Bridging the Communication Gap between Libraries and Young Adults

The presence of comprehensive and nation-wide network of community libraries in societies with literate individuals is a phenomenon that has begun taking place in the recent days. Historically, most libraries have had strict traditions especially with regard to Anglo-American societies. The introduction of libraries in places like the North American colonies took place with the aim of offering education to those who were settling in that part of the world. Libraries in the modern days are systematically beginning to unfold the learning potentials of the young adults in the community. This is become a reality since nowadays young people find themselves with the ability to access a wide range of crucial information on matters such as history, economy, health, science, technology and employment among others. Ready and easy accessibility to information is a major consideration towards the enabling of a society that is characterized by informed and educated people with the ability to contribute positively to matters of national and global development ( Aplin, 2013). 

In most communities, libraries are regarded as custodians of different culture at both national and local levels. Such cultural information is preserved in libraries and is meant to inform, entertain and educate present and future generations. Globally, libraries have an important role to play in assisting to bridge the existing gap of information among young adults by enhancing their services through technologies in communication such as the internet. Such libraries are inclusive in the sense that they make links among young adults at the local, national and international levels of knowledge. In countries that are largely industrialized, library services have managed to ensure ready and easy accessibility of information through modern technology systems ( Bernier, 2003).

Over the last couple of decades, the gap between library and young adults became apparent. Since then there have been several efforts directed towards campaigns to bridge this gap. Furthermore, libraries have always demonstrated their commitment towards extending their services to make them accessible by people who are marginalized in one way or the other. There has been the development of various literacy programs with the aim of benefiting young adults most of whom are currently role in various institutions of learning to study various academic programs. Due to various reasons, public libraries present an appropriate environment for use in providing literacy classes for those young adults who are regarded as the marginalized in certain parts of the world. Ideally, libraries have an access to a wide range of resources that are necessary to facilitate literacy programs for young adults thus bringing the existing gap between them and the libraries. Other than ensuring that literacy is taught to young adults, the focus of libraries can be directed towards ensuring that other social needs of such young people are developed in a manner that improves their standards of living. In addition to the need to bridge the gap between libraries and young adults, literacy development provides young people with requisite educational tools that encourage them to build their confidence (Block, 2007). 

Information and literacy are important issues in the world of academia today, especially as young adults are taking a greater role in seeking various learning literacies within their communities. Bishop and Bauer (2002) describe information literacy as a collection of abilities that enable an individual to realize and understand whenever there is need to have information. Moreover, there is need for the young adults to have the ability to identify, analyze and utilize the information from the libraries effectively. There are growing challenges that face young adults when it comes to information literacy becoming increasingly critical. Such challenges and complexities are associated with environmental changes, cultural diversities as well as personal differences regarding the lives of individual young adults. Young people are able access to an abundance of information sources provided to them through community resources, public libraries, private organizations, media and internet as well as special workshops. Information for literacy is one of the platforms that facilitate a continuous process of learning among individuals from different lifestyles. Literacy and acquisition of information is a common ground in virtually all disciplines as well as all environments of learning enabling various levels of education. Considering continued learning and practice, literacy equips learners with the ability to master a wide range of content and broaden their knowledge base through research and training. Such practices are more self-directed and take greater control over the learning process of a young adult (Eyler, 2002). 

Young people are often attracted to libraries services based on the need to address their immediate as well as long-term interests such as referring, studying, carrying out research, building careers and socializing among others. In addressing such interests, libraries come in handy by providing and promoting a learning environment characterized with a feeling of peace and calmness for the learners. Additionally, libraries are able to influence the process of learning in a positive manner as well as supporting those young people who are interested in engaging in independent learning. Notably, there are various challenges associated with the involvement of young people especially teenagers in provisions of library services. This is because most young people have always preferred other occupations to library service delivery. In most urban communities, the close down of libraries has been on the rise libraries due to economic downturns experienced in the recent past. This turn of events has caused some libraries to close down, reduce their hours and cut budgets for technology and archival collections. Inadequacy of staffs, reduction in hours of operation, lack of sufficient resources and a myriad of closure have all been clearly detrimental to the library community and a disservice to the young adults as well as other members of the community (Druin, 2005). 

