Abstract:
Research problem: The purpose of this research paper is to discover whether library patrons value digital components of library programming, looking specifically at Dare to Explore, a summer reading programme for Auckland Libraries’. This research looks at how Dare to Explore has translated into the digital arena, and whether its participants, children aged 5-13 years old, and their parents/caregivers, found value in that.
Methodology: Qualitative research methods were used. This consisted of interviews with 6 families – 6 parent/caregivers and 10 children – who participated in Dare to Explore 2016/17.
Results: The Dare to Explore programme overall was highly valued by the children and their parents/caregivers, however the digital components were not as decidedly valued within the four themes derived from the literature review and the Sheth-Newman-Gross Theory of Consumption values. There either was not enough online content, or participants were not fully aware of what was available online to be able to truly rate its value. Some parents’ were averse to too much digital content in a library programme and this was reflected in the access they allowed their child, and an influence on their child’s perception of, the digital components. The website component was more readily valued than the e-book component, but value could be seen in the ability of digital to engage and motivate. Both parents and children overwhelmingly held similar views in that they desired a programme which combined fun with learning, and wanted it to be delivered through various mediums – booklet, online and in person via the library and librarians, with the online components being as interactive as possible.
Implications: This study suggests themes and a value measure to use when looking at digital components of library programming, views from participants as to what value was found, and ideas as to how to increase that value. Findings from this study will be helpful to Auckland Libraries in looking at Dare to Explore programme development in subsequent years, and can also be used by them, or any public library, to look at why and how digital aspects may be incorporated into any existing or future programming. Although this research focuses on a children’s programme, the results may also provide learnings for adult and teen programming.
