To fix the broken relationship between the Base Library and middle school students, Liz Gershon used the lessons learned in her courses and a 3D printer to build community. She began with laying the foundation by learning the students' names, showing them movies, and modeling positive interactions for other staff. To build on that goodwill, Liz created a collaborative class for the students to learn TinkerCad and print those creations on the 3D printer.

Drawing upon several philosophical theories and experiential pedagogies, I've designed a gamified learning device to assist learners in developing their research skills so that they will be better equipped with the literacies to navigate our complicated mediasphere in their personal, academic and professional lives. This device’s collection echoes the random assortments found in the historical variations of curiosity cabinets. Learners will manually inspect and speculate about the cabinet’s mysterious and unusual objects and then will utilize library resources to investigate their actual origins or functions. This learning program is repeatable and adaptable for many types of learners.

The students at the Seattle World School are newcomers that are currently learning English while adapting to a new environment. By developing a makerspace full of resources that can be lent out, the library can provide those students with opportunities to learn English by making connections with each other and develop new hobbies that can help with their adaptation journey. Through this project, data was collected from surveys in both English and Spanish to learn about the student's interests and create a list of resources that can be used to help develop this space.

After a year of attending school online and their access to cell phones less inhibited, our students needed to practice and learn skills that would help them in their daily digital lives. In partnership with my school’s librarian, I researched and discussed digital literacy and citizenship for over a year. Together, we decided it was time for some action. We created, adapted, and implemented four lessons addressing these concerns. We then reflected with students about that learning and developed a plan for future collaboration.

This project analyzed community feedback and current research on digital programming and the issues that arise in rural communities where internet access, scheduling, and low communication with library patrons leads to lackluster attendance at events and concerns about not serving library patrons effectively. I assisted with the initial steps of creating a Teen Advisory Board to return programming for teenagers to the library, though a first meeting has not occurred yet. This project will help Asotin County Library and other small systems figure out how to adjust to post-pandemic programming that serves all patrons, not just toddlers or adults.

The Washington State Library pays over $400,000 each year to provide LinkedIn Learning to library patrons. LinkedIn Learning is an incredible online e-learning platform which provides access to courses. However, in light of "freely available" online learning platforms appearing, the state legislator has begun questioning the costs required to maintain the LinkedIn Learning partnership. As a result, the Washington State Library was asked to create a report and give it to the legislator outlining and evaluating the freely available alternatives out there, and comparing them to LinkedIn Learning. I made the report: https://docs.google.com/document/d/1EdWQBl5gUpw5J8ovHoocsYqOsdRi5dcysEiWRh49H1s

Our project consisted of fundraising for new shelving and obtaining artwork to be displayed in the library space of Green Hill Academic School in Chehalis, Washington. We also aimed to provide more Spanish and Mental Health books. We fundraised $1,500 for the library’s shelves. Through our social media campaigning, we purchased 114 books from Green Hill’s wishlists. We are also proud that we secured ten pieces of artwork that will hopefully make a more vibrant library space for the residents. We hope that our efforts will impact the Green Hill Academic School Library and help to enrich the lives of the students.

Authentically enacting principles of participatory design, Liberating Literature installed a six-session, self-sustaining storytelling curriculum for children at Compass Housing Alliance, a facility that supports residents having experienced traumas related to homelessness. Extant research attributes distinct therapeutic value to the practice of community reading and links narrative building to both self-expression and resilience; thus, Liberating Literature employed collaborative design methodologies to ensure users both benefited from and enjoyed these protective practices. Upon the program’s conclusion, users communicated an interest in continuing work with Liberating Literature, as well as significant increases in creative confidence and sense of environmental agency through program ownership.

From our experience working in Longview, WA as a Longview Public Library employee and a Head Start Teacher Assistant, we noticed a need for families to engage with books, the outdoors, and each other. StoryWalks seemed like the perfect solution. From a Google Forms survey, a guest book, and informal conversations, our results showed that the approximately 187 participants overwhelmingly enjoyed the experience and wanted a permanent StoryWalk in our city. Since then our sponsor has secured the funding, we have quotes from vendors, and we are awaiting approval from Parks and Recreation to install a permanent StoryWalk.

The QHS Library Literacy Toolbox helped increase students’ use and access to the QHS Library while improving students’ literacy development. Teachers and students worked together with the school library to create and sustain three interconnected tiers of support, including reintroducing independent reading schoolwide; reestablishing a book club, Jack of Clubs, focused on diverse and #OwnVoices books with social justice/action themes; and creating the first secondary writing center in Washington State, QHS Writing Center, where peer tutors worked with their peers to support them in becoming reflective writers, learners, and thinkers. This library programming can inspire other high school libraries nationwide.