Even though most libraries in private institutions as well as within the public domain have always been committed to serving young people, there is still need for the relevant stakeholders to put much effort in assisting the young adults to bridge the existing communication gap between them and the libraries. It is necessary for young people in the world today to have convenient environments that allow them to access to educational programs beyond activities to acquire skills and knowledge that can be enhanced to allow them to become productive daily engagements. Libraries have the ability to perform this role alongside other important responsibilities. However, considering the ever-growing number of young adult desiring to use community libraries, reports have indicated that libraries are presently struggling to address the needs of young adults in the community (Farrelly, 2006).

In this case, the researcher is concerned with establishing the manner in which various community libraries are able to engage young adult learning preferences, influence acceptance among peers, promote a safe place of well-being and continue raising the bar for acceptance and participation among young adults and their community libraries. The research also attempts to highlight what libraries do very well and not so well at empowering our young adult patrons. In this respects, the researcher accesses the areas that are critical for improvement and adjustments to allow for the building of a better understanding of information literacy and effective communication through various kinds of libraries available to young adults in the community. Emphasis is placed in establishing the areas where libraries fall or rank regarding how young adults receive information and how librarians interact with their young adult patrons as well as how well the interactions are received at some of the other neighboring community public libraries (Joiner and Swanzy, 2016).

Statement of the Problem

For a very long time now, community and institutional libraries have failed considerably in meeting the needs the needs and interests of young adults. As such, there have been growing concerns regarding the existence of an ever-widening communication gap between these libraries and young adults. Therefore, there is need to understand the causes and magnitude of this gap in order to come up with appropriate ways through which it can be bridged.

Literature Background

In most places around the globe, libraries are expected to ensure equitable and affordable or free accessibility of a wide range of information. Libraries play a major role in the promotion of literacy as well as creation of an efficient reading environment for the cultivation of a reading culture among young adults and other members of the society. It is through gaining adequate access to properly equipped and well functional libraries that young adults are able to embrace various social, economic and political responsibilities. The observations made by Walter and Mediavilla (2005) indicate that libraries play a crucial role in enabling young adults and others to find and utilize the relevant information in opening up various opportunities. Such opportunities include those associated with literacy enhancement, critical thinking, individual research and creative thinking among others. Stimulating and dynamic literacy environments in various places within the community are necessary for the acquisition of literacy. In most countries around the world, written information forms an important component of ways in which people go about their daily life. In this case, a portion of their time is spent on reading newspapers, reading advertisements and posters, readings reports and emails at work as well as reading through magazines and books of interest. However, young adults in most of the third world countries are experience a serious insufficiency of literacy materials due to adequate number well equipped and properly functional libraries within their learning institutions (Siegel and Scovill, 2000). 

Libraries, especially those found in various institutions of learning, ensure that young adults have access to various supplementary learning materials that enhance their literacy skills. Moreover, libraries play a significant role in facilitating research studies that are often conducted by young people who are undertaking various academic programs or professional exercises. The bridging of communication gap between libraries and young adults has various positive impacts that have been largely acknowledged such as sustenance of literacy, development of creativity and enhancement of language skills among others. According to the findings made by Kuhlthau, Maniotes and Caspari (2015), the presence of an efficient and widely distributed network of libraries is something that started taking place in literate societies toward the end of the nineteenth century. During the early twentieth century, libraries started to become critical components in a growing consciousness that looked at literacy as a social change instrument. Over the last couple of decades, most of the mainstream libraries have been gradually extending the delivery of their services to various special groups including young adults within communities. 

Langford (2000) contends that there is need to bridge the existing gap between libraries and young adults because the role played by professional librarians keeps on changing around the globe. There has been an evolution and that has led to the change of role of librarians from passive preservers and caretakers of books to people who are charged with the responsibility of facilitating information. Most librarians also engage in facilitation of learning opportunities with a focus on service delivery and the identification of user needs. According to Whalen, Costello, and Spielberger (2002), young people should to be treated with the seriousness they deserve when it comes to addressing their literacy needs. Young adults are often faced with decision-making responsibilities that require them to carry out prior adequate research, which can be facilitated by the availability of a well-equipped library. Respectful and direct communication involving young adults is one of the effective ways of having their interests engaged in looking for information from libraries. A cornerstone involving library services for young adults forms the principle for their involvement in decision-making when it comes to desirable programs and services. The active participation of young people in decision-making processes associated with library services and operations is a way of ensuring that their interests are adequately addressed. 

