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Parents, Children, Libraries, and Reading

A Pew Research study reveals that a majority of parents with minor children view libraries as essential resources, with 94% recognizing their importance for children's reading and access to information. Parents engage actively with libraries, with mothers typically more involved than fathers, and report higher library usage rates compared to other adults. Additionally, parents express a strong desire for libraries to expand services and improve technology offerings to better serve their families.

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www.pewresearch.org MAY 1, 2013 Parents, Children, Libraries, and Reading Parents of minor children have a special relationship with libraries. Most believe libraries are very important for their children and provide extra resources that are not available at home. Parents are also more likely than other adults to use libraries for services ranging from book borrowing to accessing the internet to attending classes and events – and mothers are considerably more engaged with libraries than fathers. Carolyn Miller Research Consultant, Pew Internet Project Kathryn Zickuhr Research Analyst, Pew Internet Project Lee Rainie Director, Pew Internet Project Kristen Purcell Associate Director for Research, Pew Internet Project http://libraries.pewinternet.org/2013/05/01/parents-children-libraries-and-reading/ FOR FURTHER INFORMATION, CONTACT: Pew Research Center’s Internet & American Life Project 1615 L St., N.W., Suite 700 Washington, D.C. 20036 Media Inquiries: 202.419.4500
pewinternet.org 2 Summary of Findings The vast majority of parents of minor children — children younger than 18 — feel libraries are very important for their children. That attachment carries over into parents’ own higher-than-average use of a wide range of library services.1 The ties between parents and libraries start with the importance parents attach to the role of reading in their children’s lives. Half of parents of children under age 12 (50%) read to their child every day and an additional 26% do so a few times a week. Those with children under age 6 are especially keen on daily reading with their child: 58% of these parents read with their child every day and another 26% read multiple times a week with their children. The importance parents assign to reading and access to knowledge shapes their enthusiasm for libraries and their programs:  94% of parents say libraries are important for their children and 79% describe libraries as “very important.” That is especially true of parents of young children (those under 6), some 84% of whom describe libraries as very important.  84% of these parents who say libraries are important say a major reason they want their children to have access to libraries is that libraries help inculcate their children’s love of reading and books.  81% say a major reason libraries are important is that libraries provide their children with information and resources not available at home.  71% also say a major reason libraries are important is that libraries are a safe place for children. Almost every parent (97%) says it is important for libraries to offer programs and classes for children and teens. Library visits by children Some 70% of parents report their child visited a public library in the past 12 months and 55% say their child has his/her own library card. Those children who are library visitors did the following:  87% visited the library to borrow books.  55% went to do school work — and 77% of the children ages 12-17 went to the library for this reason.  46% went to borrow DVDs or CDs. 1 Throughout this report, the word “parents” refers exclusively to those who currently have a child under age 18. We use the term “other adults” to refer to those who do not currently have a minor child – even if they do have children 18 or older. For some questions, a small share of those “other adults” are ages 16 and 17.
pewinternet.org 3  46% went to attend a library event — and 53% of the children under age 12 went to the library for this reason.  37% went to use the internet — and 43% of the children ages 12-17 went to the library for this reason.  37% went to socialize with their friends.  32% went to a library-sponsored book club or program. Parents themselves are considerably more likely than other adults to use library services These parental feelings about the importance of libraries for their children are associated with higher levels of library use by the parents themselves. Indeed, the presence of a child or a grandchild in a family is the primary reason cited by the 30% of parents who say their patronage of libraries has increased in the past five years. Compared with other adults who do not have minor children, these parents are more likely to have visited a library in the past 12 months, have a library card, to have visited a library website in the past year, and use a mobile device to connect to a library website. Parents are more likely than other adults to use libraries The percentage of parents and other adults who do these library activities Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents=584; other adults=1668. Interviews were conducted in English and Spanish and on landline and cell phones. Note: All differences are statistically significant Once at the library or on the library website, parents are more likely than other adults to do a notable number of activities, including browse shelves, borrow printed books, attend classes and events for children, borrow DVDs and CDs, use computers and the internet, and borrow e-books. 73% 64% 46% 32% 30% 19% 59% 49% 36% 22% 23% 11% 0% 20% 40% 60% 80% 100% Have library card Visit library past year Used library website ever Used library website in last year Increased library use in past 5 years (among library users) Visit library website via mobile device Parents of minor children Other adults
pewinternet.org 4 Among library users, parents are more likely than other adults to do library activities The percentage of parents and other adults who used the library in the past 12 months who have done these library activities Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents=584; parents ever visited library =501; parents visited library past 12 months =375, Form A=201, Form B=174. Total N for other adultss=1668; ever visited library=1419; visited library past year=863, Form A=415, Form B=448Interviews were conducted in English and Spanish and on landline and cell phones. *denotes places where the differences are statistically different Parents’ ties to libraries are all the more striking because parents are more likely than other adults to have computers, internet access, smartphones, and tablet computers — tools that might make them less reliant on libraries because they have access to information and media through other convenient platforms. Parents are more likely to be interested in expanding library services and adding future tech-related services Parents’ tighter connections to libraries likely accounts for the fact that they are more aware than other adults about the array of programs and services their local libraries offer. Some 74% of parents say they know about “all" or "most" of the services and programs their library offers, compared with 65% of other adults who feel that way. And parents are more likely to want libraries to expand their offerings. Compared with other adults, parents are more likely to say that libraries should definitely offer more comfortable spaces (65% vs. 56%). This attitude might stem from the fact that parents visit the library more. Parents are also more likely than other adults to think libraries should definitely offer a broader selection of e-books (62% vs. 49%) and definitely offer more interactive learning experiences (54% vs. 43%). Interestingly, other 9% 40%* 50%* 64%* 81%* 81%* 5% 27% 35% 31% 68% 70% 0% 20% 40% 60% 80% 100% Borrow e-book Use computer/internet Borrow DVD/CD/videotape Attend class or event for children Borrow print books Browse shelves Other adults Parents of minor children
pewinternet.org 5 adults are just as supportive as parents of library services for school children and these activities are supported by eight in 10 or more of both groups. Parents express more interest than other adults in an array of tech-oriented services that are being discussed and implemented among some American libraries, including online reference services, cell phone apps to connect to library materials, tech “petting zoos” that would allow people to try out new gadgets, and library kiosks or “Redbox”-type offerings in the community to check out books and movies. Parents are more likely than other adults to say they would use new library offerings The percentage of parents and other adults who say they would be "very likely" or "somewhat likely" to use each service Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents=584; other adults=1668. N for Form A: parents=302; other adults=817. N for Form B: parents=282; other adults=851. Interviews were conducted in English and Spanish and on landline and cell phones. *denotes places where differences are statistically different 48% 53% 55% 55% 60% 60% 59% 65% 57% 71% 55% 70%* 65%* 63%* 72%* 70%* 71%* 78%* 77%* 79%* 0% 20% 40% 60% 80% 100% Instruction on how to use e-book reading devices Digital media lab to create/upload new content like movies or e-books E-book readers already loaded with books you want to read Classes on how to download library e-books Personalized accounts that give book recommendations Library kiosks in community to check out books, movies Cell GPS app that helps locate material inside library Program to try out new tech devices/apps Cell app to use/view library services An online research service ("ask a librarian") Parents Other adults
pewinternet.org 6 Mothers stand out when it comes to reading and libraries More than fathers, mothers in many respects are attached to their libraries, feel they are important for their children and their communities, and are eager to see libraries expand and add new tech-related services.  Reading habits: Mothers are more likely than fathers to read to their children every day (55% vs. 45%). Overall, mothers read books somewhat more often than fathers. In the past 12 months, mothers read an average of 14 books (mean), compared with 10 for fathers. Book-reading mothers are more likely than fathers to have read a printed book in the past year (90% vs. 82%). Mothers are also more likely than fathers to feel it is very important for their children to read printed books in addition to digital content (86% vs. 74%).  Family use of library services and activities: Mothers are more likely than fathers to report that their children have visited the library in the past year (74% vs. 64%). When it comes to parents’ use of libraries, mothers are notably more engaged than fathers. They are more likely than fathers to have a library card, to have visited a library in the last 12 months, to have visited a library website in the past year, and to have visited a library website via mobile device. At the library, mothers are more likely than fathers to have used the computers and internet access at the library and to use those computers to take an online class or certification course (26% vs. 7%). Mothers are also more likely than fathers to have gotten help from librarians in using computers and the internet at the library (46% vs. 30%).
