialists to make sure parents can move seamlessly from the schools to the public library with lists of leveled books. This partnership has been exciting for the staff and the public.”

“In regards to the coordination with the public school system, the most obvious result is in our summer reading programs. This year, [the programs] were introduced to the schoolchildren by their teachers and school librarians, and there were additional incentives from the school system to participate in or complete the summer reading program. Parents and children alike were enthusiastic about this cooperation, and we are excited to see it grow into other areas.”

“We coordinate closely with the schools and have great success. We just trained over 400 middle grade students to use downloadable books and the kid, teachers, and parents were thrilled. We incorporate early literacy skills into our story times for ages 1-3 and are just now making a push to make parents aware of each skill the children are learning. We are also promoting our library services to officials in this manner, showing them that story hour isn’t ‘just fun’ but an integral part of getting our students prepared for Kindergarten.”

“Our Children’s Staff visit the elementary schools to demonstrate library databases . . . that can be downloaded from the library’s website and promote the summer reading club. The programming assistant visits the local pre-schools to tell stories and deliver books. The local school has a delivery service where teachers can order room collections by subject and the delivery service will take them to the teacher’s classroom. . . . The YA Librarian coordinates teen volunteers for the National Honor Society membership, confirmation and for adding to college applications.”

Many respondents said that area schools had little (or no) library support, leaving students to rely on local libraries:

“Our local school does not have a librarian, so we feel even more responsible to the students and their parents when it comes to literacy and academic support.”

“Although we should definitely work more closely with our public schools, it’s virtually impossible as their jammed schedules leave almost no time for outside agencies to work in the schools. I think our niche is the early literacy market from birth to Kindergarten—whether it’s working with individual families, daycares, or preschools.”

“We should definitely work more closely with schools because many schools in our area have recently lost their librarians. As a children’s librarian, I try to work with schools, providing library programming to the children through outreach or visits. Some schools are very receptive and others are not. The reason for their decline of library programming is usually that everything in their curriculum must be related to standardized tests. It’s unfortunate. In our city, the schools are very autonomous. It would be ideal if there was a city-wide push for the schools to work together with public libraries.”

“I see a real need for public libraries to become much more of a resource for schools as school libraries are almost completely unfunded and are most often staffed by untrained personnel. Thus, students are falling behind in information and digital literacy skills, which are crucial both for work life and to personal life. Libraries are already very involved in providing early literacy skills for toddlers and preschoolers by offering storytimes, baby lapsits, playdates, and often parent workshops, and must continue to provide and perhaps expand this, but I really see the need to turn our eyes more toward to helping school age children, teachers and parents in new ways beyond reference and readers advisory.”

Others described how their libraries were an important resource for parents who home-school their children:

“Libraries should offer more support for school age children, whether they are in the school system or are home schooled. Patrons ask all the time where they can find curriculum to help their home-schooled children attain the same curriculum as those in public school, and that information simply doesn’t exist. The school library media center at a public school is ONLY available to the student during school hours and (if they’re lucky) have a library class that meets one day a week. Public libraries should do more to support school libraries.”

“As a children’s librarian I am perhaps biased, but I think children’s and youth programming and spaces are very important. We have a relatively large number of home-school families as well, and I really hope to make our library a part of their education and a center for the community’s children.”

However, others were more cautious about how library resources should be used:

“Yes we should coordinate with local schools more—but how and for what purpose? We have four large high schools in our service area, with many middle and elementary schools that feed into them. Traditionally, the public library supports the curriculum at all levels of K-12 with books or research databases and I do not think that should change. Should we serve as a free literacy agency for young children? As a formal location where children are dropped off and picked up at 2:30pm? NO. This is not the role of the public library. As an opportunity for parents and children to participate in early learning events through storytime activities and spending time with other parents? YES.”

