Core Competency C recognize the social, cultural and economic dimensions of

information use

A Iundamental part oI the library`s mission, goals and values is to provide equal
access to inIormation to all library users. While this may sound like a simple concept, it is
only superIicially so. There are myriad nuances and challenges in truly providing equal
access to library patrons, and the Library and InIormation ProIessional (LIP) must be an
active participant in striving towards this goal. An LIP is responsible Ior understanding
and recognizing the social, cultural and economic dimensions oI inIormation use and, in
doing so, address or prevent any barriers Irom providing quality access to inIormation to
all library patrons.
Although a lengthy paper could be written on each oI this Competency`s topics
the social, economic and cultural dimensions oI inIormation useI will limit my
discussion to an overview oI each oI these concepts and how LIPs can conceptualize
some oI these issues in a way that allows us to be egalitarian in our service to the public.
It is also useIul to note that the three dimensions are oIten interdependent and cannot be
examined completely separately Irom one another.

Social Dimensions
The social dimensions oI inIormation use can be examined by considering shared
traits oI the population (in this case the library-user population), such as level oI
education, age and area oI interest. The ways collections are broken down in a public
library are oIten determined by these social dimensions. For example, the large-type
books are all in one speciIic area. The placement and categorization oI large-type books
would thereIore be determined by the needs oI this group (those with diminished
eyesight), highlighting how the social dimensions oI a group can determine inIormation
dissemination and use. Similarly, in a teen section, magazines may be perused Irequently,
but are rarely checked out. Perhaps the browsing and discussing oI magazine articles is
considered more oI a social activity than an individual quest Ior inIormation. This is one
hypothetical way that a group`s social dimensions determine the way they obtain and use
inIormation. Further, library programming is oIten determined by the social dimensions
oI a populationIor example a library`s storytime might be created because oI a large
'user population oI toddlers. The length oI the storytime, stories read and other details
would be created with this age group in mind.

Cultural Dimensions
There are many ways to consider the cultural dimensions oI inIormation use,
including through the lenses oI artistic expression, sharing cultural inIormation and the
principles oI intellectual Ireedom. Fiction and non-Iiction narratives as well as art and
music can all be examples oI 'cultural inIormation. Any attempts to censor the
perspectives oI artistic expression oI diIIerent cultural groups is a Ilagrant violation oI the
core values oI the Library and InIormation Science proIession, especially as outlined in
the ALA Library Bill oI Rights and other ALA documents discussed in Competency A.
The various needs oI diIIerent cultural and ethnic groups is another way to
consider the cultural dimensions oI inIormation use. Libraries that serve culturally
diverse communities should plan and evaluate services and programs accordingly.
Finally, technology is playing an increasingly interesting role in the cultural
dimensions oI inIormation use. A study Irom the University oI Washington suggests that
social media, speciIically Twitter, played a central role in early 2011`s 'Arab Spring
(Casey, T. 2011). Technology allows vast areas oI the globe to be exposed to ideas that
were previously inaccessible because they were so Iar away and/or cut oII Irom
inIormation access points. Technology bridges that distance. Further, social media tools
like Twitter allow activists groups to communicate and organize political and social
change that has lasting cultural implications. Although LIPs aren`t Iaced with all oI the
many more Iacets oI the cultural dimensions oI inIormation use, it`s important that they
remain aware oI the relationship between culture (and all oI its many deIinitions) and
inIormation access and use.

conomic Dimensions
One oI the most Iundamental tenets oI the public library, and possibly the one that
is most important to me personally, is the notion oI 'Iree and equal access to
inIormation. The word 'Iree here should be taken in terms both oI its deIinitions: Not
only should LIPs be committed to unrestricted access to inIormation, they are equally
committed to keeping inIormation available at no cost to the user. The latter point is
relevant because, ideally, public library patrons represent a range oI economic
backgrounds, and poor or disadvantaged patrons should be treated in the same respect as
patrons Irom a more privileged sphere.
Free access to inIormation should also be examined in the light oI technological
progressindeed, much has been written about the 'digital-divide. Lloyd Morrisett,
Iounder oI the Sesame Street Workshop and then president oI the Markle Foundation, is
credited with inventing the term the 'Digital Divide in 1996 to describe the separation
between the 'inIormation haves Irom 'inIormation have-nots (Eubanks, 2007). Those
whose have access to inIormation and communication technologies and are taught how to
use such technologies have greater economic success than those who do not. The public
library is an invaluable resource alleviating this troublesome issue. As John M. Berry III,
editor oI Library Journal put it, |Libraries are a| 'place you enter without charges or Iees;
take part regardless oI class, belieI, or economic condition; and get Iull access to
inIormation Ior any purpose Ior Iree (Berry, 2011).