pewinternet.org 7 Mothers are more likely than fathers to engage with libraries The percentage of parents who do these activities Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for mothers of minors=321; for fathers of minors=263. Interviews were conducted in English and Spanish and on landline and cell phones. *denotes places where the differences are statistically different Among library users, mothers visit more frequently than fathers: 21% of library-using mothers visit the library weekly, compared with 10% of library-using fathers who visit that frequently.  Importance of libraries: Mothers are more likely than fathers to say libraries are important to their communities (94% vs. 87%). And they are more likely than fathers to say libraries are important to them and their families (87% vs. 80%). When it comes to their own children, mothers are more likely than fathers to say a major reason why libraries are important is because libraries help children develop a love of reading and books (90% vs. 77%). Mothers also are more likely to believe libraries offer their children access to information and resources they can’t get at home or school (86% vs. 75%).  Importance of library services: Mothers are more likely than fathers to say it is very important for libraries to offer quiet spaces for adults and children (85% vs. 69%). They are also more likely to say it is very important for libraries to offer job, employment, and career resources (74% vs. 61%), for libraries to offer free cultural events and classes (74% vs. 60%) and libraries to offer free public meeting spaces (55% vs. 36%). Mothers say they are better informed than fathers about what their local library offers: 32% of mothers say they are know all or most of the services and programs the library offers, compared with 21% of fathers. 82%* 73%* 54%* 39%* 24%* 44%* 63% 54% 36% 25% 14% 34% 0% 20% 40% 60% 80% 100% Have library card Visit library in last year Visit library website (ever) Visit library website (last year) Visit libray website via mobile device Use computers/internet (among library users) Mothers Fathers
pewinternet.org 8 Lower income parents are more likely to view library services as very important When it comes to newer services that libraries might create, parents living in households earning less than $50,000 are more likely than parents in higher income households to say they would be “very likely” to take advantage of:  classes on how to download library e-books (44% vs. 29%)  e-readers already loaded with library content (40% vs. 22%)  digital media lab (40% vs. 28%)  classes on how to use e-readers (34% vs. 16%)
pewinternet.org 9 Lower income parents are more likely to view various library services as “very important” Among all parents, the percentage of those living in households with income less than $50,000 and those with $50,000 or more who say it is “very important” for libraries to offer these services Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. Total N for parents = 584. Total N for parents with income under $50,000 =273; total N for parents with income of $50,000 or more=266. Form A parents total n=302; parents with income under $50,000=140; parents with income $50,000+=136. Total Form B parents = 282; Form B under $50,000=133; Form B $50,000+=130. Interviews were conducted in English and Spanish and on landline and cell phones. *denotes places where the differences are statistically different 37% 58% 57% 71% 67% 72% 74% 86% 71% 56%* 76%* 79%* 85%* 82%* 84%* 88%* 82% 88%* 0% 20% 40% 60% 80% 100% Free meeting spaces Free events/activities Jobs/career resources Research resources Programs/classes for kids Quiet study spaces Free access to computers/ internet Borrowing books Librarians to help people Less than $50K $50k or more
pewinternet.org 10 About this Research This report explores the relationship that parents of minor children have with public libraries. In some ways, parents of minor children are similar to other Americans who do not currently have minor children (“other adults” as we refer to them throughout this report) in how they view and use the library. But there are key differences that will be highlighted and explored in this report. This report is part of a broader effort by the Pew Research Center’s Internet & American Life Project that is exploring the role libraries play in people’s lives and in their communities. The research is underwritten by the Bill & Melinda Gates Foundation. This report contains findings from a survey of 2,252 Americans ages 16 and above between October 15 and November 10, 2012. The surveys were administered half on landline phones and half on cellphones and were conducted in English and Spanish. The margin of error for the full survey is plus or minus 2.3 percentage points. The survey includes 584 interviews with parents of children under 18 years of age. The margin of error for the sample of parents is plus or minus 4.5 percentage points. There were several long lists of activities and services in the phone survey. To minimize the burden on those taking the survey, we asked half the respondents about one set of activities and the other half of the respondents were asked about a different set of activities. These findings are representative of the population ages 16 and above, but it is important to note that the margin of error is larger when only a portion of respondents is asked a question. There are also findings in this report that come from a survey of a non-scientific sample of librarians who volunteered to participate in Pew Internet surveys. Some 2,067 library staff members participated in the online survey between December 17 and December 27, 2012. No statistical results from that canvassing are reported here because it is based on non-probability samples of patrons and librarians intended to provide open-ended comments and other qualitative information. We highlight librarians’ written answers to open-ended questions that illustrate how they are thinking about and implementing new library services. In addition, we quote librarians and library patrons who participated in focus groups in-person and online that were devoted to discussions about library services and the future of libraries. One set of in- person focus groups was conducted in Chicago on September 19-20. Other focus groups were conducted in Denver on October 3-4 and in Charlotte, N.C. on December 11-12.
pewinternet.org 11 Acknowledgements About Pew Internet The Pew Research Center’s Internet & American Life Project is an initiative of the Pew Research Center, a nonprofit “fact tank” that provides information on the issues, attitudes, and trends shaping America and the world. The Pew Internet Project explores the impact of the internet on children, families, communities, the work place, schools, health care and civic/political life. The Project is nonpartisan and takes no position on policy issues. Support for the Project is provided by The Pew Charitable Trusts. More information is available at http://libraries.pewinternet.org/. Advisors for this research A number of experts have helped Pew Internet in this research effort: Daphna Blatt, Office of Strategic Planning, The New York Public Library Richard Chabran, Adjunct Professor, University of Arizona, e-learning consultant Larra Clark, American Library Association, Office for Information Technology Policy Mike Crandall, Professor, Information School, University of Washington Allison Davis, Senior Vice President, GMMB Catherine De Rosa, Vice President, OCLC LaToya Devezin, American Library Association Spectrum Scholar and librarian, Louisiana Amy Eshelman, Program Leader for Education, Urban Libraries Council Sarah Houghton, Director, San Rafael Public Library, California Mimi Ito, Research Director of Digital Media and Learning Hub, University of California Humanities Research Institute Patrick Losinski, Chief Executive Officer, Columbus Library, Ohio Jo McGill, Director, Northern Territory Library, Australia Michael Kelley, Editor-in-Chief, Library Journal Dwight McInvaill, Director, Georgetown County Library, South Carolina Bobbi Newman, Blogger, Librarian By Day Carlos Manjarrez, Director, Office of Planning, Research and Evaluation, Institute of Museum and Library Services Johana Orellana-Cabrera, American Library Association Spectrum Scholar and librarian in TX. Mayur Patel, Vice President for Strategy and Assessment, John S. and James L. Knight Foundation Karen Archer Perry, Senior Program Officer, Global Libraries, Bill & Melinda Gates Foundation Gail Sheldon, Director, Oneonta Public Library (Alabama) Sharman Smith, Executive Director, Mississippi Library Commission
pewinternet.org 12 Disclaimer from the Bill & Melinda Gates Foundation This report is based on research funded in part by the Bill & Melinda Gates Foundation. The findings and conclusions contained within are those of the author and do not necessarily reflect positions or policies of the Bill & Melinda Gates Foundation.
pewinternet.org 13 Part 1: A Profile of Parents Roughly a quarter (26%) of the sample for the full Library Services Survey is parents of minor children, and this report examines their particularly strong attachments to libraries. Parents are demographically different from the other adults in our sample — and in the wider population. So, the results presented in the remainder of this report should be interpreted in the context of who these parents are.2 This first section will examine the sample of parents analyzed for this report and compare them to national parameters for parents and to the sample of other adults from the survey. Our parent sample is composed of slightly more mothers than fathers (54% vs. 46%) and it is relatively young (54% under 40 years old) and well-educated (31% some college, 31% four year college or more). While predominantly white (61%), 17% of the sample of parents is Hispanic and 13% African-American. More than half are employed full-time (58%) and an additional 15% are employed part-time or self- employed. Three quarters (73%) are married or living with a partner and 85% report two or more adults in the household. Half (53%) live in the suburbs, a third (32%) in urban areas and 15% are in rural areas. These parents have young children; 55% have a youngest child who is 5 years old or younger, 22% have a youngest child 6 -11 years old, and 23% have a youngest child 12-17 years old. Three quarters (77%) of the sample have at least one child under 12, 23% have only older children 12-17. Our sample of parents closely mirrors the national population of parents of minor children as measured by the Census Bureau's 2011 Annual Social and Economic Supplement. The table below shows the comparison of our sample of parents to these national parameters on some key demographic variables. Our sample slightly over-represents parents of younger children — 52% of our sample is a parent of at least one child 5 or younger, compared with 46% of the full U.S. population of parents. This should be kept in mind when interpreting findings. There are substantive differences between parents of younger children and parents of older children on questions related to reading, library use, and perceptions of libraries. 2 These “other adults” as we refer to them throughout the report, are adults 16 or older who do not currently have any children 17 or younger.
pewinternet.org 14 Demographic profile of sample of parents vs. national parameters The percentage of parents from our survey in each demographic category compared to national parameters for parents of children under 18 Parents 2011 US Census Bureau National Parameters (ASES) (n) (584) Number of adults in the HH Single adult HH 14% 15% 2+ adults in HH 85 85 Race/ethnicity White, Non-Hispanic 61 59 Black, Non-Hispanic 13 13 Hispanic 17 20 Other, non-Hispanic 7 8 Age Under 40 54 58 40 and older 46 42 Age of children+ 1+ child 5 or young 52 46 1+ child 6 – 11 44 48 1+ child 12 – 17 48 49 Education attainment No high school diploma 10 12 High school grad 28 23 Some College 31 34 College + 31 31 Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Source for National Parameters: 2011 US Census Bureau's 2011 Annual Social and Economic Supplement (ASES), including all household in United States Comparing the demographic profile of parents of children under 18 to other adults (adults with no children currently under age 18) in our sample reveals some important differences that may, in part, explain differences between the two groups in their reading habits, and relationship with libraries. Compared with other adults, parents are more likely to be in their 30s and 40s and live in the suburbs. They are also more likely to be married, somewhat more educated, employed full time and Hispanic.