Other library staff members, though, felt that a little extra noise was acceptable:

“Libraries and schools working hand in hand for the children, including teens, would allow librarians to help the students by knowing what books need to be on their shelves. If librarians make the students feel welcome and lets them know that they are willing to help will encourage them to come in after school. Parents sometimes are at a loss on how to help their children ‘surf’ the web for information so if the staff are willing to help more parents will bring the children in to study and the parents may learn in the process. Some are afraid that the library will become a babysitting service; if rules are in place as to the age of an unattended child or the length of a child’s stay and if these are carried out then I do not think this will become a problem. What better place for students to feel safe in as the public library.”

In addition, some respondents focused on the very basic practical assistance libraries can provide in helping children read. “If you’re trying to raise a reader, you need your library,” one librarian wrote. “It’s too expensive and somewhat wasteful to buy the hundreds of books a young reader goes through in those first years of learning to read.” Others singled out the unique place libraries can have in children’s lives as a place for children to discover and pursue their own interests. One wrote that a major strength of public libraries is “serving children in that they are really the only public place in any community where a child’s wants and desires are treated as respectfully as an adults.”

Tutoring and help with schoolwork

In focus groups, many parents had mentioned how they would appreciate tutoring services and homework help for their children at the library, especially if such services could be offered in coordination with the local schools. Several library staff members in our online panel wrote about this topic as well:

“The children in our community use the library often for assignments. The librarians should visit and coordinate more with the school district about the assignments. I mean both the adult and children’s departments. We often first find out about an assignment when the children start asking for the materials. It would be helpful if the district would encourage the teachers to consider (and find out about!) the resources available at our library when assigning homework and projects.”

“My most active patron is the child between the ages of 8-14 year old who has an assignment that is beyond their ability to complete without grown up assistance, who has no grown up in their lives that is able to help them. The kid will come in on their own, but just as often the parent will bring the child in, because the parent recognizes that they are not equipped to provide the help the children needs.”

“There is a wonderful program here at the library that’s available to children. Our Teacher In The Library program is a wonderful way for students to receive the assistance that’s needed after school with homework, study preparation and fun educational learning activities. The Teacher [a volunteer] is located at a table in the children’s area daily which is very convenient for the children and their parents. This is a very successful program because the children who are seeking help receive one on one interaction and they usually complete their homework with confidence of knowing that they can now complete their assignment and continue to perform academically the following school day with a vivid understanding. This is possible because of the wonderful program that has been set in the public library for the children.”

E-books & tablets

Many library staff members said they were also seeking to complement schools’ efforts in bringing newer technologies into the classroom:

“Schools are just getting into using e-books and are asking for multiple copies of children’s titles. We have some books for youth and YA, but not in the quantities or in some cases the genres that schools will be wanting. More and more schools will be coming to us for this, so we’d better be ready!”

“We have tried keeping up on the technology if possible. We purchased an iPad because the schools have implemented them in the classroom and if they have questions we wanted to be familiar with this technology.”

More broadly, many librarians said that they wished to implement or expand e-book and tablet offerings for children at their branches:

“We have had some success with online ebooks for younger children (TumbleBooks) and are currently running a trial of nonfiction ebooks. I would like to see more affordable ebook options.”

“I would be very interested in having e-readers for children loaded with [State] Student Book Award nominees to let circulate during the year. Money would be needed to cover the expense.”

“I very much want to integrate iPads into children’s services at my library. I think that tablet technology, as it becomes ever more prevalent, is increasingly a vital part of establishing a foundation for literacy in youth. I want to be able to incorporate iPads into my story time and school-age programming, and I want to be able to include ‘appvisory’ services for caregivers so that they can utilize technology with their children in informed, intentional ways. The largest obstacle to this sort of innovation in my library is a general reluctance to take the first step forward—the administration is overly hesitant to make any changes to services, even small ones, for fear of what repercussions could be for other branches in the library district and for other programs. I do not see these repercussions as risks, however, but as positive movings forward.”

Interactive experiences

We also asked our online panel of library staff members about their thoughts on interactive exhibits and other hands-on experiences at public libraries. Many of the library staff members who responded were enthusiastic about the idea:

“Libraries should offer more interactive experiences and displays, especially to younger children, to pique their interest and offer more hands-on learning. Children respond more to something they can feel and touch than simply looking at pictures/words in a book.”