The findings made by Bernier (2003) suggest that young adults find it very difficult for them to spend much of their time perusing through books in the library when in fact they can get whatever information they are looking for within a click of via the internet. One of the reasons that is attributable to young people failing to development sustain interest in visiting the library is the current technological development that has presented young people with many options on how to utilize their leisure time apart from reading books. Additionally, most young people are of the view that reading in the library consumes much of their time and yet it does provide them with an instant or quick gratification. There are various divergent views regarding the role played by public libraries in the lives and personal development of young adults. The establishment of many community libraries, which are expected to target young adults, takes place without the performance of a needs analysis with the input or assistance of professionals. The outcome of this oversight is that the nature of service provision through such community libraries often finds its basis upon assumptions rather than the actual needs for young people on the ground (Walter and Meyers, 2003).

It is necessary to have a candid discussion that explores future opportunities in the delivery of viable library services to young people with the aim of bridging the existing communication gap. All members of the community including young adults are expected to have access to reliable information and resources that school and public libraries can avail. The thinking of young adults coexisting in different learning environments and effectively using libraries has often become an interesting discussion involving library staff and young adults themselves (Apple et al., 2015). Community libraries are more equipped with a wide variety of resources that play a crucial role in assisting young adults to build strong relationships among different learning literacies. Future studies should aim at exploring topics related to literacy for young adults since findings have indicated that literacy is a serious problem as many young adults are not able to comprehend and communicate issues at the appropriate level of grade. It is clear that whereas some libraries offer services regarding information literacy to young adults, they are forced to deal with misunderstanding and resistance presented by the very young people that they intend to assist (Bishop and Bauer, 2002). 

The National Forum on Libraries and Teens indicates that although library institutions play a vital role in enhancing the lives of young adults, there is still need to step up efforts with the aim of uplifting their standards of living further through engagements that are more frequent. According to information from The Young Adult Library Services Association (YALSA), small group meetings, as well as conferences, have always focused on the need for libraries to address the causes of a gap that exists between their services and young adults (Hafner and Sterling, 1993). In that regard, national conversations and debates should always focus on the development of communication channels between young people and library services. The basis for coming up with most municipal libraries in the United States was the fundamental responsibility of presenting young people with opportunities to further their studies and put that knowledge into practical use as adults. Most public libraries were primarily brought into existence to strengthen and enhance channels of communication between young people and the public school system. With a common objective under consideration, the libraries were able to realize that majority of the young people (Druin, 2005) 

Community libraries play a crucial role in addressing some of the literary needs for young adults. This is because the library staffs are considered to possess the requisite knowledge and skills that is useful is serving the young adults who visit libraries. The findings made by Langford (2000), indicate that young adult learners who have trouble when it comes to acquiring literacy skills also find it difficult to understand basic instructions that are necessary in their day-to-day life activities. Literacy challenges are often associated with low progress in life, inability to secure work promotions in future as well as difficulty in career development. Moreover, lack of appropriate literacy skills could hamper one’s ability to take part in useful educational programs thus making it difficult for young adults to improve the communication skills among others that are associated with literacy. There is a wide range of information whose accessibility can only be made by people with literacy skills. As such, it is critical for young adults to ensure that they have adequate literacy skills for them to access useful information through libraries and other sources of information. Considering a rise in the level of using technology and a reduction in the number of staff handling young adult programs, it is necessary that library staff continue to acquire resources and carrying out training to address the literacy needs of the current young people in a satisfactory manner. There exist various models of library services for young adults that may be adopted by community libraries in various countries as a probable solution in addressing the existing communication gap between libraries and young adults (Farrelly, 2006).