pewinternet.org 15 Demographic profile of parents and other adults Among all Americans ages 16+, the percentage of parents and other adults in each demographic category Parents Other adults (n) (584) (1668) Gender Men (n=1,059) 46% 50% Women (n=1,193) 54 50 Race/ethnicity White, Non-Hispanic (n=1,572) 61 69 * Black, Non-Hispanic (n=243) 13 11 Hispanic (n=277) 17 * 13 Other, non-Hispanic (n=127) 7 6 Age 16-17 (n=101) - 8 * 18-29 (n=369) 19 20 30-49 (n=586) 65 * 16 50-64 (n=628) 13 32 * 65+ (n=531) 2 23 * Household income Less than $30,000/yr (n=629) 31 32 $30,000-$49,999 (n=363) 20 * 14 $50,000-$74,999 (n=314) 14 13 $75,000+ (n=567) 28 * 21 Don't know/refused (n=379)) 7 19* Education attainment No high school diploma (n=254) 10 19 * High school grad (n=610) 28 30 Some College (n=562) 31 * 25 College + (n=812) 31 26 Employment status Employed full-time (n=954) 58* 36 Employed part-time/self-employed (n=263) 15 15 Not employed (n=368) 20 18 Retired (n=578) 4 26 * Student/disabled (n=74) 2 5 Marital status Married/living with partner (n=1,205) 73 * 44 Widowed/divorced/separated (n=479) 14 20 Single never married (n=548) 12 33 *
pewinternet.org 16 Number of adults in HH Single adult HH (n=524) 14 22 * 2 or more adults in household (n=1,715) 85 * 77 Urbanity Urban (n=721) 32 34 Suburban (n=1,090) 53 * 46 Rural (n=440) 15 19 * Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Note: * indicates a statistically significant difference between that item and the column next to it.
pewinternet.org 17 Sometimes there are differences in parents’ responses to our questions that are associated with the age of their children. Of course, many families have several children with different ages. We report on a few different categories of the age of children throughout this report. For instance, for some questions, we examine parents who have at least one teenager (46% of the sample) and compare them to parents with no teenagers (54% of the parent sample). For other questions we focus on parents with any children under 5 years (55%) and compare them to parents with no young children (45%).
pewinternet.org 18 Part 2: Parents and Reading Parents of minor children do not necessarily read more than adults who do not currently have minor children ("other adults"), but they are heavier consumers of audio books and e-books. Sixteen percent of parents have read more than 20 books in the past year and an additional 13% have read 11-20 books while two in ten parents (22%) report no reading in the past 12 months. Parents who read books, read an average (mean) of 16 books per year and a median (mid-point) of 8 books per year. Among parents, fathers are less likely than mothers to have read a book in the past year. About three in ten (29%) fathers say they have not read any books in the past year, compared with 16% of mothers who are not readers. However, among those who do read, mothers and fathers read about the same number of books per year; an average of 14 books per year for fathers and an average of 17 per year for mothers. Parents who live in households earning less than $50,000 in annual income are less likely to be readers than those with higher income; 27% in that income bracket have not read any books in the past year, compared with 16% of higher income parents. A similar pattern is seen with college education; 38% of those with no college education are non-readers, compared with 12% of those with at least some college education. However, among readers, there is no significant difference in the average number of books read in the past year for parents with different levels of income (16 vs. 15) or education (17 vs. 15). Reading frequency for parents and other adults Parents (a) Other adults (b) (n=584) (n=1668) % of parents and other adults who read this number of books in past 12 months None 22% 24% One book 7 7 2 - 3 books 12 15 4 - 5 books 11 12 6 - 10 books 17 14 11 - 20 books 13 13 More than 20 books 16 13 Don't know/refused 1 2 Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Differences between parents of minor children and other adults (those with children 18 or older or with no children) emerge when looking at the type of reading that is done. Other adults are more likely than parents to read print books (91% vs. 86%) - due in large part to age and educational differences between
pewinternet.org 19 the two — but parents who are book readers consume a greater variety of book formats than other adults. Roughly four in ten (38%) parents have read an e-book and a quarter (24%) have listened to an audio book in the past year, compared with 27% and 14% of other adults, respectively. Among parents, those with children under 12 are more likely than those with only 12-17 year-olds to have listened to an audio book in the past 12 months (26% vs. 17%). Other than this difference, reports of listening to audio books or reading e-books are similar across all types of parents. Type of books read in past 12 months differs for parents and other adults % of parent and non-parent readers who have read each type of book in the past 12 months Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Total N for parents who have read any books in past 12 months = 454; N for non-parent readers = 1300 *denotes places where the differences are statistically different 86% 24%* 38%* 91% 14% 27% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Printed books Audiobooks Electronic books Parents Other adults
pewinternet.org 20 Part 3: Parents and Reading to Children Parents read to their children regularly and the parents of younger children read more often to their children than the parents of older children. Half of all parents with children under 12 (50%) say they read to their child every day and an additional 26% do so a few times a week. About one in ten read to their child about once a week, 6% a few times a month and 9% less often or never. Parents whose youngest child is 0 to 5 years old are more likely than those whose youngest is 6 to 11 years old to read to their child every day (58% vs. 31%). Parents whose youngest child is 6 to 11 years old are more likely than those with younger children to say they read to their child about once a week (16% vs. 6%) or a few times a month (12% vs. 3%). Interestingly, parents who have both young children and teenagers are less likely to read to their young children every day than parents who only have children under 12 (29% vs. 60%) — data not shown in the table below. How often parents read to children, by age of youngest child All Parents with child under 12 Youngest child is 0-5 year old Youngest child is 6-11 year old (n) (n=434) (n=303) (n=131) % of parents with at least one child under 12 who read this frequently to their child Everyday 50 58 * 31 A few times a week 26 26 25 About once a week 9 6 16* A few times a month 6 3 12* Less often 7 5 11 Never (volunteered) 2 1 4 Don't know/refused 0 0 1 Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Total N for parents with children under 12 = 434; N for parents with youngest child age 0-5 = 303; N for parents with youngest child age 6-11 = 131. Note: * indicates a statistically significant difference between that item and the column next to it.
pewinternet.org 21 Mothers are more likely than fathers to read to their child every day (55% vs. 45%) as are parents under 40 (55% vs. 43%), those with income over $50,000 (60% vs. 42%) and those with at least some college education (59% vs. 36%). Characteristics of parents who read to their child every day Among parents with at least one child under 12 years of age, the percentage who read to their child/children ever day % who read to child every day Parents with child/children under 12 (434) a Men (n=204) 45% b Women (n=230) 55 a Age of Children a Have children under 12 AND 12-17 (n=140) 29 b Only children under 12 years (n=294) 60 a Parent Age a Under 40 (n=265) 55 b b 40 or Older (n=164) 43 Parent Household income a Less than $50,000/yr (n=212 42 b $50,000 + (n=190) 60 a Parent Education attainment a No College (n=144) 36 b Some College + (n=288) 59 a Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. Total N for parents of children under 18 = 584The survey was conducted in English and Spanish and on landline and cell phones. Note: Columns marked with a superscript letter ( a ) or another letter indicate a statistically significant difference between that row and the row designated by that superscript letter. Statistical significance is determined inside the specific section covering each demographic trait.
pewinternet.org 22 The frequency with which parents read to children may reflect the value they place on encouraging their children to read, and read print books in particular. More than nine in ten parents of minor children say it is important to them that their children read print books. Eighty-one percent say it is very important, and an additional 13% say it is somewhat important. The importance of children reading print books is high among parents of all minor children, regardless of the age of the child. Mothers are more likely than fathers to say that reading print books is very important for children (86% vs. 74%). Parents say reading print books is very important for their children % of parents who say having their child read print books is ... Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents of children under 18 = 584. Interviews were conducted in English and Spanish and on landline and cell phones. In our focus groups, one father said he valued reading print books because they helped model reading habits for his children: “I'm reading like a book [on a tablet] and my children don’t know if I'm reading a book or if I’m playing on Twitter, so I think it’s important to have the book so that they go, ‘Oh Dad’s reading’ . . . not just, ‘Oh he’s updating his Facebook page.’ I think there is like a difference in that.” Other focus group members voiced similar sentiments, saying they valued the physicality and the relative permanence of printed books because they can be passed down “from generation to generation.” One participant said while e-books have some advantages — for instance, they are more convenient to carry when traveling — “I like those books in my hands sometimes.” Very important, 81% Somewhat important, 13% Not too important, 3% Not important at all, 3%
pewinternet.org 23 Part 4: Parents and Libraries Parents think libraries are important for themselves and for their community and they visit their local public library more than other adults. How important libraries are to individuals and their communities In our survey, we asked people about their general library patronage — if they had experiences with libraries in childhood, how often they visit libraries or library websites, and what sort of experiences they have had in these visits. We also asked people how important libraries are, not only to them and their family, but also to their community as a whole. How important libraries are to parents Parents value libraries for themselves and their families, and for their communities. More than half (54%) of parents say the public library is very important for themselves and their family and 30% say libraries are somewhat important. Overall, parents of children under 18 are more likely than other adults to say the library is very important for them and their family (54% vs. 42%) and, among parents, mothers are more likely than fathers to say libraries are either very or somewhat important (87% vs. 80%). As important as parents think libraries are for themselves and their families, they view public libraries as even more important for their communities. Two thirds (66%) of parents consider the library very important for the community and 25% say it is somewhat important. Parents and other adults do not differ when it comes to the importance of the library for the community. Among parents, mothers are more likely than fathers to say libraries are either very or somewhat important for the community (94% vs. 87%).