“[I would like our library to have] more interactive and hands on learning experiences, especially for children and teens. If we are going to promote lifelong learning, we have to acknowledge diverse learning styles and provide resources for people whose primary learning style is not based on the printed word.”

“Information seeking is no longer the only function of the library, especially when youth are concerned. Libraries need to have open, interactive spaces that are conducive to learning and discovery as well as reading and research. Libraries also need to offer a diverse array of programming for customers of all ages—from early literacy programs starting for babies, to STEM programs for school-age children, to teen tech and social programs, to cultural and intellectual events for adults. These programs need to be free, interactive, and relatively frequent.”

“I think the most controversial [innovation at our library] has been the interactive materials (read: toys) in the children’s area. Youth Services librarians know that this increases literacy in the very young, but some parents and some staff are not sure they should be ‘playing with toys,’ ‘making too much noise having fun with toys,’ and otherwise impinging on another family’s visit who just want to quietly look at books. In my mind, this is an overall noise management issue, not something we shouldn’t be doing in the library. I think it’s bringing more families to the library and making the library more of a destination. But there needs to be a balance, especially in a smaller library or in a library with open spaces that can’t separate activities.”

Others felt that museums were better suited to providing these types of experiences:

“As we were planning the remodeling of our children’s space, we envisioned installing interactive programs, but we were disappointed to find that 1.) museums develop their programs in-house; 2.) they are prohibitively expensive; 3.) they do not market their proprietary interactive programs; 4.) they are often out-of-order, and 5.) by the time they remove them, they are broken or obsolete.”

“We have a Talking Telescope and some other equipment for children that provides such experiences. These are very appropriate for a library. Larger, more permanent, exhibits/experiences are expensive and can get out-of-date very quickly. We don’t want to run the risk of having our mission confused/overlapping with local museums, which are much better at providing such experiences.”

Others mentioned the importance of print books as a hands-on experience in their own right. “I believe that the technology is great,” one librarian wrote, “however having the books available for reference is important. Children experience the library and the books and the hands-on experience is not something that a computer can always provide.”

On reaching parents

“We partner with a local girl scout troop that meets bimonthly at our branch. The troop leaders distribute our library program and events calendar in the area public schools.”

“Parents are excited about the opportunities we offer their children — both school age and preschool. However, we would like to be able to reach a larger audience to advertise these children’s programs, particularly to the lower income families — we’ve had some success with this working through the schools, but need a better way.”

On using space in the library

“We’re definitely an important social place for many groups — children after school, the elderly and retired, job seekers, parents with children. I don’t think we can be just an online presence. Our physical space means a lot to people in our town.”

“The library should be a community center, safe and welcoming for all ages. There should be activities for young families, for young adults (e.g. actual adults, in their twenties), for teens and children who are not involved in a dozen different sports. As one patron said during our book sale/Girl Scout costume swap/high school bake sale/community farm sale—the library was “the place to be.””

“I’m more in favor of blended zones as opposed to separate spaces for different services. Having worked with very diverse clienteles, I found that everyone behaved better in a wider “village” concept. Preschool children aren’t any louder than the senior citizen book club who discuss their ailments and issues in very loud voices in the library. When I was a branch manager, the more furniture and shelving I took out of the branch, the happier the customers were — we only needed many more plug-ins for people to use.”

“We are investigating space planning which will include larger meeting and programming spaces, more computers, public meeting/training areas and expanded children’s area. Rural libraries must provide quality — not quantity. Collections must be radically weeded to make room for non-print areas.”

“I think it is important for libraries to respond to their community needs. Not every library needs to be ran the same way or offer the same services. It is also important for libraries to offer services and programs that match the demographics of their communities. Freeing up space for children doesn’t make sense when the majority of your users are 45+.”

“The thing we struggle with most right now is having both a friendly, welcoming place for children and providing a place for quiet research and online classes. Our space is very small and it is difficult to fill both of these roles effectively.”

“Having a separate children’s area or young adults area will cater solely to those groups and make them feel that the library is theirs. They do not have to deal with adults watching them or monitoring what book they pick or what they choose to do—it’s all about them and what they want with no judgment. Children and teens love having their own space so why not give them that at the library?”

