Summer Blog Series 2023:
Summer, the Libraries & PLAY #5

The last installment of our 2023 Summer Blog Series is from returning guest blogger Elizabeth McChesney.

Playing for Higher Stakes: The Human Rights Game

Learning through board game play dates back thousands of years and has many strategies and outcomes. In Victoria, Australia, Hugh Kingsley, Educationalist and Founder of The Brainery®, believes gameplay is an excellent educational tool. “I see it this way,” says Hugh with a twinkle in their eye, “If students are having fun, they are engaged, they are learning-that simple.” But what about a game that can help build empathy in youth, promote pro-social behaviors, and encourage freedom, equity, and dignity?

Building on his expertise as an educator and creator of learning tools, Hugh and his co-collaborator turned to co-creator, Andrea Chorney created a game that could address issues related to the record level of child and teen anxiety and where “mores, ethics, and values are learned from non-traditional sources often with materialistic and prejudice underpinnings.” Hugh continues, The Human Rights Game came from a shared place of desiring to help children learn right from wrong in a rapidly changing world. I put this argument into a letter addressed to the Director General of the United Nations, and about a week later, I received a reply. Now I’m thrilled the Human Rights Game is an approved resource available on loan from the resource library at the UN Geneva.”

The Human Rights Game is also available to educators, youth groups, schools, camps, and libraries. Although it can be played in a home setting, the best outcomes develop when played in a learning environment with a facilitator. It is a highly engaging, fun game that addresses the Universal Declaration of Human Rights 30 Articles and its three underlying pillars: Freedom, Equality, and Dignity.

Players ages 10+ engage with four decks of cards to discuss how they would handle potential ethical scenarios based on the 30 Articles. Bounce Back Cards add certain chutes and ladders elements related to environmental issues. “I hope the game will empower kids, teens, and adults and vest them to live within the UN’s healthy framework that recognizes freedoms and rights come with a responsibility to each other and the wider world.”

The game makers highly recommend a post-game discussion where facilitators ask questions and help clarify misunderstandings. This is followed by players’ extension activities that will help keep the learning about human rights alive and ongoing.

Hugh’s enormous heart and intellect are matched by his huge vision for the game:

“I believe that following a healthy behavior framework such as the UDHR 30 articles will lead to less racism, antisemitism, hate, bullying, and anxiety.”

About the Author: Liz McChesney served as the Chicago Public Library Director of Children’s Services and Family Engagement, where she earned numerous national awards, including the American Library Service to Children Distinguished Services Recipient. She now serves as the Community Partnerships Consultant to the Laundry Cares Foundation, where she helps build early learning in everyday spaces such as laundromats, WIC Centers, and family courts. She additionally serves as a Senior Advisor to the Urban Libraries Council and is a Senior Fellow at the National Summer Learning Association. In all these roles, play is at the center of her work. She has two books with the American Library Association, Summer Matters: Making All Learning Count (2017) and Pairing STEAM with Stories (2019). Her first picture book, Keke’s Super Strong Double Hugs, was published in 2020 and her forthcoming book, The Path Forward: Serving Children Equitably is forthcoming.

About the Summer PLAY Blog Series: This summer we are featuring some great PLAY resources with our 2023 Summer PLAY Blog Series, starring invited play partners as our content experts.  PLAY is important no matter what season it is…so NO SUMMER LEARNING LOSS here!  For 2023, we are reprising the Libraries & PLAY blog series.

Summer Blog Series 2023 – Summer, the Libraries & PLAY #4

Check out the next installment of our Summer Blog Series.  Guest blogger Noah Lenstra, PhD, shares a summary and review of a recent book that highlights the intersection of play and public librarianship.

PLAY Book Review – Simple Positive Play at the Library

Jennifer Ilardi. Simple Positive Play at the Library. Rowman and Littlefield, 2023.

If you are looking for a practical, inspiring book to get you excited about trying something new in your community, in your library, and with diverse community stakeholders, this is the book for you!

Jennifer Ilardi worked as a Youth Services Specialist/Librarian at the St. Louis County Library from 2008 to 2019. While working in Ferguson, Missouri, in 2016 Ilardi started Simple Positive Play, whose mission is “to help facilitate playful experiences for young people and their families while also promoting an engaged and informed community.” She holds a Master’s of Library and Information Science degree from Syracuse University and a post-graduate certificate in Youth Experience from the University of Maryland Library Science program.

In Simple Positive Play at the Library, Jennifer Ilardi uses her extensive hands-on experience to break down how and why to support open-ended play in libraries and in other community spaces by leveraging the power of community collaboration.

The past twenty years have seen increasing calls for librarians to support playful learning. But simply telling someone to start playing at their library can be overwhelming.

With her advice you too can turn your library, or really any public, community space, into a “playground where young people can utilize what they know to explore their interests,” as Ilardi puts it.

Her experiences developing Simple Positive Play were shaped by her visceral experience of the Ferguson Unrest, a series of protests in St. Louis County spurred by the fatal shooting of the unarmed African American Michael Brown on August 9, 2014.

In these fraught environment, Ilardi turned to play as a means of sparking positive, social change. Ilardi recalls in the book how when “I shared with someone I turned to for ideas that the space [for Simple Positive Play] would be in Ferguson … she told me not to follow through and said it was too unsafe” (p. 12).

Ilardi nonetheless persisted. She says of that time “When the protests in Ferguson delayed school starting in the Ferguson-Florissant School District, the only thing I could think of doing was more of what I had been doing all summer long. I asked my manager if I could use our meeting room space and I filled it with games and art supplies. I shared that I was at the library on Facebook as a way of letting some of the community I connected with know I was there and the space was there for them as they were trying to figure out what to do. So we played.”

Ilardi sees spaces for play as a critical social good – and she sees librarians as critical providers of that social good.