The argument by Aplin (2013) indicates that children and young adults learn information literacy not just through reading and writing but also through semiotic domains, which include sounds, images, graphs, and movements. Moreover, people are expected to go through a learning process for them to be literate on matters concerning new semiotic domains and the manner in which it affects their daily routines. Semiotic domains affect individuals differently while enabling them to acquire literacy through several other domains. Furthermore, such ideas and thoughts are expected to construct better programming strategies to more community libraries and librarians of the importance of serving our young adults well. Most community libraries expected to offer services to young adults often provide information literacy to their patrons. However, not all of them are able to cater for communication form of training to young adults in general. It is necessary to find out the manner in which such libraries evaluate the literacy programming of their information and their ability to adequately inform young adults as well as assisting them to identify their needs and utilize resources to solve problems. The observations made by Eyler (2002) indicate that those young adults who enter libraries today are a much more culturally diverse group than those who frequented their community libraries ten or even five years ago. Given the changing nature of library users in general and library culture and given the knowledge that mirrors the needs of the community, librarians must adapt to continuing changes and stay well informed of current trends primarily in collection development. From young adults’ diverse ethnic background and diverse reading materials, the vast resources of the Internet, libraries are detrimental to be the driving force of diversity and learning literacy.

Concept of Development of Information Literacy

The views made by Block (2007), indicate that standards of community libraries began to place considerable prominence on the needs of various categories of students including young adults towards the end of the nineteenth century. Moreover, the concept of literacy information has always played a fundamental role in designing bibliography instructions for students in various academic disciplines. Information literacy programs have always been subjected to constant and regular adjustments and improvement to reflect the changing needs of students as well as to try to incorporate technological development. Programs of information literacy for young people are normally availed through various techniques. Towards the end of the nineteenth century, the explosion of technological development in the field of information science and library started to become the trend that eventually changed the manner in which library services were being accessed and utilized without much hindrance or interference. Later on, the impact of advance technology and its development in matters involving academics and library services influence a myriad of changes that were aimed at streamlining of service provision. Community libraries were also among the facilities that embraced information technology to improve the services. As time went by, various trends started emerging with regard to information literacy that largely involved the integration of library work in instructional programs for in various fields. The accomplishment of such trends was realized through the formulation of certain course materials with the consideration of the skills and knowledge needed by students to help them have an effective communication and interaction with the library even after the completion of their studies. The extent and range of this collaboration increased and included multi-library partnerships focusing on active and effective participation of students to improve the communication skills especially on matters involving information literacy (Apple et al., 2015).

Literacy of Information in the Information Age

The twenty-first century has been termed as the “Information Age,” and librarians through their services have a critical role to play in this information age. Considering a profusion of information technology adopted in the process of creating and disseminating information, librarians, as well as educators, are presented with new challenges. In this entire situation, there are important aspects that appear to emerge from the new environment occasioned by the various dimensions of the multi-media and information literacy. Information literacy empowers communities and families and improves their quality of life. Literacy helps eradicate poverty, reduce child mortality achieve gender equality and ensure sustained development and democracy (Bernier, 2003). The success of young adults learning literacy skills and the ability to meet life's challenges that may be involved will depend on the efforts of parents and families, teachers and leaders and our community libraries. Public and school libraries play an important role in providing young adults with learning environments and opportunities to develop their strengths, express their voices and pursue their interests. Libraries that offer programs after school and during the summer can help disadvantaged young people get ahead by giving them rich and meaningful learning experiences during those many hours when they are not in school.

Discussion

The examination of different perspectives involved in bridging the communication gap between young adults and libraries requires an in-depth analysis of literacy preferences of the young people. It is observed that young people have an incredible ability to influence and motivate their peers towards embracing library services especially if they believe that such services are most likely to address their needs and interests. In this case, it is incumbent upon the public and community libraries to ensure the provision of more services that are attractive and relevant o young adults. In some case, young people may net be in a better position to advocate for their own interest since their participation and involvement at the decision-making table is somehow limited (Jones, Gorman and Suellentrop, 2004). As such, directors, trustees and staffs who are concerned with the provision of library services would be charged with the responsibility of pushing for the incorporations of concerns raised by young adults in the planning and implementations of policies and regulations affecting library and information sciences. Apple et al., (2015) agrees that advocacy for the streamlining of communication channels between libraries and young adults should start at the stage of policy formulation and the design of procedures and regulations guiding operations and provision of services within various libraries. This particular trend and state of affairs also extends to the point of including relationships and networks that used by members of staff in various libraries to develop the channels of communication between them and young adults. The belief behind the introduction of platforms to assist in the advocacy of the plight of young people on matters involving library and information services is that of raising a society of skilled and widely informed individuals. Furthermore, the commitments by the community to support the provision of library services with the focus on young adults will ensure that decision-makers win the community include library supporters and lifelong learners.