“We have done some of the creating of separate spaces, however in some cases it has not worked out as anticipated. For example, we have an area with 6 PCs set up for young children, with children’s games and other toys and things to play with. This area is where we tell parents to sign on to the computers with their children. However, with only six stations available, it is often filled with children and the parents cannot sign on. Far too often, parents with young children have nowhere to go — there may be no computers available in children’s area, forcing adults who want to use computers to bring their small children (sometimes toddlers) into the section reserved for people 16 and over. It creates an issue when the little ones quickly grow bored and get restless and noisy, and want to play in the children section. They whine and try to beg their parents to take them to the playroom. Meanwhile, the adults in the room who may be doing research, writing papers for school, or conducting business on the public computers become frustrated with a parent who may be playing on Facebook while their children are distracting other patrons. I feel like we need a separate enclosed area for parents who want to be online while their children play nearby. Currently our children’s section is not really set up to provide that type of environment. Separate areas for different types of usage is a good idea, but it needs to be thought through carefully in order to be truly useful to the population segment you are trying to appeal to.”

“In the past year we developed a strong model for a walk-in pre-school area in each branch library with comfortable seating, large educational toys, and a consistent program of providing a never-ending array of staff-developed self-serve literacy activities. Our children’s areas have become very “sticky” and a popular destination for parents/caregivers to hang out and play— far more than in the past. An important part of the design has been to have numerous comfortable chairs for adults to sit near their children and either interact with them or do their own thing (i.e. role model reading and learning while the child plays). At first some of the staff were afraid it would create too many behavior problems. The areas are not tantrum/breakage free however they are not as bad as the worst fears of some of the staff.”

Libraries as a general information resource for parents

Many library staff members wrote about how libraries could respond to the broader needs of parents and children in the community:

“Many parents who are new to the community, or even to the USA, use the library as a gateway to learning about the area. They see us as an institution that has all the answers not just about books and movies, but about schools, daycare, local parks, other groups that cater to families, etc. It’s extremely valuable for many to have a free place to go that is not only fun to visit, but has benefits for all members of the family.”

“I think libraries should offer services to the community that aren’t already being offered by other local organizations or partner with these organizations to combine resources and offer a higher level of service. For instance, we knew there were children in our county that were hungry during the summer when they didn’t have school lunches available to them. Our school system was trying to provide meals for these children, but they needed a little help. We partnered with the schools and applied for several grants that enabled us to offer summer literacy programs with free meals and free books for both children and their parents. We have hungry people in our county and no food bank, so we are partnering with a food bank in a large neighboring city. It costs $1000 each time we bring their mobile food pantry to our county. Our Outreach Specialist looks for organizations willing to fund one of the monthly food pantry visits. Our staff even donated the money to fund one of the monthly food banks.”

When asked about public library’s strengths, staff members wrote:

“Connecting with their users in a personal way—reader’s advice, assistance in researching at critical points in a person’s life—pregnancy, how to parent, diagnosis of a disease, caring for elderly parents, etc.”

“The public library’s sense of “place” in the community. It is a place to meet, other parents at storytimes, classmates and tutors to do schoolwork, for recreation, to read, to do crafts, to attend a program and use the computers, a place to do all these things with family and friends. We lead people to knowledge and therefore better living.”

“Libraries—especially public libraries—should be the great connector. Connecting people with information and the resources they need to make informed decisions about their lives. Connecting people with the resources they need for entertainment. Connecting children to books and the love of reading. Connecting people to their roots and their past.”

What libraries should change

We also asked open-ended questions about what libraries could potentially improve on in the future, and pulled some of the answers relating particularly to parents and children.

Some librarians wrote about how libraries can adapt to multiple learning styles and needs:

“I enjoy how libraries are becoming more hands on, especially in the children’s area. People are bringing in more exhibits, programs, and sensory items to make the library more interesting.”

Excited about “The children’s computers and book bags of learning materials. These are very helpful, especially for children who may not be able to do as well in a traditional educational system, children with dyslexia and ADD, for example. Hands on materials like flashcards and puzzles, etc. help children who have learning disabilities.”