This book will be of use not only to librarians, but also to individuals seeking to do more in communities through collaboration with librarians, and to anyone seeking about how to use community spaces to create more opportunities for playful learning.

Ilardi unpacks her approach to Simple Positive Play across 12 chapters that focus on how to support open-ended play through the participatory design of public spaces, including libraries.

Chapter 7 and 9 focus on the “how” of how to do this work, with chapters on “collaboration,” “playwork,” and the “importance of stakeholders.”

The final chapter “The continuing evolution of Simple Positive Play” conveys Ilardi’s lessons learned from seven years developing this unique approach to play at the intersection of public librarianship and community development.

She closes the book with this powerful statement:

“Simple Positive Play, the concept and the organization, were inspired by libraries and those who work tirelessly to promote curiosity and innovation. As a free resource located in large and small communities all over the country, libraries provide opportunities for joyful exploration. The library is a playground where young people can utilize what they know to explore their interests and youth public library workers help facilitate that exploration by developing welcoming spaces and hosting programs to showcase ideas.”

Written in an accessible, engaging format, Simple Positive Play at the Library deserves to be widely read.

About the Author: Noah Lenstra, PhD, is Director of Let’s Move in Libraries and associate professor of Library & Information Science at the University of North Carolina at Greensboro.  Learn more about Noah at noahlenstra.com and follow him on Twitter at @NoahLenstra.

About the Summer PLAY Blog Series: This summer we are featuring some great PLAY resources with our 2023 Summer PLAY Blog Series, starring invited play partners as our content experts.  PLAY is important no matter what season it is…so NO SUMMER LEARNING LOSS here!  Noah Lenstra, Director of Let’s Move in Libraries, is reprising his Summer, the Libraries & PLAY blog series.  This summer Noah will highlight recent books on the intersection of play and librarianship.

Summer Blog Series 2023:
Summer, the Libraries & PLAY #3

By returning guest blogger Elizabeth McChesney (bio below), along with Bryan Wunar,  President and CEO of Discovery World (Milwaukee).

Playing Around with STEM and Literacy: Libraries Bring Together Learning through Play

Play as a public service is a global concept explored by public libraries. Library leaders worldwide convened in May 2023 in Aarhus, Denmark, for the NEXT Library Conference. The Aarhus Public Libraries, who created this conference, is a mecca for play and learning for people of all ages.  The role of play as a democratizing and essential public library service was one of the core pillars of the conference.

We were honored to present a session called Playing Around with STEM and Literacy  at the conference. In this session, we explored how playing, linked to scientific concepts and children’s books, can help build the flexible and agile thinking scientists and science-literate citizens need. Play can promote critical 21st-century skills: communication, collaboration, critical thinking, and creativity, and it can also help children to spark curiosity and informal learning and be successful working in diverse teams. It can also develop key cross-cutting science concepts laid out in the Next Generation Science Standards.

Playing with science or science play marries together some of the characteristics of play (active, risky, communicative, enjoyable, involved, meaningful, sociable, therapeutic, and voluntary) to  to best practices of scientific thinking (including persistence, curiosity, and perseverance). Open play allows children to explore concepts related to a scientific idea or principle. Examples include filling plastic cups with water in the bathtub or playing with how sound reverberates when a young child hits a kitchen pot with a wooden spoon. Directly connecting play to a scientific principle allows youth to make sense of the world around them. These examples show how a child utilizes both inquiry and observation in their play. Good science learning depends on taking chances, exploring the unknown, and being curious about how things work, fit together, or act upon one another. Science play promotes the habits of mind of effective 21st Century learners: those who can practice communication, collaboration, creativity, and problem-solving.

Our session at NEXT Library focused on two types of science play. First, we explored the engineering design process and how play can help us help a character in a book. Participants played with a way to use index cards to build a stable structure for the three little pigs to take cover from the blustering, big, bad wolf. In teams, we played with shapes in structures, what makes a stable foundation, and how to build a tower. This is an example of how libraries combine a children’s book with play and scientific concepts. Said Lena Sjornsen, Sweden: “Playing with these concepts is the best of hands-on learning and play. It is fun, but it also helps build vocabulary, solidify science knowledge, and even helps us build empathy for those little, lazy pigs!” We believe this type of scientific play also builds the skills needed to promote the language comprehension strand of the Scarborough Reading Rope which comes from the research we refer to as the Science of Reading. When we engage children in playful reading, we are helping to build background knowledge, vocabulary, language structure, verbal reasoning, and literacy knowledge. Casper Gurrensen of Finland said, “This makes so much sense to play with stories and extend them in these fun and informal science investigations. It takes the risk out of doing science and makes the play the center while children are learning all around the play.”

For our second experience, we used scientific background knowledge and habits of mind to help land a payload- a raw egg-without it breaking. Teams used materials, bartered with others, and played with how to drop or land something successfully. Scientific skills, including testing, observing, predicting, problem-solving, utilizing resources efficiently, collaborating, and iteration, are all displayed when children or conference participants try this project.

Connecting play to scientific concepts is a fun and effective way to learn in the summertime or anytime. Play is an enormous vehicle for learning and libraries and museums are wonderful places for the discovery and exploration that bring together science, and literacy through play. Discovery World in Milwaukee, WI, offers this extensive list  of science activities that can easily be adapted for kids of all ages to use in playful learning.

Photo descriptions:
Photo1 – Bear Slide outside the Dokk 1, Aarhus Library
Photo2 – Participants at Playing with STEM and Literacy build a stable structure. But can it withstand the weight of the wolf? Or in this case: a book about a wolf?
Photo3 – Raw eggs are loaded into a landing contraption at NEXT Library Festival, Aarhus, Denmark.
Photo4 – A team of new friends collaborate on their ‘egg-stronaut’ lander, “NEXT Egg.”