pewinternet.org 24 How important are libraries? Among all Americans 16+, the percentage of parents and other adults who say libraries are “very important,” “somewhat important,” “not too important,” or “not important at all” to them and their families, and to their community as a whole Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Total N for parents = 584; total N for other adults = 1668 *denotes places where the differences are statistically different Library patronage questions show that more than eight in ten American adults have ever visited a library and roughly half have been to a public library in the past 12 months. While there is no difference between parents and other adults when it comes to having ever visited a library in person (85% and 84% report they have, respectively), parents of children under 18 are more likely to have visited a library in person in the past 12 months (64% vs. 49%), to have ever visited a library website (46% vs. 36%), and to have visited a library website in the past 12 months (32% vs. 22%). For the purposes of this survey, we define 'recent library users' as anyone who has visited a public library in person in the past 12 months, gone on a public library website in the past 12 months, or used a cell phone, e-reader or tablet to visit a public library website or access public library resources in the past 12 months. Parents are more likely than other adults to be recent library users (71% vs. 54%). 62% 66% 42% 54%* 29% 25% 30% 30% 4% 4% 12%* 8% 2% 3% 15%* 7% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Other adults Parents Your community as a whole Other adults Parents You and your family Very important Somewhat important Not too important Not important at all
pewinternet.org 25 Library use among parents and other adults Among all Americans ages 16+, the total percentage of parents and other adults who report each type of library patronage Parents Other adults Total (584) (1668) Ever visited library, bookmobile, website Library or bookmobile in person Library website 85 84 46 * 36 Visited or used website in the past 12 months Visited library in person Used library website 64 * 49 32 * 22 Recent library user Recent library user 71 b* 54 Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Note: * indicates a statistically significant difference between that item and the column next to it. Some other differences among parents: Parents with higher income and education are more likely to have ever visited a library or bookmobile in person. Recent visits to the library are also more common among mothers and those with some college education. Mothers are more likely than fathers to be a recent library user and so are those with at least some college education.  Visiting a library website is more common among mothers, those with an annual household income of $50,000 or more, and those with at least some college education.  Use of a library website in the past year is also more common among mothers, those with an income of $50,000 or more, and those with some college education.
pewinternet.org 26 Characteristics of parents by library patronage Among all parents, the percentage who have ever visited a library in person, have visited in the past 12 months, are recent library users* % who have EVER visited a library in person % who have visited library in person in past 12 months % who are 'recent library user' All Parents 85% 64% 71% a Men (n=263) 81 54 59 b Women (n=321) 87 72 a 81 a Age of Youngest Child a 5 Years or Younger (n=303) 84 63 71 b 6 to 11 Years (n=131) 86 68 71 c 12 to 17 years (n=150) 85 62 70 Any child under 12 a Any Child Under 12 years (n=434) 84 65 71 b No Child Under 12 (n=150) 85 62 70 Any child 12 - 17 a Any Child 12-17 years (n=283) 84 63 70 b No Child 12-17 years (n=301) 85 65 71 Parent Age a Under 40 (n=282) 85 64 71 b 40 or Older (n=293) 84 64 71 Parent Household income a Less than $50,000/yr (n=273) 81 65 70 b $50,000 + (n=266) 90 a 66 74 Parent Education attainment a No College (n=193) 77 58 63 b Some College + (n=386) 89 a 68 a 76 a * A ‘recent library users' is anyone who has visited a public library in person in the past 12 months, gone on a public library website in the past 12 months, or used a cell phone, e-reader or tablet to visit a public library website or access public library resources in the past 12 months. Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The total N for parents = 584. The survey was conducted in English and Spanish and on landline and cell phones. Note: Columns marked with a superscript letter ( a ) or another letter indicate a statistically significant difference between that row and the row designated by that superscript letter. Statistical significance is determined inside the specific section covering each demographic trait.
pewinternet.org 27 Recollection of library use by family members and experiences at libraries Eight in ten parents (80%) have memories from childhood of family members using the library - slightly more than other adults (76%). Among parents, those with higher income and education are more likely to have childhood memories of library use. Parents with annual incomes of $50,000 or more are more likely than other parents to have childhood memories of library visits (85% vs. 75%) as are those with at least some college education when compared with parents who have not been to college (86% vs. 70%). Many of the parents in our in-person focus groups said that they were introduced to libraries by their parents or by their schools. In general, they said they had very positive memories of their early library use: “My parents were real big on [the library]. It was a treat for us, twice a week after church . . . You behave, you [get] to go to the library and get a book, get two books if you’re real good, read them that week and bring them back. So I think a lot of children these days lack that same experience [that] we felt associated to it, being kind of a reward.” Some said that they weren’t sure their children would have the same sort of memories: Respondent: “[The library] always had like a children section. You have the children section and you have the adult section and then if you start laughing too loud like in your children section, there’s always that librarian that’d come around the corner like it’s too loud and I know your mother or whatever so yes, I mean it would just - that’s was just like where you sit in that little table when you’re passing those things.” Respondent: “[We had] tiny libraries at the church and . . . it was like a [place to] socialize. A lot of times those children are telling you [about] other things that you’re going to enjoy at the library, [things that] they’re just doing. It’s just like networking and talking to the other friends.” Moderator: “Do you think it’s the same for children today?” Respondent: “No.” Respondent: “No, they’re in front of a computer. Nobody talks to nobody it seems.” Moderator: “Even at the library, they’re doing the same stuff.” Respondent: “Yes.” Not all the parents in our focus groups had experiences with libraries growing up, although some of them began using libraries later in life: “[G]rowing up, the library was intimidating to me actually because I wasn’t [a big] reader. On top of that . . . the first 20 years of your career you’re working your butt off. You don’t have time for anything. You’re raising children just like today. I delegated that part of it to my wife to let her take the children to the library and she did. She took them and they were always into it.”
pewinternet.org 28 Generally, the overall perception of library experience is positive for almost all Americans and does not differ between parents and other adults. Roughly six in ten parents and other adults rate their overall library experience as very positive and an additional four in ten in each group describe it as mostly positive. Overall library experiences are positive for almost all Americans % of parents and other adults who rate their overall library experience as … Source: The Pew Research Center's Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N for parents who have ever visited a library = 520; N for other adults who have ever visited a library =1461. Interviews were conducted in English and Spanish and on landline and cell phones. Parents are more likely than other adults to have a library card and are more likely to say their use of the library has increased over the past five years, possibly because they became parents during this time or their children grew to an age that encouraged library visits. Nearly three quarters (73%) of parents of children under 18 have a library card, compared with 59% of adults who do not have children under 18. Among parents, mothers are more likely than fathers to have a library card (82% vs. 63%) and so are those with at least some college education (79% vs. 64%). Parents more likely to have a library card % of parents and other adults who have a library card Source: The Pew Research Center's Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N for parents = 584; N for other adults = 1668. Interviews were conducted in English and Spanish and on landline and cell phones. *denotes places where the differences are statistically different 56% 60% 42% 38% 1% 1% 1% 1% 0% 20% 40% 60% 80% 100% Other adults Parents Very positive Mostly positive Mostly negative Very negative 59% 73%* 40% 26% 1% 1% 0% 20% 40% 60% 80% 100% Other adults Parents Yes No Dk/Ref
pewinternet.org 29 Changes in library use in recent years The Pew Internet survey asked recent library users about their use of libraries over the last five years. The results show there is fluidity in library patronage patterns and differences between parents and other adults:  30% of parents who are recent library users say their own use of local libraries has increased in the past five years, compared with 23% of other adults.  17% of parents and 25% of other adults say their use has decreased.  52% of both parents and other adults say their use has stayed the same during that time period. Among parents, those with some college education are more likely to say their use of the library has increased over the past five years (35% vs. 22%). Changes in library use % of parents and other adults who say their library use over the past five years has … Source: The Pew Research Center's Internet & American Life Project Library Services Survey. October 15- November 10, 2012. N for parents who are recent library users = 414; N for other adults who are recent library users =947. Interviews were conducted in English and Spanish and on landline and cell phones. The following table shows the reasons parents give when asked why their library use has increased over recent years. Changes in library usage for parents are driven mostly by children and the internet. The most common reason parents give for their increased use of the library is to take children, grandchildren, or other family members (54% with increased library use gave this reason). The most common reason parents give for a decrease in library use, given by slightly less than half (47%), is use and convenience of the internet for getting books and doing research. Parents with younger children (under 12) are more likely than parents of children 12 to 17 to say that taking children is a reason for their increased use of the library (62% vs. 19%) while parents with only teenagers are more likely than others to say their increased use is to do research (29% vs. 7%). 23% 30% 25% 17% 52% 52% 0% 20% 40% 60% 80% 100% Other adults Parents Increased Decreased Stayed the same
pewinternet.org 30 The sample size for this open-ended question is small so there are few meaningful differences between parents and other adults. The main reasons parents’ library use has increased in the past five years Main reasons parents cite why their use increased 30% of parents who are recent library users say their use of libraries has gone up in the past 5 years. N=130 Enjoy taking their children, grandchildren 54% Do research and use reference materials 11% Borrow books more 11% Student 8% Use library computers and internet 6% Library events and activities 6% Have more time to read now, retired 3% To save money 3% Good selection and variety 4% E-books, audio books, media are available 4% Convenient 4% Reading more now 2% Good library and helpful staff 3% Use for my job 2% Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N for parents who are recent library users and say use has increased = 130; N for parents who are recent library users and say use has decreaed = 70. Interviews were conducted in English and Spanish and on landline and cell phones. Parents visit the library fairly frequently and slightly more often than other adults. When they go, they browse, borrow books or DVDs, or attend classes or events for children or teens. About one in six (16%) parents go to the library at least once a week or more, a quarter (24%) go several times a month and another quarter (27%) go at least once a month. One third (32%) of parents visit the library less than once a month. In comparison, four in ten (41%) other adults visit the library less than once per month. Among parents, mothers visit the library more often than fathers -21% of mothers go weekly, compared with 10% of fathers - and 23% of those with income of less than $50,000 go weekly, compared with 9% of higher income parents.