“This library system is trying to start a Story Time for special needs children in the area. We want these families to know that they are welcome at the libraries and the programs. We want it to be a place where they do not need to feel as if they must apologize for the child’s behavior. Some money is set aside to purchase the resources for the program, but staff needs training in presenting a program to this audience. The library system needs to develop a partnership with a behavioral therapist and speech therapist. The cost of hiring these people to work with us would use all of the available funding and more. Staff also needs away from normal duties to plan the programs for the year.”

And rather than separating patrons by age, some librarians were intrigued by the possibility of multi-generational programming:

“We should consider mixed programming — not just for children or adults. We can learn from each other. It’s great to see the world through the eyes of a child. Elders have a lot to share with younger generations.”

“I’d like to offer more multi-generational programming so our retirement population had more access to the children and we could build a stronger sense of community.”

Others wanted libraries to go to patrons out in the community, or make it easier for busy patrons to come to the library:

“We just started a Daycare Delivery program that has really been embraced by the local daycares. Since transportation of young children is virtually impossible, we, along with the help of the local Literacy Committee, bring the library to them. They receive a bin of books to use for the month, then the bins are switched from daycare to daycare, bringing new titles each month. We still don’t have a book club for adults. Time, space for meetings, and expenses are all problems we are hoping to solve in the near future.”

“The extension of library hours until 7 p.m., affords working parents an opportunity to come to the library with their children and assist in research and completion of assignment. Homework help is a valuable program for students whose parents may not be able to provide that assistance to them. Our library utilizes Tumble Books for children which young mothers adore. Computer labs assist the public in applying for employment, benefits if they are unemployed, composing resumes, contacting relatives free of charge. Encouraging families to read and utilize the library programs to create lifelong learners and readers.”

“We would love to work on some Mommy and Me types of classes or early literacy classes because we feel that this is a need for our community, but it is difficult to get commitment from working parents who don’t want to give up their little bit of free time on Saturdays. During the week they are at work and children are in daycare. We did try having the city daycare bring some of their children over to the library one morning a week, but that was difficult when the weather became a problem.”

We asked survey respondents about a variety of services that public libraries often provide to the public, and asked them how important, if at all, they think it is for public libraries to provide each to the community. All but one of the services are considered to be “very important” by a majority of respondents.

Borrowing books and free access to computers and the internet are the most important services libraries provide to the public, according to parents in our sample, but these popular services are followed closely by research and informational help, programs and classes for children and teens, and providing a quiet study space for both adults and children.

• Eight in ten parents say that borrowing books (83%) and free access to computers and the internet (81%) are very important library services.
• Roughly eight in ten (79%) parents say that librarians helping people find the information they need is a very important library service.
• Three quarter of parents say that quiet study spaces for adults and children (78%), providing research resources (77%) and programs and classes for children and teens (76%) are very important.
• Seven in ten (68%) parents say that providing free events and activities, such as classes and cultural events for people of all ages or job resources (68%) is very important.
• Fewer than half (46%) say that providing free public meeting space is a very important service the library provides the public (although an additional 42% say this is somewhat important).

Parents and other adults do not differ in their ranking of the importance of these services to the public with the exception of borrowing books – parents are more likely than other adults to view this as a very important public service provided by the library (83% vs. 78%).

Among parents, those with income of less than $50,000 are more likely that those with income of $50,000 or more to view most of the services asked about as ‘very important’.  In addition to income, education and parent gender play a role in parental attitudes about these library services; however, there are no differences among parents with children of different ages. A more detailed examination of all these services follows.  

Borrowing books

Overall, 83% of parents say that it is “very important” for libraries to provide books to the community for borrowing. Another 13% consider book borrowing “somewhat important,” while 2% say this is “not too important” and 2% say it is “not at all important.” Parents with at least some college education are more likely than less educated parents to say borrowing books is a very important library service (87% vs. 79%).