About the Author: Liz McChesney served as the Chicago Public Library Director of Children’s Services and Family Engagement, where she earned numerous national awards, including the American Library Service to Children Distinguished Services Recipient. She now serves as the Community Partnerships Consultant to the Laundry Cares Foundation, where she helps build early learning in everyday spaces such as laundromats, WIC Centers, and family courts. She additionally serves as a Senior Advisor to the Urban Libraries Council and is a Senior Fellow at the National Summer Learning Association. In all these roles, play is at the center of her work. She has two books with the American Library Association, Summer Matters: Making All Learning Count (2017) and Pairing STEAM with Stories (2019). Her first picture book, Keke’s Super Strong Double Hugs, was published in 2020 and her forthcoming book, The Path Forward: Serving Children Equitably is forthcoming.

About the Summer PLAY Blog Series: This summer we are featuring some great PLAY resources with our 2023 Summer PLAY Blog Series, starring invited play partners as our content experts.  PLAY is important no matter what season it is…so NO SUMMER LEARNING LOSS here!  For 2023, we are reprising the Libraries & PLAY blog series.

Summer Blog Series 2023 – Summer, the Libraries & PLAY #2

Check out the next installment of our Summer Blog Series.  Remember, PLAY is important no matter what season it is…so NO SUMMER LEARNING LOSS here! Guest blogger Noah Lenstra, PhD, shares a summary and review of a recent book that highlights the intersection of play and public librarianship.

PLAY Book Review – The Library as Playground: How Games and Play are Reshaping Public Culture

Leorke, Dale, and Danielle Wyatt. The library as playground: How games and play are reshaping public culture. Rowman & Littlefield, 2022

Australians Dale Leorke and Danielle Wyatt recently wrote and published an entire book on the topic of the library as playground.

In this book they explore how games and play are reshaping the design, spaces, programming, and even the daily life of public libraries in Australia, Singapore, and Finland.

Having backgrounds in urban design and planning, Leorke and Wyatt are particularly interested in both permanent and temporary transformations in public library spaces, particularly things like gaming zones, makerspaces, escape rooms, LARPs (live action role-playing games), and other immersive play experiences supported by public libraries in those three countries.

The opening chapter – “Play in Public Culture” – sets the stage by discussing how play has become more ubiquitous as a concept. We now think a lot more about the importance of play in our daily lives, in our urban planning, in our leisure time, and in our digital culture.

This increasing ubiquity of the idea of play shapes how public librarians approach their work. Public libraries are not islands but instead reflect and shape public culture.

As games and play continue to become more central to our culture, the library as a broker and advocate for playful spaces, places, and nourishment grows in importance.

How has play and public librarianship been coming together in Singapore, Australia, and Finland?

Based on their ethnographic research, Leorke and Wyatt find that “play has become more prominent, more varied, and more expansive in library spaces” (p. 121).

The authors discuss how in Finland playful librarianship has included developing new library collections that include snowshoes, ice hockey gear, and trekking poles, which the authors say “echo[es] Finnish culture’s deep roots in the outdoors and nature” (p. 43).

Chapter 3, “The Well-Played Library,” features different modalities of games in libraries: digital games, tabletop and physical games, and immersive games.

Chapter 4 on “the spatial and temporal transformation of libraries” includes sections on gaming zones, children’s/teen zones, makerspaces, and playful architecture.

Chapter 5 on “partners in play” looks at how public librarians work in collaboration with those in the gaming industries in Melbourne and Helsinki, and it also includes a section on how library facilities seek to “integrate traditional areas for play in the city-parks, playgrounds, and public squares-into [library] spaces and services” (p. 87).

Chapter 6 concludes the book with a call to action to put play at the center of our understanding of public librarianship.

Anyone interested in understanding how play has become more ubiquitous around the world would find this book to be valuable reading. The book also suggests possibilities not only for the integration of play into public libraries, but also for any public spaces.

This is the first of two blog posts I’ll be writing this summer on recent books that highlight the intersection of play and public librarianship.

My next blog post will focus on Simple Positive Play at the Library, a new book written by an American public librarian that just came out in Spring 2023.

The Library as Playground: How Games and Play are Reshaping Public Culture. By Dale Leorke & Danielle Wyatt. Lanham, MD: Rowman & Littlefield, 2022. 149 pp.

About the Author: Noah Lenstra, PhD, is Director of Let’s Move in Libraries and associate professor of Library & Information Science at the University of North Carolina at Greensboro.  Learn more about Noah at noahlenstra.com and follow him on Twitter at @NoahLenstra.

About the Summer PLAY Blog Series: This summer we are featuring some great PLAY resources with our 2023 Summer PLAY Blog Series, starring invited play partners as our content experts.  PLAY is important no matter what season it is…so NO SUMMER LEARNING LOSS here!  Noah Lenstra, Director of Let’s Move in Libraries, is reprising his Summer, the Libraries & PLAY blog series.  This summer Noah will highlight recent books on the intersection of play and librarianship.

Summer Blog Series 2023 – Summer, the Libraries & PLAY #1

“Play, Learn, and Read with Your Local Librarians This Summer”

Across North America, public libraries offer a wide variety of opportunities for all ages to play, learn, and read during the summer months. This blog post features just a few of the events coming up in Summer 2023.

A common theme is that nearly every one of these examples is a community partnership. Public librarians don’t work by themselves. They work with communities to increase access to learning, to play, and to reading. I encourage you to suggest a playful partnership with your local librarians.

On Saturday June 10, 2023, the Charles County (Maryland) Public Library teams up with the Charles County Department Recreation, Parks & Tourism for All Together Now: A Summer Learning Kickoff Party. The event, organized in conjunction with the National Recreation & Park Association’s Family Health & Fitness Day, will feature live music, field games, physical activities for all ages, STEM learning opportunities, and opportunities to sign up the library’s Summer learning challenge.

“Every summer, the library has a summer learning and reading program for the community. This year we wanted to partner with the Department of Recreation, Parks and Tourism to combine reading and fitness,” stated Kenneth Wayne Thompson, Executive Director of Charles County Public Library.