pewinternet.org 31 Frequency of library visits — parents and other adults % of parents and other adults who visited the library … Source: The Pew Research Center's Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N for recent library users ages 16+=1,361. Total N for parents who are recent users = 375; other adults n=863. Interviews were conducted in English and Spanish and on landline and cell phones. *denotes places where the differences are statistically different In addition to asking people about their general feelings about libraries and their patterns of patronage, Pew Internet’s survey explored in depth what people do at libraries. The activities reported below were asked of the 64% of American parents who say they visited a library or bookmobile in the past 12 months. Activities at libraries Here is a rundown of the things parents of children under 18 do at libraries among those who have visited a library or bookmobile in the past 12 months: (Table below) 3% 3% 12% 13% 16% 24%* 28% 27% 41%* 32% 0% 20% 40% 60% 80% 100% Other adults Parents Everyday or almost every day At least once a week Several times a month
pewinternet.org 32 What parents do at libraries Among parents who have visited a library or bookmobile in the past 12 months, the % who have done the following activities Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Total N for parents who have visited library in the past 12 months = 375. Total N for parents asked Form A items = 201; total N for parents asked Form B items = 174 Eighty percent of parents have visited the library in the past 12 months to browse the shelves for books or media (81%) or to borrow a book (81%). Nearly two-thirds (64%) of parents have brought a child to the library to attend a program or event specifically for children or teens. Other library activities that were reported by roughly half of parents include research activities (research topic of interest 55% or use a research database 51%), help from librarians (53%), to sit and read (50%) or to borrow a DVD (50%). A third visited the library to read newspapers or magazines (30%) and other activities are reported by two in ten or fewer. There are some significant differences between parents and other adults and between parents in different demographic groups. These differences are described below. Borrow print books Parents were more likely than other adults to visit a public library to borrow print books (81% vs. 68%). 18% 21% 20% 22% 30% 50% 51% 50% 53% 55% 64% 81% 81% 0% 20% 40% 60% 80% 100% Borrow a music CD Borrow or download an audio book Attend a class, program, or lecture for adults Attend a meeting of a group Read or check out printed magazines or newspapers Borrow a DVD or videotape of a movie or TV show Use a research database Sit, read, and study, or watch or listen to media Get help from a librarian Research topics of interest Attend or bring a younger person to a class, program, or event designed for children or teens Browse the shelves for books or media Borrow print books
pewinternet.org 33 Browse the shelves for books or media Parents are more likely than other adults to visit the library to browse (81% vs. 70%) and among parents, those with at least some college education were more likely than parents with no college education to say they visited the library just to browse the shelves (86% vs. 68%). Attend or bring a younger person to a class, program, or event designed for children or teens Roughly two thirds of parents (64%) visited the library to attend a class or event for children as, compared with about one third (31%) of other adults. Parents with at least one child under 12 are more likely than parents with no young children to say they visit the library to attend a class or event for children or teens (69% vs. 47%) as are parents with at least some college (71% vs. 46%). Research topics that interest them Lower income parents are more likely than wealthier parents to go to the library to research topics of interest to them (65% vs. 47%). Parents with a teenager are more likely than parents who do not have any teenagers to say they visit the library to research a topic of interest to them (64% vs. 46%). Get help from a librarian Mothers are more likely than fathers to say they visit the library to get help from a librarian (57% vs. 46%), as are parents who are over 40 (60% vs. 46%) and those with income of less than $50,000 (60% vs. 43%). Sit, read, and study, or watch or listen to media Those earning less than $50,000 were more likely than other parents to visit a library for this reason (58% vs. 41%) Use a research database Parents earning less than $50,000 a year were more likely than others to visit for this reason (60% vs. 39%) Borrow a DVD or videotape of a movie or TV show Half (50%) of parents visit the library to borrow a DVD or video tape, compared with about a third (35%) of other adults. Older parents are more likely than those under 40 to say they visit the visit the library to borrow a DVD or videotape (60% vs. 43%), as are those with at least some college education (55% vs. 38%). Read or check out printed magazines or newspapers Parents who earn less than $50,000 a year are more likely than those earning $50,000 or more to say they visit the library to read or check out print magazines or newspapers (45% vs. 17%).
pewinternet.org 34 How frequently parents receive assistance from library staff Similar to all adults, parents of minor children seek help from library staff frequently and they find the library staff to be very helpful. A third (33%) of parents say they frequently get help from librarian staff and four in ten (40%) say they sometimes get help. Among parents, those with less than $50,000 income are more likely than those with income over $50,000 to seek help from library staff frequently or sometimes (78% vs. 67%). How often people get help from library staff Among Americans ages 16+, who visited a library in the past 12 months, the percentage who say they receive help from library staff with the following frequencies Parents vs. other adults Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N for those ages 16+ who visited library in past 12 months=1,238. N for parents =375. N for other adults = 863. Interviews were conducted in English and Spanish and on landline and cell phones. Roughly eight in ten parents (79%) say the library staff are very helpful and an additional 18% say staff is somewhat helpful. How helpful was library staff Among Americans ages 16+, who visited a library in the past 12 months, the percentage who say the staff was 'very', 'somewhat', 'not too' or 'not at all' helpful Parents vs. other adults Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N for those ages 16+ who visited library in past 12 months=1,238. N for parents =375. N for other adults = 863. Interviews were conducted in English and Spanish and on landline and cell phones. 30% 33% 38% 40% 24% 21% 8% 6% 0% 20% 40% 60% 80% 100% Other adults Parents Frequently Sometimes Hardly ever Never 81% 79% 15% 18% 1% 1% 1% 0% 0% 20% 40% 60% 80% 100% Other adults Parents Very helpful Somewhat helpful Not too helpful Not at all helpful
pewinternet.org 35 How much people know about what their library offers In addition to asking people how they use their local public libraries, we also asked them how much they know about the different services and programs their library offers. In general, parents rate their knowledge of library services pretty high. About a quarter (27%) of parents say they know all or most of the services and programs offered by the library and half (47%) say they know some of what their library has to offer. One quarter (25%) of parents say they don't know much or know nothing of their public library's offerings. Parents are better informed than other adults about library services, which may be reflective of their increased usage. One third (34%) of other adults say they don't know much or know nothing about what their library has to offer (vs. 25% of parents). How much do you feel like you know about the different services and programs your public library offers? How much Americans ages 16+ feel they know about the services offered by their public library Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Total N for parents = 584; other adults = 1668. *denotes places where the differences are statistically different Among parents, there are demographic groups who appear to be more well-informed about library offerings than others. Mothers say they are more well-informed than fathers - 32% say they are know all or most, compared with 21% of fathers - as do lower income parents when compared with those making $50,000 or more (31% vs. 21%). Parents with no children under 12 are more likely than parents with a young child to say they know about all or almost all of the services offered by the public library (36% vs. 24%). In our focus groups, many parents said that they had very positive feelings about their libraries and library staff. “In my library the staff is wonderful,” one parent told us. “I love the staff. I love the people who work at the front. They’re always just so welcoming and they’re very community oriented.” However, many often wished that they knew more about what was happening at their library—“there’s so much good stuff going on but no one tells anybody,” one said. “They do have a thing what’s going on with the children each month. There’s a printout but I forget to grab those and this is not the way, some of [the activities] need reservations. . . . I would love to get it through the email, as in getting everything else that way.” 20% 27% 45% 47% 22% 16% 12% 9% 0% 20% 40% 60% 80% 100% Other adults Parents All or most Some Not much Nothing at all
pewinternet.org 36 “One thing I didn’t like at my library, I didn’t notice were - as far as the classes that they have to offer, I didn’t see like much information or any big boards, “Hey, we have classes coming on this week or this week” and just I guess the advertisement part of it, I just didn’t notice that. And, it’s like maybe they would have sent something in the mail or something somewhere. It’s just I don't know - or even pass it out to the schools in the area.” Several said they would like their libraries to coordinate with local schools to relay information about library hours and activities: “They should give some of this information to the schools around the community - and the schools, we get folders every week and maybe I don't know put some stuff in there to say, ‘Hey, this is going on this weekend.’ That’s how our school does it. Maybe go out to schools some more than just the library itself.” Some parents said that they learn about library events mostly through word-of-mouth: Respondent: Like you get to see people who frequent your library. You all become like library buddies like you know what they thinking because you’re there and interact with your children and they kind of see you and you see that person maybe on the bus or something like that and I'm like, “Girl, did you find it out? You heard if they’re doing this or not?” Respondent: Or a kid tells your kid. Respondent: Yes, so that’s usually how it gets done.