Free access to computers and the internet

Eight in ten (81%) parents think it is “very important” for public libraries to provide free access to computers and the internet to the community. Another 16% consider free computer and internet access “somewhat important,” while 2% say this is “not too important” and 1% say it is “not at all important.” Parents with income of less than $50,000 are more likely than those making $50,000 or more to say free access to computers is very important (88% vs. 74%).

Librarians to help people find information they need

Seventy-nine percent of parents say that it is “very important” for the community that libraries have librarians available to help people find information they need. Some 18% consider having librarian assistance available at libraries “somewhat important,” while 1% say this is “not too important” and 1% say it is “not at all important.” Lower income parents are more likely to view librarian help as very important than are parents who make $50,000 or more (88% vs. 71%).

Quiet study spaces for adults and children

Some 78% of parents think it is “very important” to the community for public libraries to provide quiet study spaces for adults and children. Another 18% consider quiet study spaces “somewhat important,” while 3% say they are “not too important” and 2% say they are “not at all important.” Mothers are more likely than fathers to say that providing quiet study spaces is very important (85% vs. 69%) as are those with income less than $50,000 compared to those making $50,000 or more (84% vs. 72%).

Research resources such as free databases

More than three quarters (77%) of parents say it is “very important” for public libraries to provide research resources such as free databases to the community. Another 17% consider these resources “somewhat important,” while 3% say they are “not too important” and 1% say they are “not at all important.” Parents with income of less than $50,000 are more likely than wealthier parents to think free research resources are very important (85% vs. 71%).

Programs and classes for children and teens

Three-quarters (76%) of parents think it is “very important” for public libraries to provide programs and classes for children and teens. Another 21% consider these programs “somewhat important,” while 1% say they are “not too important” and 1% say they are “not at all important.” Parents who have not attended college are more likely than college educated parents to view this library service as very important (85% vs. 71%) and so too are parents with income under $50,000 (82% vs. 67%).

Job, employment and career resources

Some 68% of parents think it is “very important” to the community for public libraries to provide job, employment and career resources. Another 23% consider these resources “somewhat important,” while 5% say they are “not too important” and 3% say they are “not at all important.” Mothers are more likely than fathers to consider this service very important (74% vs. 61%), as are parents with no college education  (82% vs. 60%). and those making less than $50,000 (79% vs. 57%).

Free events and activities, such as classes and cultural events, for people of all ages

Two thirds (68%) of parents say it is “very important” for public libraries to provide free events and activities, such as classes and cultural events, for people of all ages. About a quarter (26%) consider these activities “somewhat important,” while 3% say they are “not too important” and 2% say they are “not at all important.” Mothers are more likely than fathers to say that providing free events is very important (74% vs. 60%) and lower income parents are more likely than wealthier parents to say this is very important (76% vs. 58%).

Free public meeting spaces

About half (46%) of parents say it is “very important” to the community for public libraries to provide free public meeting spaces. Another four in ten (42%) consider this “somewhat important,” while 9% say this is “not too important” and 2% say it is “not at all important.” Mothers are more likely than fathers to say that providing free public meeting spaces is very important (55% vs. 36%) and so are parents making less than $50,000 when compared to wealthier parents (56% vs. 37%).

Public priorities for libraries

We also asked survey respondents about some different ways public libraries could change the way they serve the public, and whether or not they thought public libraries should implement these changes (if they do not offer these services already). In a separate, qualitative questionnaire aimed at public library staff members, we also asked librarians and other library workers their thoughts on these services.

Parents want libraries to increase involvement with helping children prepare for school and providing resources for school children and don’t want libraries to move print books and stacks out of public space to make room for other things and they are somewhat ambivalent about automating services, providing digitizing help or moving library services online.

• Nearly nine in ten parents say that libraries should definitely offer free literacy programs to help young children prepare for school (86%) and coordinate more closely with local schools to provide resources to children (86%).
• Two thirds (65%) think there should be more comfortable spaces for reading, working and relaxing at the library and six in ten want to see libraries offer a broader selection of e-books (62%) and separate services such as children’s services or computer labs into different locations or spaces (61%).
• Just about half think libraries should definitely offer more interactive learning experiences (54%) and just under half want to see more online library services (46%) or help with digitizing material (45%).
• Parents are somewhat split in their views about moving library services online (46% say definitely do, 31% maybe do, 21% definitely do not do) and automating services (40% definitely do, 36% maybe, 22% definitely do not do) and seem to be mostly against moving print books and stacks out of public locations to make room for other things (21% definitely do, 37% maybe, 39% definitely do not do).