A critical approach to libraries in bridging the communication existing gap is among the ideas that have been recommended by Jenkins et al., (2009) and Eyler (2002) due to the findings they have been able to make in the course of their studies. Professional and intellectual responses to the phenomenon of information technology in the provision of library services have been marred with inadequacies to the extent of widening the communication gap that exists between young adults and libraries. Gleason (2016) was able to identify the importance of carrying out additional studies in areas such as the role played by technology in information and communication by young people as well as the role of technology in library services among others. According to Druin (2005), the significance of technology and the role it plays in the delivery of library services to young adult is substantive and needs to be considered when it comes to bridging the existing communication gap. Technology in information literacy has the ability to result in considerable influence through subtle and complex social processes. Different institutions of learning and community organizations to promote and enhance the relationship between library services have previously used various forms of engagements and young people buy that initiative has not been able to yield as much result as was expected from it. In this regard, it important for the concerned authorities to come up with training programs meant for training various educational faculties on matters relating library use. Such a step is expected to go a long way in enabling young people to infuse the outcomes of information literacy into their various academic programs or personal development project (Bishop and Bauer, 2002).

Recognizing that technology plays a critical role in influencing and determining most of the social and educational interests embraced by young adults, learning institutions and community libraries are expected to take up the responsibility of facilitating accessibility to various online databases and electronic resources by young people. It is also important for the relevant authorities and concerned stakeholders to review library procedures and policies that have always prevented young people such as teenagers from having effective accessibility the library resources that are available through the internet. Farrelly (2006) observes that The American Library Association is opposed to any attempts that aim at restricting accessibility to library facilities, materials and services based on the user’s age. In that respect, it is imperative for libraries to formulate and maintain their online presence with the incorporation of materials and resources that are beneficial to the needs of young people. Libraries are also expected to ensure the provision of affordable and easy accessibility for young people to information services as well as all programs used in disseminating information. Staff members in libraries as well as educational institutions are expected to demonstrate interest in learning and embracing new technologies as a way of stepping up their commitment toward bridging the gap between libraries and young adults through technology. Additionally, libraries ought to be provided with technologically updated networks and facilities that able to give equal accessibility by young adults. 

According to the views held by Bernier (2003), irrespective of the content and approach, library programs that respond to the needs of and interests of young adults will recognize value, work collectively, and actively compete for young people’s time and attention. Libraries can strengthen the quality and diversity of their young adult librarianship by providing, good programs that invest in staff development and recognizing that quality of leadership is critical to program success. As libraries implement great programs to encourage teens, they are ensuring that teen youth have everlasting opportunities to contribute their talents beyond the community and into adulthood. The subject of communication gap between libraries and young adults brings relevance and contribute to the world of Library Information Science since it is important for young adults to be accepted and assisted in everlasting educational relationships from their community library. Libraries can learn from young adults as well as young adults learning from a librarianship that is geared towards fostering learning in a safe, engaging and one of the last institutions where you can be free to learn, think, socialize, and lead. Effective programming established on solid organizational structures that make up committed and energetic leadership will give teens and patrons confidence in their local library. Properly and well-managed libraries are a staple to maintain relationships with young people at a time in their lives where it is most crucial. The communication gap between libraries and young adults is a conversation that needs resurrecting in many community libraries (Douglas, 1986). The conversations should include school librarians, community librarians, leadership boards from both professions, and the communities input as well. Community libraries should be a place where librarians and young adults can develop positive relationships, provide a safe place for young adults where they can feel accepted and appreciated as individuals and a place for expressiveness. Young adults should feel that they can express themselves, be encouraged by library staff to explore new ideas, and build skills that will help our young adults to succeed further in life. Community libraries are in a unique position in being able to serve many of young adults needs, offer access to information literacy, and to foster and create opportunities for participation and life of learning (Koke and Dierking, 2007). 