pewinternet.org 37 How much do parents know about the different services and programs the public library offers Among all parents, the percentage within each demographic category who say they know 'all or most', 'some;, 'not much', or 'nothing at all' about the services offered by their public library Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Total N for parents = 584. *denotes places where the differences are statistically different 36%* 24% 24% 30% 30% 22% 21% 31%* 27% 27% 36%* 24% 24% 32%* 21% 27% 39% 50% 47% 48% 48% 46% 56%* 41% 51% 44% 39% 54%* 48% 48% 46% 47% 19% 16% 17% 16% 17% 16% 18% 15% 15% 17% 19% 13% 17% 13% 20%* 16% 5% 10%* 11%* 6% 5% 15%* 5% 11%* 6% 11%* 5% 9% 10%* 7% 11% 9% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% No child <12 At least one child <12 Parent of young child No Child 12-17 At least one child 12-17 Parent of teenager Some college+ No college Educational attainment $50,000+ Less than $50,000/yr Parent income 40 or older Under 40 years Age of parent 12 to 17 years 6 to 11 years 5 years or younger Age of youngest child Women Men Sex All parents All or most Some Not much Nothing at all
pewinternet.org 38 Part 5: Parents, children and libraries Parents value libraries for their children The previous section highlights the importance parents place on public libraries for themselves and for their communities and the fact that parents are more likely than other adults to view libraries as important. Given those findings, it is not surprising that parents of minor children view public libraries as very important for their children. Eight in ten (79%) parents say libraries are 'very important' and an additional 15% of parents say that public libraries are 'somewhat important' for their children. Importance of libraries to parents Among parents, percentage who say access to public library is very, somewhat, not too or not at all important for self and family, community, and children. Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Total N for parents=584. Among parents of children under 18, mothers are more likely than fathers to say that libraries are 'very important' (85% vs. 73%) and those with income of less than $50,000 are more likely than wealthier parents to say libraries are 'very important' (86% vs. 73%). Parents of younger children are more likely than parents of older children to say that libraries are 'very important' for their children. Eighty-four percent of parents whose youngest child is 0-5 years of age say libraries are very important compared to 72% of those whose youngest child is 12-17. Even looking at the broader age category of children under 12 shows this pattern. Parents with any child under 12 are more likely than those with only teenagers to say libraries are very important (82% vs. 72%). 66% 54% 79% 25% 30% 15% 4% 8% 4% 3% 7% 2% 0% 20% 40% 60% 80% 100% Your community as a whole You and your family Your children Very important Somewhat important Not too important Not at all important
pewinternet.org 39 How important are libraries for children? Among all parents, the percentage within each demographic category who say libraries are 'very', 'somewhat', 'not too' or 'not at all' important for their children. Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Total N for parents = 584. *denotes places where the differences are statistically different 73% 86%* 72% 76% 84%* 85%* 73% 79% 21%* 9% 17% 20% 11% 11% 19%* 15% 3% 3% 5% 3% 3% 3% 4% 4% 1% 1% 4% 1% 1% 2% 2% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% $50,000 or more Less than $50,000 Parent income 12 to 17 years 6 to 11 years 5 years or younger Age of youngest child Women Men Sex All parents Very important Somewhat important Not too important Not at all important
pewinternet.org 40 The most common reason given for the importance parents place on access to public libraries for their children is that libraries instill a love of reading and books and provide resources they cannot get at home. More than eight in ten parents (84%) say a major reason they view the library as important is that it helps to develop a love of books and reading and 81% say it provides children with information and resources not available at home. Slightly fewer but still a substantial majority of parents (71%) say the library is important as a safe place for children to be. Reason for importance of libraries Among parents who say libraries are important for their children, the percentage who say that each reason is a 'major', 'minor' or 'not a reason' Source: Pew Research Center Internet & American Life Project Library Services survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents of children under age 18 = 584. N for parents who feel that access to public library is important for their children = 552. Interviews were conducted in English and Spanish and on landline and cell phones. Among parents who feel that access to public libraries for their children is important, mothers are more likely than fathers to say that instilling a love of reading and books and access to information are major reasons they feel this way. Parents with income under $50,000 are more likely than those making $50,000 or more to say that all of these are major reasons they feel libraries are important for their children. Parents of teenagers are more likely than parents of younger children to say that access to information is a major reason they feel libraries are important for their children. Those with no college education are more likely than parents with at least some college to say that providing a safe place for children to be and providing access to information and resources not available to them at home are major reasons for the importance of libraries. 71% 81% 84% 19% 14% 12% 9% 4% 3% 0 20 40 60 80 100 The public library is a safe space for kids to be To have access to information or use resources they can't get at home The public library helps children develop a love of reading and books Major reason Minor reason Not a reason
pewinternet.org 41 Parents who say each is a MAJOR reason libraries are important Among parents who feel access to libraries is important for their children, the percentage in each demographic category who say each is a MAJOR reason libraries are important Instill a love of books and reading % saying “major reason” Provide access to information not available at home % saying “major reason” Safe place for children to be % saying “major reason” Parents who say access to public libraries is important 84% 81% 71% a Men (n=243) 77 75 67 b Women (n=309) 90 a 86 a 74 Age of youngest child a 5 Years or Younger (n=290) 86 81 71 b 6 to 11 Years (n=126) 85 79 69 c 12 to 17 years (n=136) 78 84 71 Any child 12 - 17 a Any Child 12-17 years (n=263) 81 86 b 72 B No Child 12-17 years (n=289) 87 77 70 Parent Age a Under 40 (n=268) 85 79 72 b 40 or Older (n=276) 83 84 69 Parent Household income a Less than $50,000/yr (n=261) 89 b 86 b 78 b b $50,000 + (n=251) 78 75 60 Parent Education attainment a No College (n=184) 87 87 b 82 b b Some College + (n=364) 83 78 64 Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The total N for parents who say the library is important = 552. The survey was conducted in English and Spanish and on landline and cell phones. Note: Columns marked with a superscript letter ( a ) or another letter indicate a statistically significant difference between that row and the row designated by that superscript letter. Statistical significance is determined inside the specific section covering each demographic trait. Seven in ten (70%) parents of children under 18 report that their child visited a public library in the past 12 months and more than half (55% ) say their child has his/her own library card. Parental reports on the use of the library and child ownership of a library card suggest differences by the child's age. Children 6-11 seem to be visiting the library the most and are more likely to have a library card than younger children. Eight in ten (81%) parents whose youngest child is in this middle age category report their child visited the library or bookmobile in the past 12 months, compared with 65% of parents whose youngest is 0-5 years old and 70% of parents who have only teenagers. Three quarters of parents who youngest child is 6-11 or 12-17 have report their child has their own library card, compared with four in ten parents with a youngest child 0-5 years of age (74%, 76% vs. 39%). Mothers (74% vs. 64%), older parents (76% vs. 64%), those with higher income (76% vs. 65%), and those with more education (75% vs. 62%) are more likely than others to report their child visited a library or
pewinternet.org 42 bookmobile in the past 12 months. Older parents, those 40 and over are more likely than parents under 40 to report their child has his/her own library card (72% vs. 42%). Library use by children Among parents, the percentage of parents with teenagers and with no teenagers who say their children visited the library in past 12 months and has his/her own public library card All Parents Youngest child is 0-5 years old Youngest child is 6-11 years old Youngest child is 12-17 years old Total (584) (303) (131) (150) Visited public library or bookmobile in the past 12 months a Yes 70% 65% 81%* 70% b No/No answer 30 35 19 30 Child has own public library card a Yes 55 39 74* 76* b No/no answer 45 61 26 24 Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. Total N for parents of minor children = 584. The survey was conducted in English and Spanish and on landline and cell phones. Note: Columns marked with a superscript letter (a) or another letter indicate a statistically significant difference between that row and the row designated by that superscript letter. Statistical significance is determined inside the specific section covering each demographic trait. Parents report similar frequency of library use for their children as for themselves and this use does not differ a great deal by age of the child. Similar to their own use of libraries, about a quarter (24%) of parents say their child visits a library or bookmobile at least once a week or more, another quarter (24%) go several times a month, at least once a month (28%) or less often than once a month (23%). The frequency with which different age children visit the library, according to their parents, is roughly the same across age groups although parents of teenagers are more likely than other parents to say their child visits the library every day or almost every day (8% vs. 2%). Parents with less than $50,000 annual income are more likely than other parents to report weekly library visits for their children (33% vs. 15%) as are those with no college education when, compared with to those with at least some college (32% vs. 20%).
pewinternet.org 43 Frequency of children's visits to public library in past 12 months % of parents who say their child/children visited the library this often in past 12 months Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents of children under 18 = 584. N for parents whose children have visited a public library in the past 12 months = 418. Interviews were conducted in English and Spanish and on landline and cell phones. Not surprisingly, the most common reason for children's library visits, as reported by parents, is to borrow books (87%). Substantially fewer parents but still more than half say their children visit the library to do school work (55%). Slightly less than half go to borrow DVDs (46%) or to attend events (46%), and roughly one third use the internet (37%), socialize with friends (37%) or participate in a library sponsored book club or program (32%). The reasons for library visits differ by the age of the child, as might be expected. Parents with teenagers (12-17 year olds) are more likely than parents who only have children under 12 to report library use for school work (77% vs. 33%) and to use the internet (43% vs. 32%). Parents who only have children under 12 are more likely to say their child uses the library to attend organized activities (51% vs. 40%). Every day or almost every day, 5% At least once a week, 19% Several times a month, 24% At least once a month, 28% Less often, 23%
pewinternet.org 44 Child's age makes a difference in how the library is used Among parents with different age children, the percentage who say their child used the library for each purpose Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents of children under 18 = 584. N for parents whose children have visited a public library in the past 12 months = 418. N for parents with any child 12-17 who visited public library in past 12 months = 213; N for parents with only children under 12 who visited a public library in past 12 months = 205. Interviews were conducted in English and Spanish and on landline and cell phones. Other demographic differences in children's use of the public library for these purposes:  School research or assignments - older parents are more likely to say their children have visited the public library in the past 12 months for this reason- most likely because their children are older (67% vs. 41%).  Use the Internet or computers - lower income parents are more likely to report library use for this purpose (51% vs. 27%) and so are those with no college education (46% vs. 33%).  Attend organized activities, events or classes - parents under age 40 (51% vs. 39%) and those with at least some college education (50% vs. 37%) are more likely than others to report their children use the library for this purpose.  Socialize with friends - lower income parents are more likely than wealthier parents to report this library use for their children (43% vs. 31%). 77%* 43%* 40% 30%33% 32% 53%* 33% 0% 20% 40% 60% 80% 100% For school research or assignments To use the Internet/computers To attend organized activities, classes or events To participate in library sponsored reading program or club Any child 12-17 Only children under 12 86% 42% 41% 89% 49% 35%* 0% 20% 40% 60% 80% 100% To borrow books To borrow movies or CDs To socialize with friends
pewinternet.org 45 Parents’ experiences In our in-person focus groups, we asked parents to tell us more about how they use the library with their children: “I have a four-year old and a seven year old so we go take out I guess like the max is like 30 books. We go then and just take those books out and just pretty much bring them home. We really don’t stay much at the library. Just with their age, they’re kind of - just kind of just want to go wandering around everywhere. So pretty much we go there and spend some time taking out the books that they want to read and then we just bring them home. That’s one thing that we do there. We do rent movies.” “I go to the library because I do have children and it’s much easier to go there and do homework sometimes. I homeschooled one child with ADD so it helps us to go and be able to have that access to information as well as internet in order for us to work on his studies.” “[My daughters] take books out. They do research. We order our [tickets] to go to like concerts and all that stuff too. I sometimes do job searches for the neighbors. I do their resume for them and help them out and to retrieve books . . . The way times are right now, when my daughter wants a book, I can order it [at the library] . . . And the other thing too, what’s nice about the library - like when you use the computer lab, if your book is overdue, you access [the system] . . . so that way I don’t get whacked for like $10 or something.” Many described the library as a destination for the whole family, with older children using the library’s resources for schoolwork or to surf the web while younger children attended story times and explored new books: Respondent: A lot of times for school like [my children] need specific articles—like they need more than just one resource for information, so then I’ll take them to the local library . . . if we go, we’re there for hours. So, I just take my work from the office with me and then they do their research there. . . . Even though we have the internet at home, they still need [to use] an encyclopedia to read books. Moderator: Do they ever get help from the librarians over there? Respondent: Yes, they do. If they have questions and if I can’t answer them, I ask somebody that works here. . . Then my younger children, I take them with me anyway just for the experience because they love books, because I'm always reading to them—so it shows them how many books are in there, and then they can kind of pick and choose the ones that they want to take home. Moderator: So, they get excited about going. Respondent: They love it. They love it. They love it.