Checkout some other PLAYful events planned this summer in libraries in Michigan, Alabama, Oklahoma, Nebraska, Ohio, Wisconsin, Indiana, and even Ontario, Canada:

• In Michigan, an annual block party returns to downtown East Lansing every Thursday night and East Lansing Public Library’s Library on the Go mobile pop-up library will be there along with giant Connect 4, cornhole, giant Jenga, ping pong, giant chess and more. “It’s just a really nice vibe,” said Brice Bush, with the East Lansing Public Library. “It’s a great opportunity to be in downtown without worrying about traffic because the street is closed and it’s just nice.”
• In Alabama, Mobile Public Library invites all to join them for a wide variety of activities for all ages including special performances, reading challenges, crafts, games and more. The grand prize for each age group in the summer reading challenge is a bicycle sponsored by Adventure Earth.
• In Oklahoma, the Miami Public Library ends Summer reading with a pool party. Library director Callie Cortner said, “They fall into that summer slump where they are not really doing much of anything, so we want to keep them reading, so we challenge them, they earn prizes for reading, they earn prizes for attending some of our events, and then at the very end we do a big pool party for everybody that has completed their goals.”
• In Ontario, Grimsby Public Library holds a Summer Reading Kickoff Party on Saturday, June 3 from 2 to 4 p.m. This fun-filled afternoon features a parkour obstacle course from Play Project Parkour, balloon animals from Halaloo, First Words Workshop, Llama Tutoring, popcorn, face painting, giant board games, an art activity, button-making, seed planting, bubbles and more! There’s something for everyone thanks to an abundance of community partnerships.
• In Nebraska, Grand Island Public Library kicks off its summer programming on Thursday, May 25. The teen summer learning kicks off with after-hours party set for 7:45 p.m. Monday, June 5, at the library. The library closes and doors lock at 8, but teens ages 11-18 can enjoy laser tag, food and more until 9:30 p.m. No registration is required and, of course, it’s all free!
• In Ohio, the Wood County District Public Library invites its community to outdoor family playtimes held throughout the months of June and July at Wooster Green. At these events, families can enjoy group games, activities with different community partners each week, dance, listen to music, and more. To sweeten the deal, family playtimes with librarians coincides with the City of Bowling Green’s Food Truck Thursdays.
• In Wisconsin, dozens of community organizations gathered at Safe and Sound Saturday on May 13 in Milwaukee to help youth get involved in summer programs. The Milwaukee Public Library joined the Milwaukee Police Department, the Milwaukee Health Center, community leaders for a day of dancing, activities, and food focused on connecting youth to opportunities to play and learn during the summer months.
• In Indiana, a children’s street fair complete with superheroes will kick off the Lebanon Public Library’s summer reading program on June 5. A street block will be closed down to make room for a petting zoo, inflatables, trucks to touch, airbrush tattoos, carnival games, an obstacle course, a special activity for toddlers, a scavenger hunt, prizes, and food, including free shaved ice for children. In addition to connecting with librarians, participants at the library’s block party can meet representatives of area non-profit organizations who will set up booths along the street.

These examples are just the tip of the iceberg in terms of what public librarians have planned for Summer 2023. Join us to play, learn, and read all summer long.

We encourage you to share how you play, learn, and read with your local librarians! Tag @USPlayCoalition or @LetsMoveLibrary on Twitter and other social media to share, or email me at njlenstr@ucng.edu.

About the Author: Noah Lenstra, PhD, is Director of Let’s Move in Libraries and associate professor of Library & Information Science at the University of North Carolina at Greensboro.  Learn more about Noah at noahlenstra.com and follow him on Twitter at @NoahLenstra.

About the Summer PLAY Blog Series: This summer we are featuring some great PLAY resources with our 2023 Summer PLAY Blog Series, starring invited play partners as our content experts.  PLAY is important no matter what season it is…so NO SUMMER LEARNING LOSS here!  In June, Noah Lenstra, Director of Let’s Move in Libraries, is reprising his Summer, the Libraries & PLAY blog series.  This summer Noah will highlight recent books on the intersection of play and librarianship.

Summer Blog Series
Play and Design #1

Making Space for Play

In 2015, my family was transferred to London. We packed up ourselves, our one-year-old, our two cats, and embarked on an adventure in a new city for six months. Knowing no one, and with little guidance on how to transition from full-time career to full-time caretaker, I started researching my options.

Luckily for us, London is a city designed for families. There are black cabs with seats that fold up so you can push a stroller straight inside, plentiful buses and trains with priority seating, rooms in all public buildings for changing and feeding, well-designed and maintained playgrounds within walking distance of most residents, and my favorite of all, children’s centers in every neighborhood.

At that time, the British government believed strongly in supporting not only children, but also their caregivers. The environment of the city reflected that belief and investment. Things were zoned for us, designed for us, and considered for us. Most playgrounds had cafes, for caffeine and snacks, and restrooms with baby changes in all gendered restrooms. The children’s centers had structured play times for all ages, and adult support groups with tea and information on children’s development. A key part of that development is play, but the key to great play is happy caregivers that allow it to happen.

Making space for play is not just about creating a place for play to happen. It is about making space within ourselves, giving time and energy, showing children love and support, and engaging with them in a way that allows play to flow freely. But that engagement cannot happen if that caregiver is not filled up themselves. You cannot pour from an empty cup. And far too many caregivers are down to their last drop.

Shortly after returning from London, I started a non-profit, Studio Ludo, with the mission of building better play through research, advocacy, and design. Our studies of play behavior span over 100 play environments in the US and UK and include data on the play habits of over 60,000 people. Our biggest finding is that more than half of people in playgrounds are not children…but teens, adults, and seniors. This resonates with us in a big way. How do we support and bring joy to this undesigned for half? How do we replicate the types of environments and experiences that I had as a caregiver, helping them to fill their cups and give them space to play?