There are a few differences between parents and other adults in what changes they would like to see libraries make in the services they offer the public. Parents are more likely than other adults to want libraries to offer more comfortable spaces (65% vs. 56%) probably because they visit the library more.  They are also more likely to think libraries should definitely offer a broader selection of e-books (62% vs. 49%) and offer more interactive learning experiences (54% vs. 43%).  Interestingly, other adults are just as supportive as parents of library services for school children and these activities are supported by eight in ten or more of both groups.

Here is a more detailed analysis of the different services different groups would like to see implemented at libraries.

Coordinate more closely with local schools in providing resources to children

Overall, 86% of parents say that libraries should “definitely” coordinate more closely with local schools and 12% say libraries should ‘maybe do’ this, 1% say libraries should “definitely not” do this.

This subject came up frequently in focus group discussions. “You have 30 children in the class who [have] to read the one book,” one parent said. “There’s only one book in the school library, so where else do you go?

Another parent described how her daughter had to track down a copy of a book that she needed for an assignment because it wasn’t at their local branch:

“She had a research paper to do and my daughter is a procrastinator so she of course didn’t get the book in time so there was a waitlist. Every other kid had the same book [checked out] and that’s one thing that’s very frustrating.”

In addition to increased coordination with school, several parents in our focus groups mentioned that they would like tutoring resources at the library, specialized help for students with senior projects, or even assistance preparing for tests like the SAT. Many said that ideally this assistance would be done in conjunction with schools, so that tutors could better assist students with specific assignments or tests.

Offer free early literacy programs to help young children prepare for school

Another popular service was free early literacy programs to help young children prepare for school, which 86% of parents say that libraries should “definitely” offer. Another 12% say libraries should “maybe” do this, and 2% say libraries should “definitely not” do this.

Have more comfortable spaces for reading, working, and relaxing at the library

Nearly two-thirds (65%) of parents say that libraries should “definitely” create more comfortable spaces for reading, working, and relaxing at the library. Some 27% say libraries should “maybe” do this, and 7% say libraries should “definitely not” do this.  Parents with income of less than $50,000 a year are more likely than wealthier parents to say that libraries should “definitely do” this (72% vs. 59%).

Many of our focus group participants said that they use the library as a general destination for their family, and appreciated comfortable spaces where they and their children could read and work:

Respondent: I actually enjoy being able to go and sit down at a big table with my children and just do homework, lay all the books out. You know what I mean? Interact with them and be able to – instead of being all closed in in the house or whatever. It’s kind of like your mind flows more when you’re at the library.

Respondent: That’s true.

Respondent: I guess it’s easier because the children could focus there because they know the rules.

Respondent: Yes. [Laughter]

Offer a broader selection of e-books

Six in ten (62%) of parents say that libraries should “definitely” offer a broader selection of e-books. Some 27% say libraries should “maybe” do this, and 4% say libraries should “definitely not” do this. Six percent say it doesn’t matter to them or they don’t know.

Have completely separate locations or spaces for different services

A majority (61%) of parents say that libraries should “definitely” have completely separate locations or spaces for different services, such as children’s services, computer labs, reading spaces, and meeting rooms. Some 28% say libraries should “maybe” do this, and 10% say libraries should “definitely not” do this.

Offer more interactive learning experiences similar to museum exhibits

More than half (54%) of parents say that libraries should “definitely” offer more interactive learning experiences similar to museum exhibits. Some 35% say libraries should “maybe” do this, and 10% say libraries should “definitely not” do this.  Younger parents, those under 40 years of age, are more likely than older parents to say that libraries should definitely do this (62% vs. 46%) and those earning less than $50,000 are more likely than those earning $50,000 or more to say libraries should definitely do this (64% vs. 41%).