;idence #1 Library Ser;ices to Incarcerated Youth
The Iirst piece oI evidence I present Ior this competency is in two parts: the Iirst is
an excerpt Irom a book (to be published in September, 2012), entitled Serving At-Risk
Teens. Proven Strategies and Programs for Bridging the Gap by Angela Craig. The
second is a certiIicate thanking me Ior a year oI volunteering at the Marin County
Juvenile Hall (MCJH), where Ior the past year and a halI I have taught a creative writing
class, bringing library books and providing reader`s advisory services to the Iacility`s
incarcerated youth. Ms. Craig asked iI she could interview me about some oI the tools I
use when working with these teens. A portion oI my interview is excerpted here Ior her
book (Included here as evidence, with the author`s permission).
There are a host oI social and cultural relationships in youth population oI MCJH.
On one hand, the social population oI the group is relatively homogeneous: they are
primarily male and all between the ages oI 13 and 18. The similarities, however, end
there. What they consider to be their social 'groups are oIten quite diIIerent Irom each
other, and their cultural and socio-economic backgrounds are extremely varied. At the
same time, the restrictions placed on their access Ior inIormation are strict and uniIorm.
While one teen might be extremely proIicient with computers and another might have no
experience with computers at all, inside MCJH that doesn`t matterneither teen will
have access to a computer. In such a diverse and complex environment, I have Iound that
one oI the best ways to connect with the user group and provide them with library
services (reader`s advisory, etc) is simply to reIrain Irom making assumptions about their
inIormation needs. Certainly, all LIPs should be able to employ this approach, as it`s
important in working with any group, but in my experience, incarcerated youth are
constantly stereotyped, especially regarding their social groups and cultural and
economic backgrounds. Avoiding assumptions is central to providing Iree and equal
access to inIormation to all library patrons, including incarcerated youth.

;idence #2: Paper for LIBR 200: Young Adult Ser;ices in the Public Library
The Iinal research paper I wrote Ior LIBR 200, nformation and Society, addresses
the how many oI the social and cultural needs oI young adults can be met through public
library services that target their age group. In the paper, I examine the developmental
needs oI young adults and how that development is expressed in their social lives. I then
discuss diIIerent ways the public library can take a positive approach and develop
programs speciIically Ior this age group, instead oI thinking oI them as a disturbance to
the library. I also talk about the need Ior a diverse collection that includes materials oI
interest to young adults Irom a variety oI backgrounds and education levels. This includes
Iinding books Ior reluctant readers, graphic novels and Manga, 'Street or Urban
Literature as well as books with LGTB (Lesbian Gay Transgender Bisexual) protagonists.
As with so many issues pertaining to the public library, the notion oI intellectual Ireedom
is at the heart oI these topics. In my paper, I talk about the need Ior teens Irom any
cultural background or any social group to be able to Iind relevant materials that speak to
real issues in their lives. LIPs must go the extra mile to explore diIIerent genres and types
oI materials to ensure that the diverse needs oI their community are met.

;idence #3 What Now
My third piece oI evidence addresses the economic dimensions oI inIormation
use. As I mentioned in my introduction, the economic aspects oI inIormation use are
multi-dimensional and LIPs should be aware oI these Iacets. For the purpose oI this
Competency, however, I will Iocus on the importance oI the public library providing Iree
services to patrons as well as ensuring that patrons Irom all economic backgrounds are
considered when planning library programs.
My Evidence #3 is a description oI an event I held as part oI the 'First Thursday
series Ior high school students (this is done in my capacity as the Young Adult Librarian
at the Mill Valley Public Library). The Iirst Thursday evening oI every month, I oIIer a
diIIerent event Ior high school students. While the library is in an extremely aIIluent
community, it would be a mistake to think that all oI the high school students have the
ability to go to a Iour-year college upon graduation. Although reasons Ior not going to a
Iour-year college may vary (there could be social or cultural issues at play, as well) one
oI the primary reasons, especially in this troubled economy, is the Iinancial strain oI
higher education. The local high school, Tamalpias High School, however, has an
extensive College Counseling program but little or no inIormation about options other
than attending college. In an attempt to Iill this void, I created What Now?a First
Thursday program consisting oI a panel oI speakers who didn`t go to a Iour-year college
aIter graduating high school. The purpose oI the program was to reassure the attendees
that they have a variety oI options post-graduation and provide them with the resources to
explore those options Iurther.

Conclusion
While the social, cultural and economic dimensions oI inIormation use are
widespread and in many cases overlapping, developing a sense oI their impact and
importance is critical providing optimum LIP service to the public. Through my work
with the inmate population at the Marin County Juvenile Center, my research and writing
work at SJSU on the culture and related inIormation needs oI young adult library patrons,
and my work providing inIormation services Ior economically less advantaged
community members at the Mill Valley Public Library, I have developed a Iacility in all
oI these areas. Though nuanced and interconnecting, I have developed the ability to
consider these aspects in both program development and the day-to-day provision oI
library services.


References

Berry, J. M. (2011). Libraries misunderstood. ibrary Journal, 136(9), p. 10.

Casey, T. (2011, September 23). Study: Twitter played pivotal role in Arab Spring.
TPMdeaab, Retrieved Irom
http://idealab.talkingpointsmemo.com/2011/09/study-twitter-played-pivotal-role-in-
arab-spring.php

Eubanks, V. E. (2007). Trapped in the digital divide: the distributive paradigm in
community inIormatics. ommunity nformatics, 3(2), Retrieved Irom http://ci-
journal.net/index.php/ciej/article/view/293/318

Norris, P. (2001). igital divide. iivic engagement, information poverty, and the
internet worldwide (communication, society and politics. Cambridge: Cambridge
University Press.