We believe that everyone deserves a great place to play. And everyone means not just kids, but caregivers too. We design playgrounds with whole families in mind, with restrooms, and benches in the shade, and cafes, along with open-ended scaled-up swings and climbing structures that invite adults in on the fun.

We also know that play can happen anywhere, which is why we recently opened our loose parts play library, the Playbrary, overflowing with art supplies, toys, recyclables, cardboard, games, and other loose materials (think baskets of pez dispensers and rows of typewriters). Interspersed in the fun are comfy chairs, free coffee, and staff trained in play and development, happy to provide some adult conversation or play with your child while you rest.

While this may seem like a little slice of play utopia for the young people in your life, we believe it is essential for the grownups too. Caregivers deserve care. They are in the trenches, raising a generation on very little sleep and reheated coffee. Let’s make space for them. They are deserving of all the praise…and maybe a little play too.

About the Author: Meghan Talarowski is the Founder and Executive Director of Studio Ludo. Meghan believes that play environments in the United States can, and should, be better. She has degrees in architecture and landscape architecture, almost 20 years of experience in the design field, is a licensed landscape architect, and a certified playground safety inspector. Her research focuses on how the design of play environments impacts physical health and social behavior of children and caregivers. She has presented at TEDx Philadelphia, ASLA, AIA, IPA, the US Play Coalition, and Child in the City. She was a winner in the 2016 international Play Space design competition, a winner in the 2016 Kaboom Play Everywhere Challenge, and a finalist for two projects in the 2015 Knight Cities Challenge. She is a member of the steering committee for the US Play Coalition and a member of the board for Smith Memorial Playground and Playhouse.

About the Summer PLAY Blog Series: This summer we are featuring some great PLAY resources with our 2022 Summer PLAY Blog Series, starring two invited play partners as our content experts; Liz McChesney and Meghan Talarowski. Our experts will be sharing blog posts with you throughout the months of July and August.

Summer Blog Series
Libraries & PLAY #1

True Play and Literacy Connect at the Library

Public Libraries across the country are pursuing play as a critical pathway to learning. Connecting play to the mission of the public library is just one of the many ways public libraries are moving beyond the bricks and mortar repository of books and into an active laboratory of experiential learning. This approach emphasizes risk-taking, problem-solving, and the four critical 21st Century Skills: communication, collaboration, critical thinking, and creativity. True Play is one of the most compelling forms of play in public libraries.

The idea of True Play—embracing the child’s deep and uninterrupted engagement in the activities of their choice— was developed by educator Ms. Chen Queqin in the public early childhood programs of Anji County, China. Anji Play, Ms. Cheng’s approach to early childhood education centers around five fundamental principles: love, risk, joy, engagement, and reflection. This philosophy asserts the right to True Play is essential to every child and profoundly respects the capacity of the individual child to play and work with others. Programs that embrace this approach provide children with large and open-ended materials like ladders, tires, and planks to play with as they wish. Educators, including librarians, follow this philosophy and seek to create “spaces of love” where materials, the environment, and adult decision-making all respond to children’s needs and abilities, particularly their need to play without adult guidance, direction, or interruption. For that reason, educators who put this philosophy into practice observe children playing with the adults “hands down, mouth shut, and ears, eyes and heart open to discover the true child.” This approach allows children to take authentic risks, including physical, emotional, social, and intellectual challenges, to experience joy and maintain meaningful and authentic engagement.

The Madison Public Library has pioneered this critical form of play in community-based settings at its “Wild Rumpus” events. True Play events come from years of research, visits to Anji County in China, and the creativity of librarian Carissa Christner and the Madison Public Library team who has worked to bring these events to life at her library.

Says Carissa, “learning happens when you can explore something interesting to you at your own pace and time. For us, this was a meaningful connection to the five practices of Early Literacy: Talk, Sing, Read, Write, and Play.” At Madison Public Library, finding meaningful intersections in how people learn while respecting individual diversity is critical. Carissa says: “Play is the most universal and accessible early literacy practice for a diverse community of learners. True Play is critical to our equity efforts.” Holly Storck-Post at Madison PL is thinking about how to develop elements of True Play inside the library that will be meaningful for babies and toddlers. She is helping to establish Play Labs which combine aspects of Anji Play into spaces for the youngest library users. “Creating open-ended experiences inside the library for our youngest children helps us make our spaces accessible to the entire community.”

True play is offered in libraries across the country, including Washington State where Kitsap Regional Library Director Jason Driver says, “approaching play from a place of true respect for the child and the child’s learning is at the heart of this approach and critical for its success.” In Kitsap, True Play Jamborees are planned to “develop early problem-solving, risk-assessment, and collaboration skills, all while having a blast.” Says “Emmon Rogers, Youth Services Librarian: “during COVID, kids have had limited social and learning connections. We wanted to tap into play to develop kids’ ability to form social bonds and take physical and social risks, all necessary for healthy human development and learning. Anji Play allows us to build all these skills and helps develop critical social networks that have gone missing these past two years.” Also critical to COVID recovery is helping parents and caregivers relearn how to stay flexible and allow children to learn alternate paths to problem-solving. “COVID meant that only one pathway or tap root to social stability and learning was formed for kids,” says Emmon. “That was the family. At the height of COVID, our library’s greatest response was meeting basic needs like food. Now our greatest mission is fostering basic human social needs like connection, autonomy, agency, and social bonds.” Another aspect critical to the process of Anji Play is reflection. Reflection allows a child to close the learning cycle through digesting and understanding the play and its effects. Play stories are integral to the play process and can include dictation, writing or drawing the child’s stories, and photography or videography. Key to literacy development, the Play Stories develop numeracy, sequencing, vocabulary, inventive spelling, and narrative description. Professor Rebekah Willett, University of Wisconsin-Madison iSchool, and an observer of Madison Public Library’s True Play “The reflective component of Anji Play helps solidify some of the cognitive work that happens during play – both for the children and the parents. By pausing to observe and record play, participants can make explicit some of the implicit learning that happens during Anji Play.”