Move most library services online so users can access them without having to visit the library

Almost half (46%) of parents say that libraries should “definitely” move most library services online so users can access them without having to visit the library. Another 31% say libraries should “maybe” do this, and two in ten (21%) say libraries should “definitely not” do this. Parents with no college education are more likely than parents who have been to college to say libraries should definitely move services online (57% vs. 38%).

Help users digitize material such as family photos or historical documents

Some 45% of Americans think that libraries should “definitely” help patrons digitize material such as family photos or historical documents while 41% say libraries should “maybe” do this, and 12% say libraries should “definitely not” do this. Parents with annual income of less than $50,000 are more likely than wealthier parents to say that libraries should definitely help users digitize material (56% vs. 34%) while parents with only teenagers (no children under 12) are more likely than other parents to oppose this (23% vs. 9%).

Make most services automated

Four in ten Americans (40%) say that libraries should “definitely” make most services automated, so people can find what they need and check out material on their own without help from staff. Some 36% say libraries should “maybe” do this, and one in five (22%) say libraries should “definitely not” do this.

Move some print books and stacks out of public locations to free up more space

Just one in five parents (21%) say that libraries should “definitely” move some print books and stacks out of public locations to free up more space for things such as tech centers, reading rooms, meetings rooms, and cultural events. Meanwhile, almost four in ten (37%) say libraries should “maybe” do this, and just about as many (39%) say libraries should “definitely not” do this. Fathers more likely than mothers to think libraries should definitely do this (27% vs. 16%) and those with no college education are more likely than parents who have attended college so say libraries should definitely do this (32% vs. 14%). Parents of teenagers are more likely than parents with only younger children to say libraries should definitely do this (27% vs. 15%).

The new services people say they would (or would not) use

In addition to asking people for their preferences on some new library services, we also asked respondents whether they would themselves use a variety of possible new activities and features at libraries. Our list was weighted towards services that are rooted in technology and allow more tech-related interactions with libraries and at them.

Parents express moderate interest in taking advantage of library services that might be offered – particularly those that allow them to use or learn more about tech devices such as cell phone apps and new tech devices.  There is less interest in classes in how to use e-readers or e-book readers already loaded with content (possibly because this population has heavy concentration of e-reader ownership already and doesn’t need this type of service).

Slightly less than half of parents say they would be “very likely” to use a cell phone app that allows them to access and use library services from a mobile phone and provide information on library programs (46%) or  a new program that lets them test out the newest tech devices or applications (45%).

Four in ten say they are very likely to use an online research service where they could pose questions to a librarian (41%), a cell phone app that helps them locate material within the library (41%), or library kiosks or red boxes located throughout the community where they could check out books, movies or music (41%).

Roughly a third are very interested in personalized online accounts (37%), classes on how to download library e-books (37%) or a digital media lab for creating digital content (34%). Three in ten or fewer are very interested in e-book readers that are already loaded (31%) or classes in how to use e-book readers (25%).

Parents express more interest than other adults in using almost all of the proposed library services, probably because of their stronger connection with, and increased use of, libraries as well as their demographic characteristics.

Among parents, certain groups are more likely than others to express interest in these programs.  The percentage of parents who say they would be “very likely” to use different resources we asked about differed by the following demographic characteristics of parents.

Parents earning less than $50,000 are more likely than wealthier parents to say they would be very likely to use:

• classes on how to download library e-books (44% vs. 29%)
• e-readers already loaded with library content (40% vs. 22%)
• digital media lab (40% vs. 28%)
• classes on how to use e-readers (34% vs. 16%)

Parents with no college education are more likely than those with at least some college education to say they would be very likely to use:

• classes on how to use e-readers (35% vs. 20%).

Older parents (those 40 and older) are more likely than those under 40 to say they would be very likely to use:

• a program that would let them try out the newest tech devices (53% vs. 37%).

Parents of teenagers are more likely than other parents to say they would be very likely to use the following library services:

• opportunities to try out the newest tech devices (52% vs. 39%)
• cell phone apps to help navigate the library (51% vs. 34%)
• an online ask-the-librarian program (50% vs. 35%)