pewinternet.org 46 Another parent, a frequent library user, described how she sees the library as a place where she knows that her children can explore the internet, books, and media in a safe context: Respondent: We go. I mean, my daughter and I go a lot. My older children, they’re not at home anymore but they used to go all the time to do internet stuff because I wouldn’t let them do it at home. Moderator: Because? Respondent: I’m not letting a teenage boy use my internet unsupervised. [Laughter] Good reasons. So, I figured at least the library has filters on it and everything else and it’s going to be supervised more. My son would go to go check out his MySpace page and play games and stuff. My older daughter would go to check out movies and books. She’s a voracious reader. My little one who’s six, she goes—and I have a little girl I babysit too and so I’ll take them and they’ll hang out at the library. … [The library has] a kid section with puzzles and a little playhouse there and they have some mind game things. So, they really like to go and play with that. So, we check out books. We check out movies. We check out audio books. I reserve books online, order them from other libraries so I’m using—I’m there a lot. I use the website a lot. Many focus group participants said that they appreciated the atmosphere of the library in addition to its resources: Respondent: I go [to the library] frequently for my daughter, because she does a lot of reports. I go to use . . . the computer to get online, do a little research or if I'm looking for jobs or anything of that matter. I would like to use the facility because it’s quiet. She could actually do her reports and do research and check out choices of books as well. Moderator: She checks out books. You said you use the computers there? Respondent: Yes. Moderator: Is that because you're there with her or do you have Internet access at home? Respondent: Yes, I do but it’s kind of slow. Theirs is a lot faster. It’s kind of like regularly do two things at once. One parent said that the library was the only way they could keep up with their daughter’s voracious reading habits: “My son’s not interested in going to the library, the 12-year-old, but my daughter goes. I mean she wanted to go today actually right after school. I’m like, ‘No, I don’t have time right now.’ But she is this reader and I’m like—I almost can’t just keep buying books for her because she’s done with them in like two days, so it’s kind of silly. We might as well just go check them out and if she doesn’t like it, just return it, whatever. I guess it’s mostly what we use [the library] for now.
pewinternet.org 47 She loves to do like the reading contest they have so we’ll use their website for that just to kind of see when one is coming up and then right going and register on there.” However, many parents in our focus groups also mentioned that it was sometimes difficult to know when their local public library would be open, with hours changing due to budget cutbacks. Several said that they would appreciate longer hours so they could spend more time at the library after work: “I used the library as my daughter was growing up and it was always—you have an agenda. You’re there. You’re researching or you’re looking for something but . . . what’s happened over time here is we’ve reduced the hours, reduced the days that the library is opened. . . . I can’t remember when this branch has got their hours or that branch or what we’re doing and all of a sudden it’s like well, it’s just easier not to mess with it than it is to take note of [the hours] because it just becomes more of an obstacle I guess. . . . It needs to be more dependable.” Community Another subject that came up several times in the focus group discussions was how the parents valued the role of their local public library in the larger community. One parent who has a three-year-old son said: “To me, a library . . . is a necessity. They have lots of things to offer. It’s kind of like home room for your community. If you want to find something out then you just ask. And they have a lot of things that they offer that they don’t advertise.” Other focus group participants said that they appreciated their relationships with library staff, who were able to recommend specific library books, services, and other resources that the patrons would not have known about otherwise. One mother said that her local library’s staff had known her since she was first pregnant with her children, and were able to suggest things that they though her family might be interested in. “[The library staff] know [your children] by name so as you come in it’s like your children can go right into the library,” she said. “They know what kind of things they like and they’ll kind of hold stuff to like tell your kid ‘we got a new [book]’ or whatever.” Another mother said that it was helpful when library staff could point out resources she might be interested in, because many times she wouldn’t think to ask about them in the first place: “If I want to know something, I’d know to ask [the library staff] questions, but I'm not going to always know what questions to ask because I'm not going to always know what information I can ask about. . . . [An activity] might not necessarily be posted, and if it’s not posted, how would you know to [ask]?” Some parents in our focus groups said that for their children, “libraries are just as common [a] request to go to as the mall.” Other parents agreed that it was good to have a place where children could socialize—within limits: “They still have to behave themselves. [Library staff] still make them behave themselves if they’re old enough to be on their own, but it’s very family-friendly and you need that when you
pewinternet.org 48 have children. You need to have that kind of an atmosphere, that kind of place area for them to go, [where] if they do speak out loud, nobody’s going to freak out.” Responsibility Several parents in our focus groups said that they wanted their children to use the library so that they could learn about personal responsibility, as well as how to act appropriately in public spaces: “I try to teach my son . . . that [the library] is the quiet place. This is where you’re respectful of the things, you’re respectful of the people reading their stories, they’re reading or they’re doing homework or whatever the case is.” Some viewed a child’s first library card as a rite of passage. “[Going to the library gives children] a little more responsibility,” one parent said, “especially when they fill out that application and get their own library card in their own name—it makes them feel like ‘I'm grown now.’” Another parent had a similar story: Respondent: …my children have been excited about the library since like about three or four. That was something that we set up like a goal for them that as soon as they can learn how to write their full name, they can get their own library card so they were so excited to be able to walk up and write their name on the card. Once they were able to do that, then they realized like they can check out their own movies, they can check out books. So like yeah, that’s their thing now. They’ll get on the computer and try to reserve stuff like “Mommy, I’ve got a movie due at the library, can you take me?”. You know, they call and say that my stuff is ready [so they would] write down the home number to wait for the call from the library.” Moderator: “They feel they’re kind of grown up that they have this card.” Respondent: “Yes, because like my son had a sleepover over the summer and he had like about four boys over and he’s like, ‘I get to use my card and we can just pick out, pick out any movie we want. I can use my own card.’” One focus group participant said that libraries taught children an important lesson in sharing: “I think it also gives them a sense of community because that book, that you know you have that set time that you have to bring it back . . . My daughter just loves this book, the Hungry Caterpillar. . . . Every time [we go to the library], she doesn’t care if she has 20 books, she has to have like the Hungry Caterpillar in it. And I'm like, ‘But what about the other little children who need to have the chance of loving the story too? If you always have it, how’s anybody else going to love it?’ . . . So it’s like you have to teach them like there’s other children waiting for this book—we have to be responsible—you have to write that date down because somebody has already called and said, like ‘Susie is waiting for the book.’ You have to take it back.” Due dates and late fees offer another potential lesson, the parent continued. “If their book is late, I don’t pay fees. You pay your own . . . You have to pay [the late fees] and you have to know when your due date is due.”
pewinternet.org 49 Safety However, even as they appreciated the library’s role as a social meeting space, several parents had concerns about safety at the library: “Have you been [at the library] after the children get dropped off to school? . . . Sometimes the children would just loiter and there’s a lot of issues with some children. I always caught [some of them] bullying, talking using bad language, and children and other children and parents . . . walking in and they were just not ready or equipped to be able to handle that. So there are issues that do need to be addressed [in order] to make sure that it stays the safe, family-friendly place that it’s supposed to be.” Some parents wished that their children could have the same relationship with the library that they had when they were younger, when the library was considered a safer place: “The closer it is to you, the more you are inclined to go. . . . If it’s going to take 20 minutes to walk there, then you’re not as inclined to go. Living in a bedroom community where you drive everywhere—I grew up in the city so I [could] walk to most things, but I can’t say to my daughter, ‘Just walk to the library.’ So, it takes away some of that independence that she can have of me sending her to a safe place. It has to be around my [schedule]. So, I think that . . . even if [libraries] were smaller but just a little bit more within every 10 blocks or something like that, that you could get to walk [there].”