Bryan Wunar, CEO of Discovery World Science Museum in Milwaukee, WI, and noted STEM educator agrees: “Reflection allows learners to make meaning, analyze their actions and codify their learning. The type of reflection in True Play is also the habit of good STEM learners.” Reflection closes the learning cycle, and this process of Anji Play mirrors the Habits of Mind of a successful 21st Century learner. While True Play has many benefits for a growing learner, it is also a source of joy. Joy comes from risk-taking, problem-solving, working together, and being “in the flow.” Joy is intrinsic to learning and growing up to be a happy and well-adjusted person. Greg Mickells, CEO of Madison Public Library, may say it best: “True Play contains many elements fundamental to learning, including critical thinking, risk, and curiosity; but what I have witnessed with Anji Play is how important joy is to literacy. Having an opportunity that brings joy to learning should be an experience for all children.”

About the Author: Liz McChesney served as the Chicago Public Library Director of Children’s Services and Family Engagement, where she earned numerous national awards, including the American Library Service to Children Distinguished Services Recipient. She now serves as the Community Partnerships Consultant to the Laundry Cares Foundation, where she helps build early learning in everyday spaces such as laundromats, WIC Centers, and family courts. She additionally serves as a Senior Advisor to the Urban Libraries Council and is a Senior Fellow at the National Summer Learning Association. In all these roles, play is at the center of her work. She has two books with the American Library Association, Summer Matters: Making All Learning Count (2017) and Pairing STEAM with Stories (2019). Her first picture book, Keke’s Super Strong Double Hugs, was published in 2020 and her forthcoming book, The Path Forward: Serving Children Equitably is forthcoming.

About the Summer PLAY Blog Series: This summer we are featuring some great PLAY resources with our 2022 Summer PLAY Blog Series, starring two invited play partners as our content experts; Liz McChesney and Meghan Talarowski. Our experts will be sharing blog posts with you throughout the months of July and August.

Summer Blog Series – Libraries & PLAY #3

“You’re Never Too Old to Play at the Library”

Since 2008, Lifetime Arts, a nonprofit focused on creative aging, has worked with dozens of public libraries across the country to bring playful arts to older adults.

The Public Libraries Initiative works as follows:

“Led by professional teaching artists, libraries implement skill-building workshop series which foster mastery and promote meaningful social engagement through free programs in all arts disciplines. At each library, culminating events celebrate the achievements of every [older adult] participant.”

The reason Lifetime Arts gravitated to public libraries is because of libraries’ incredible reach. On May 5, 2021, the Wyoming State Library announced that it would be working with Lifetime Arts and the Wyoming Arts Council to develop “participatory, sequential, socially-engaging and professionally run arts programs” in 15 libraries across the state.

You can see more examples of creative aging in America’s public libraries in the reporting of PBS, which covers “How Library Classes in the Arts Are Changing Aging.”

Libraries are Social Infrastructure

In small towns and urban neighborhoods, the public library is uniquely placed to support playful aging.

Some small-town public librarians call themselves “de facto senior centers” given the absence of any comparable infrastructure in these places.

Even in urban communities, public libraries are uniquely placed to support play among older adults. Brooklyn, New York’s Alice Baker, 74 years old,  told NPR’s All Things Considered that what appeals to her about public libraries is that she can attend activities for people her own age in a place that welcomes people of every age:

“They have exercise, they have classes for kids. It brings everybody in,” says Baker. “You can bring your family with you.”

Dancing the tango at the Brooklyn Public Library’s Sunset Park Branch as part of a Lifetime Arts’ Creative Aging Program ca. 2015. Image courtesy Brooklyn Public Library.

Baker was being interviewed as part of an NPR story entitled “Xbox Bowling For Seniors? Visit Your Local Library.”

The idea of bowling at the library also captivated the attention of Columbia University Sociologist Eric Klinenberg, who in Palaces for the People: How Social Infrastructure Can Help Fight Inequality, Polarization, and the Decline of Civic Life focuses on the critical importance of older adults playing together at the library.

On June 7, 2019, he tweeted a video showing the members of Brooklyn Public Library’s Library Lanes in action. Check it out to see the power of public libraries as a playful social infrastructure for older adults!

In his review of Palaces for the People, former presidential candidate and current secretary of transportation Pete Buttigieg focuses on the importance of playful aging in public libraries:

“The new book’s exploration of this reality begins in the basement of a library in a low-income Brooklyn neighborhood, where an Xbox-based bowling competition pits local seniors against rival teams from a dozen library branches across the borough. The example of a virtual bowling league has particular poetic resonance two decades after Robert Putnam, the Harvard political scientist, raised fears of societal collapse in his study “Bowling Alone.” Where Putnam charted the decline of American communal participation through shrinking bowling league membership, Klinenberg’s basement of virtual bowlers illustrates how technology might actually enhance our social fabric — provided there are supportive spaces. Given what we have learned about the health impacts of social isolation among the elderly, lives may depend on creating more such opportunities.”

This vision of the technology-rich public library supporting place-based play among America’s aging population is remarkably optimistic.

Library Lanes Xbox Bowling at the Brooklyn Public Library’s Central Library in 2014. Image courtesy Gregg Richards, Brooklyn Public Library.

How can you get involved?

Not every community has a Library Lanes program, but almost every community has a public library. If you want to bring playful aging to your public library, start with a conversation. I’ve written five steps anyone can take to do more by “Partnering with public libraries.” Use that to get started.

You may also want to check out the American Library Association’s compilation of best practices for public librarians serving older adults. You’ll see Lifetime Art’s Creative Aging Toolkit for Public Libraries prominently featured, which suggests how widespread the ideas in this blog post have become.