The increase in the number of studies that are presently being performed in relation to the involvement of young adults in matters relating to library services is an indication that there are growing concerns over the existing communication gap. Flowers (2008) describe young adults as active consumers of information especially through digital channels of information distribution and dissemination such as the internet. Moreover, young adults have always come out as people who are techno-savvy especially on matter regarding accessibility of library resources. Evidently, public and academic libraries play a significant role in supporting the academic, career and personal development of young adults in the daily life engagements. Both researchers and professionals have been able to establish that most of the information that young adults consume is related to technology in one way or another. Young adults with low levels of literacy are believed to be among the ones contributing significantly to the widening of the communication gap between libraries and young adults. In this case, libraries are expected to device appropriate and effective means that are aimed at addressing challenges emanating from poor attitudes towards high levels of literacy among the youth (Gee, 2003).

Clearly, the bridging of the communication gap existing between libraries and young adults calls for the commitment by library service providers to offer efficient and reliable library resources and materials to young adults. The provision of such services requires the involvement of library personnel and staff who understand and acknowledge the unique educational, informational and recreational requirements of the young adults. Considering the entitlements of minors to free accessibility to library resources, it is expected that teenagers alongside young adults would also have accessibility to all the available library resources and materials especially the ones that are critical to their personal development. It is recommended for there to be a structured engagement and cooperation among leaders and service providers in charge of academic and public libraries operating with the community. It is imperative for the various categories of libraries to operate and deliver services to young adults based on policies that are clearly written and outlined for ease of reading and understanding by all interested parties and participants. The objectives and goals developed by public and academic libraries must be in apposition to demonstrate consistency with the long-term missions and plans of such libraries. The members of staff who are charged with the responsibility of providing young adults with library information and guidance should be well versed with the challenges that contribute origin and widening of communication gap between young adults libraries (Fink, 2015).

In bridging the communication gap that exists between libraries and young adults, librarians are expected to offer their support to the roles played by teachers in the formulation of skills and information to be incorporated in various education programs. As such, librarians have a significant responsibility to discharge when it comes to establishing priorities in learning for young adults and others. When the community understands the significance of the roles played by librarians, they will be motivated and encouraged to offer their commitment towards supporting the librarians thus attempting to bridge the existing communication gap between libraries and young adults. It is imperative for the present age of information to consider building links with various factors of education in manner that leads to the integration of literacy into their curricular. Ideally, the process of bridging the existing communication gap would be expeditions if the librarians in various institutions of learning and community libraries show their concern and commitment towards offering information and literacy skills to young adults alongside others (Hyatt and Craig, 2009). This would play an effective role when it comes to influencing the attitude of young people towards the importance of libraries in their daily live affairs. In their attempts to achieve their personal development objectives and goals, young adults would embrace the services provided through the library. It would be advisable to for librarians in various institutions of learning as well as community libraries to takes appropriate practical steps towards ensuring that their services become part of the academic mission with the focus on young adults. Moreover, it would be prudent for them to seek the views of young people and incorporate them in the process of improving the services delivery to the public. Identification of various groups of stakeholders in the sector of information and library services as well as academic councils would be a key consideration towards bridging the existing communication gap between the library and young adults (Howard, 2011).

The provision of information literacy and educational process through library services may be electronic, traditional or through an online environment. An analysis of various educational and community environments where young adults are involved indicates that librarians have specific roles are responsibilities when it comes to the development various academic programs. To this extent, librarians and library service providers should be aware that young people who form the majority of the student population in various learning institutions often gain the required information and library skills through effectively prepared coursework. Additionally, libraries plays a vital role in offering the necessary assistance such as advisory roles when it comes to curriculum planning and certain teaching sessions that focus on the development of information and communication skills for young adults (McLean, 2007). In some cases, major players in the library and information sector would be expected to act as equal partners with members educational or community facilities in the performance of instructional processes to students and other members of the society. In some countries such as Romania, the academic environment is characterized by a mandatory library instruction, which forms part of the curriculum requirements for students in various faculties. In this case, students are expected to take and pass various tests and evaluations assessing their library and communication skills before they can be allowed to graduate or proceed to the next level of education. From such a perspective, it is imperative to have libraries and librarians involved as relevant or key stakeholders when it comes to the planning of curriculum and extra curriculum activities for young people. Intervention made by the academic planners are expected to recognize the significance of introducing library and information courses with the objective of trying to bridge the communication gap between libraries and young adults (Hart, 2014). 

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