Nevertheless, public librarians need your help. Librarians need people in arts councils, parks & recreation, and elsewhere, to work with them to complement what they may be able to offer by themselves. So reach out, start a conversation, and form a partnership, because you’re never too old to play at the library, and you’re never too old to start a conversation with your local librarians.

About the Author: Noah Lenstra, PhD, is Director of Let’s Move in Libraries and assistant professor of Library & Information Science at the University of North Carolina at Greensboro.  Learn more about Noah at noahlenstra.com and follow him on Twitter at @NoahLenstra

About the Summer PLAY Blog Series: This summer we are featuring some great PLAY resources with our 2021 Summer PLAY Blog Series, starring two invited play partners as our content experts.  PLAY is important no matter what season it is…so NO SUMMER LEARNING LOSS here!  In July, Noah Lenstra, Director of Let’s Move in Libraries, will highlight public library play initiatives for several key demographics.  In August, Daniel Hatcher, Director of Community Partnerships for the Alliance for a Healthier Generation, will blog on “PLAY for Healthier Communities.”

Summer Blog Series – Libraries & PLAY #2

“Play for Teens and Emerging Adults”

In 2016, the American Library Association published the book Adults Just Wanna Have Fun: Programs for Emerging Adults, which “shows how to draw emerging adults to the library using a mixture of play and engagement and then keep them coming back for more.”

Public libraries exist to serve all ages, and yet there is a stereotype that people “age out” of libraries before returning later in life when they have young children.

Given this reality, public librarians increasingly embrace play as a cornerstone of services for tweens, teens, and young, childless adults.

This trend is a bit more wooly and disorganized than the trend covered last week on Learning and Playing at the Library during Early Childhood. When it comes to supporting play among teens and emerging adults, public librarians do not have formal curricula like Every Child Ready To Read and Stories, Songs & Stretches. Instead, the landscape is populated by myriad local experiments.

In Dubuque, Iowa, on April 7, 2018, the public library celebrated “Five years of Nerf capture the flag,” a monthly after-hours program in which adults literally play capture the flag in the stacks of the public library.

Caption: A participant in the monthly Nerf Capture the Flag for adults program offered at the Carnegie-Stout Public Library in Dubuque, Iowa. Image courtesy The Telegraph Herald.

As public libraries re-open in Summer 2021, this program has started to return. In nearby Indianola, Iowa, the local radio station reports that “The Indianola Public Library Nerf Attack events are returning to the library on July 16, 2021. Nerf Attack is one of the most popular events, with kids in grades 6-12 having the run of the library.”

Three important facts help us make sense of something as seemingly bizarre as Nerf wars in the library:

1) These programs fit within the increasing identity of the public library as a community hub, offering, as a recent American Library Association reports puts it, offering free “activities and

entertainment you can’t find anywhere else in the community,” while also functioning as “a place for people in the community to gather and socialize.”

2) Public libraries are fundamentally local institutions, with nearly 90% of their funding coming from local sources. I sometimes tell my students, “If you know one public library, you know one public library.” One of the least appreciated facts about public librarianship is, as Eric Klinenberg recently pointed out in his book Palaces for the People: How Social Infrastructure Can Help Fight Inequality, Polarization, and the Decline of Civic Life “library staff ha[ve] more autonomy to develop new programming than I’d expected from an established public institution. Managers, it seems, assume the best of their librarians” (p. 52).

3) Given the long-standing idea that public libraries are not cool spaces for teens and emerging adults, radical thinking is needed to over-turn that stereotype. Milwaukee Public Library launched Library Loud Days focused on “changing the public libraries into lively, vibrant gathering places …. So come see what the new definition of a library is all about. And leave your inside voice at home.”

Caption: Adult Recess at the Public Library in Arlington, Virginia. Image courtesy Arlington VA Public Library.

As I present these facts, I often hear complaints from people who worry that the beloved libraries of their childhoods are going to be swept away by Nerf wars, rap battles, karaoke singers, and games of Twister and Quidditch.

That concern is misplaced. In all the libraries I have looked at, these types of loud play programs are typically offered sporadically, not continuously. They represent the type of playfulness that is quickly becoming the norm in public librarianship: Public librarians play with the identity of the public library, pushing on its boundaries and encouraging community members to join them in that experiment.

How can you get involved?

Want to increase access to play for tweens, teens, and emerging adults in your community? Start with the library! The best starting point is to look for individuals with titles like Teen Librarian. The national association representing Teen Librarians is the Young Adult Library Services Association (YALSA) whose “mission is to support library staff in alleviating the challenges teens face, and in putting all teens ‒ especially those with the greatest needs ‒ on the path to successful and fulfilling lives.”

Teen librarians have also pioneered library services for emerging adults. Typically, library services for adults in their 20s and 30s represents an extension of library services for tweens and teens.

YALSA’s website features a cornucopia of innovative resources around play and public libraries. For instance, check out this presentation on LARP at Your Library: Teaching Life Skills Through Play, presented by Shelbie Marks of Oklahoma’s Metropolitan Library System at a recent YALSA Symposium.

Spending some time perusing the YALSA website is a great way to inform yourself about how public librarians frame play as intrinsic to library services for this demographic.

You can then use that knowledge to reach out to your Teen Librarian, set up a time to talk, and see where the conversation takes you. Check out my guide on “Rules of the road: Partnering with public libraries for collective impact” to get started.

About the Author: Noah Lenstra, PhD, is Director of Let’s Move in Libraries and assistant professor of Library & Information Science at the University of North Carolina at Greensboro.  Learn more about Noah at noahlenstra.com and follow him on Twitter at @NoahLenstra.

About the Summer PLAY Blog Series: This summer we are featuring some great PLAY resources with our 2021 Summer PLAY Blog Series, starring two invited play partners as our content experts.  PLAY is important no matter what season it is…so NO SUMMER LEARNING LOSS here!  In July, Noah Lenstra, Director of Let’s Move in Libraries, will highlight public library play initiatives for several key demographics.  In August, Daniel Hatcher, Director of Community Partnerships for the Alliance for a Healthier Generation, will blog on “PLAY for Healthier Communities.”

Summer Blog Series – Libraries & PLAY #1

“Learning and Playing at the Library during Early Childhood”

Since 2000, public librarians across the United States have dramatically increased the number of programs they offer in support of early childhood. The Public Library Association states this new focus on Every Child Ready to Read (ECRR) transforms a pre-conception people may have about library programming: This new approach started not with reading, but with play: “We start with singing, talking, reading, writing and playing and then help [parents] see the connection to later reading.”

A team of researchers led by Susan B. Neuman, Professor of Early Childhood and Literacy Education at New York University, determined that public librarians trained in this ECRR curriculum “are much more likely [than those not trained] to include music and large- and small-motor movement [in their programs]—all contributing to a fun atmosphere that encourages parents and children to play together.”

As ECRR and related training programs, such as Stories, Songs, and Stretches and Mother Goose on the Loose, sweep the country, play has become central to how public librarians support early childhood.

Play spaces at libraries: Indoors and outside

This transformation effects not only public library programs, but also public library spaces. In Nashville, Tennessee, and Philadelphia, Pennsylvania, public libraries now have kid-sized climbing walls, with Studio Ludo working with the Free Library of Philadelphia to create what they call a “Playbrary: A new vision of the neighborhood library.”

Nashville Public Library’s Crawl Wall in the context of its interactive children’s play area.

Image courtesy Nashville Public Library.

During the COVID-19 pandemic, public library spaces closed to the public, but public library support for play as a core component of early childhood did not end. In my research, I found public librarians increasingly utilizing outdoor spaces during Summer 2020 to continue supporting play. In “Reimagining public library programming during a pandemic” my colleague Christine D’Arpa and I found that about one quarter of U.S. small and rural public libraries created temporary outdoor play spaces and programs that could be experienced in a socially distant during the pandemic, including things like sidewalk obstacle courses and life-sized Candy Land games.

Based on this research, with public health colleagues from Baylor University and Johns Hopkins University, we presented at the 2020 virtual meeting of the Association for Rural & Small Libraries on how public librarians can and do support Play Streets initiatives, place-based interventions that involve temporarily closing streets to create safe places and free opportunities for physical activity.

The focus of public librarians on fostering outdoor play during the COVID-19 pandemic builds on a long tradition of public librarians as placemaking gurus, as documented and supported since 2000 by the Project for Public Spaces.

Prior to the pandemic, in 2015 Jenn Beideman of Healthi Kids teamed up with Patty Uttaro, the director of the Rochester [NY] Public Library, and the Strong National Museum of Play for a series of projects focused on infusing play into the built environment of this city. These efforts culminated in a Play Walk that connects the library and the museum. The soaring success of this and other library collaborations led Beideman to write for the Brookings Institution on June 10, 2021 that “resident-led advocacy in Rochester, N.Y. is creating a more playful city … [by] partnering with the Rochester Public Library system to pilot playful infrastructure and other play initiatives.”

How can you get involved?

As the above example suggests, public librarians do not do this work by themselves. Instead they are looking for help wherever they can find it! A study in Ontario led by a team of kinesiologists found that public librarians can be successfully trained to lead a Move 2 Learn program focused on play-based physical literacy skills among young children: “The results of this study demonstrated the feasibility of teaching staff without specialized training in physical education to implement Move 2 Learn.”

More and more researchers, advocates, and policy makers are coming to the same conclusion: Namely that public librarians are the perfect partners in efforts to increase playful learning during early childhood.

What stands in the way of these partnerships? One factor is the rapid nature of this transformation. Although public librarians have supported playful learning for decades – think of the idea of getting out your wiggles after a storytime program — what is new is that now play is increasingly the central focus of library programs and spaces.

Many in the Play Community who have not been paying attention to this shift may need to start their involvement by educating themselves about the work public librarians now do to support early childhood. The easiest way to get started is to simply go to the website or social media of your local public library.

In preparing this blog post, out of curiosity I went to my local library’s website and clicked on the link for services for Children & Parents. This image was what I found:

Children’s librarian Pete Turner leads a play-based storytime at Greensboro Public Library.

Image courtesy: Greensboro Public Library.

Get started by simply seeing how your library describes its services in support of early childhood. You may find play allies you had never considered.

If you’re looking for collaborators look for librarians with titles like children’s librarian, early literacy librarian, or youth services librarian. I went to the About Us page for the Greensboro Public Library and easily found the contact information for Tanika Martin, the library’s Youth Services Coordinator. Find your community’s Tanika, set up a time to chat, and structure the conversation around the following: “Here’s what we’re trying to do. Does that sound similar to your goals? Where can we work together?”

If you’d like to learn more, check out my article on Rules of the road: Partnering with public libraries for collective impact.

In future blog posts, we’ll look at how similar transformations are taking place in public librarianship around library services for teenagers/emerging adults and for older adults. Stay tuned to learn more and to find ways to get involved!

About the Author: Noah Lenstra, PhD, is Director of Let’s Move in Libraries and assistant professor of Library & Information Science at the University of North Carolina at Greensboro.  Learn more about Noah at noahlenstra.com and follow him on Twitter at @NoahLenstra

This summer we are featuring some great PLAY resources with our 2021 Summer PLAY Blog Series, starring two invited play partners as our content experts.  PLAY is important no matter what season it is…so NO SUMMER LEARNING LOSS here!  In July, Noah Lenstra, Director of Let’s Move in Libraries, will highlight public library play initiatives for several key demographics.  In August, Daniel Hatcher, Director of Community Partnerships for the Alliance for a Healthier Generation, will blog on “PLAY for Healthier Communities.”