pewinternet.org 50 Part 6: Parents and library services What is important for libraries to offer We asked survey respondents about a variety of services that public libraries often provide to the public, and asked them how important, if at all, they think it is for public libraries to provide each to the community. All but one of the services are considered to be “very important” by a majority of respondents. Borrowing books and free access to computers and the internet are the most important services libraries provide to the public, according to parents in our sample, but these popular services are followed closely by research and informational help, programs and classes for children and teens, and providing a quiet study space for both adults and children.  Eight in ten parents say that borrowing books (83%) and free access to computers and the internet (81%) are very important library services.  Roughly eight in ten (79%) parents say that librarians helping people find the information they need is a very important library service.  Three quarter of parents say that quiet study spaces for adults and children (78%), providing research resources (77%) and programs and classes for children and teens (76%) are very important.  Seven in ten (68%) parents say that providing free events and activities, such as classes and cultural events for people of all ages or job resources (68%) is very important.  Fewer than half (46%) say that providing free public meeting space is a very important service the library provides the public (although an additional 42% say this is somewhat important).
pewinternet.org 51 What parents think is important for libraries to offer Among all parents, the percentage who say that these services and programs are “very important” or “important” for libraries to offer Source: Pew Research Center Internet & American Life Project Library Services survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents =584. Total Form A parents =302; Form B parents =282. Interviews were conducted in English and Spanish and on landline and cell phones. Parents and other adults do not differ in their ranking of the importance of these services to the public with the exception of borrowing books - parents are more likely than other adults to view this as a very important public service provided by the library (83% vs. 78%). Among parents, those with income of less than $50,000 are more likely that those with income of $50,000 or more to view most of the services asked about as 'very important'. In addition to income, education and parent gender play a role in parental attitudes about these library services; however, there are no differences among parents with children of different ages. A more detailed examination of all these services follows. 46 68 68 77 76 78 81 83 79 42 26 23 17 21 18 16 13 18 0 20 40 60 80 100 Free public meeting spaces Free events/activities Job/career resources Research resources such as free databases Programs and classes for children and teens Quiet study spaces for adults and children Free access to computers and the internet Borrowing books Librarians to help people find info Very important Somewhat important
pewinternet.org 52 Parents who say each is VERY important for libraries to offer Among parents who feel access to libraries is important for their children, the percentage in each demographic category who say each service is 'very' important for libraries to offer Quiet study spaces for children/adults (Form A) % Very important Programs/classes for children/teens (Form A) % Very important Free events and activities for all (Form B) % Very Important All Parents 78% 76% 68% a Men (Form A n=135; Form B n=128) 69 70 60 b Women (Form A n=167; Form B n=154) 85 a 80 74 a Age of youngest child a 5 Years or Younger (Form A n=163; Form B n=140) 79 79 68 b 6 to 11 Years (Form A n=65; Form B n=66) 76 68 70 c 12 to 17 years (Form A n=74; Form B n=76) 76 74 65 Any child 12 - 17 a Any Child 12-17 years (Form A n= 149; Form B n=134) 80 71 72 B No Child 12-17 years (Form A n=153; Form B n=148) 76 80 65 Parent age a Under 40 (Form A n=142; Form B n=140) 78 81 69 b 40 or Older (Form A n=155; Form B n=138) 78 71 67 Parent household income a Less than $50,000/yr (Form A n=140; Form B n=133) 84 b 82 b 76 b b $50,000 + (Form A n=136; Form B n=130) 72 67 58 Parent education attainment a No College (Form A n=103; Form B n=90) 81 85 b 71 b Some College + (Form A n=194; Form B n=192) 76 71 66 Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. The total N for parents = 584. Form A total parents = 302; Form B total parents = 282. Note: Columns marked with a superscript letter ( a ) or another letter indicate a statistically significant difference between that row and the row designated by that superscript letter. Statistical significance is determined inside the specific section covering each demographic trait.
pewinternet.org 53 Borrowing books Overall, 83% of parents say that it is “very important” for libraries to provide books to the community for borrowing. Another 13% consider book borrowing “somewhat important,” while 2% say this is “not too important” and 2% say it is “not at all important.” Parents with at least some college education are more likely than less educated parents to say borrowing books is a very important library service (87% vs. 79%). Free access to computers and the internet Eight in ten (81%) parents think it is “very important” for public libraries to provide free access to computers and the internet to the community. Another 16% consider free computer and internet access “somewhat important,” while 2% say this is “not too important” and 1% say it is “not at all important.” Parents with income of less than $50,000 are more likely than those making $50,000 or more to say free access to computers is very important (88% vs. 74%). Librarians to help people find information they need Seventy-nine percent of parents say that it is “very important” for the community that libraries have librarians available to help people find information they need. Some 18% consider having librarian assistance available at libraries “somewhat important,” while 1% say this is “not too important” and 1% say it is “not at all important.” Lower income parents are more likely to view librarian help as very important than are parents who make $50,000 or more (88% vs. 71%). Quiet study spaces for adults and children Some 78% of parents think it is “very important” to the community for public libraries to provide quiet study spaces for adults and children. Another 18% consider quiet study spaces “somewhat important,” while 3% say they are “not too important” and 2% say they are “not at all important.” Mothers are more likely than fathers to say that providing quiet study spaces is very important (85% vs. 69%) as are those with income less than $50,000 compared to those making $50,000 or more (84% vs. 72%). Research resources such as free databases More than three quarters (77%) of parents say it is “very important” for public libraries to provide research resources such as free databases to the community. Another 17% consider these resources “somewhat important,” while 3% say they are “not too important” and 1% say they are “not at all important.” Parents with income of less than $50,000 are more likely than wealthier parents to think free research resources are very important (85% vs. 71%). Programs and classes for children and teens Three-quarters (76%) of parents think it is “very important” for public libraries to provide programs and classes for children and teens. Another 21% consider these programs “somewhat important,” while 1% say they are “not too important” and 1% say they are “not at all important.” Parents who have not
pewinternet.org 54 attended college are more likely than college educated parents to view this library service as very important (85% vs. 71%) and so too are parents with income under $50,000 (82% vs. 67%). Job, employment and career resources Some 68% of parents think it is “very important” to the community for public libraries to provide job, employment and career resources. Another 23% consider these resources “somewhat important,” while 5% say they are “not too important” and 3% say they are “not at all important.” Mothers are more likely than fathers to consider this service very important (74% vs. 61%), as are parents with no college education (82% vs. 60%). and those making less than $50,000 (79% vs. 57%). Free events and activities, such as classes and cultural events, for people of all ages Two thirds (68%) of parents say it is “very important” for public libraries to provide free events and activities, such as classes and cultural events, for people of all ages. About a quarter (26%) consider these activities “somewhat important,” while 3% say they are “not too important” and 2% say they are “not at all important.” Mothers are more likely than fathers to say that providing free events is very important (74% vs. 60%) and lower income parents are more likely than wealthier parents to say this is very important (76% vs. 58%). Free public meeting spaces About half (46%) of parents say it is “very important” to the community for public libraries to provide free public meeting spaces. Another four in ten (42%) consider this “somewhat important,” while 9% say this is “not too important” and 2% say it is “not at all important.” Mothers are more likely than fathers to say that providing free public meeting spaces is very important (55% vs. 36%) and so are parents making less than $50,000 when compared to wealthier parents (56% vs. 37%). Public priorities for libraries We also asked survey respondents about some different ways public libraries could change the way they serve the public, and whether or not they thought public libraries should implement these changes (if they do not offer these services already). In a separate, qualitative questionnaire aimed at public library staff members, we also asked librarians and other library workers their thoughts on these services. Parents want libraries to increase involvement with helping children prepare for school and providing resources for school children and don't want libraries to move print books and stacks out of public space to make room for other things and they are somewhat ambivalent about automating services, providing digitizing help or moving library services online.  Nearly nine in ten parents say that libraries should definitely offer free literacy programs to help young children prepare for school (86%) and coordinate more closely with local schools to provide resources to children (86%).  Two thirds (65%) think there should be more comfortable spaces for reading, working and relaxing at the library and six in ten want to see libraries offer a broader selection of e-books
pewinternet.org 55 (62%) and separate services such as children's services or computer labs into different locations or spaces (61%).  Just about half think libraries should definitely offer more interactive learning experiences (54%) and just under half want to see more online library services (46%) or help with digitizing material (45%).  Parents are somewhat split in their views about moving library services online (46% say definitely do, 31% maybe do, 21% definitely do not do) and automating services (40% definitely do, 36% maybe, 22% definitely do not do) and seem to be mostly against moving print books and stacks out of public locations to make room for other things (21% definitely do, 37% maybe, 39% definitely do not do). What services and programs libraries should (and should not) implement Among all parents, the percentage who say their library should implement the following programs Source: Pew Research Center Internet & American Life Project Library Services survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents = 584. Interviews were conducted in English and Spanish and on landline and cell phones. There are a few differences between parents and other adults in what changes they would like to see libraries make in the services they offer the public. Parents are more likely than other adults to want libraries to offer more comfortable spaces (65% vs. 56%) probably because they visit the library more. They are also more likely to think libraries should definitely offer a broader selection of e-books (62% vs. 49%) and offer more interactive learning experiences (54% vs. 43%). Interestingly, other adults are just as supportive as parents of library services for school children and these activities are supported by eight in ten or more of both groups. 21 40 46 45 54 62 65 61 86 86 37 36 31 41 35 27 27 28 12 12 39 22 21 12 10 4 7 10 2 1 0 20 40 60 80 100 Move some books/stacks out of public locations Make most services automated Move most library services online Help users digitize material Offer more interactive learning experiences Offer broader selection of e-books Have more comfortable spaces Separate spaces for different services Free literacy programs Coordinate more with local schools Should definitely do Should maybe do Should definitely not do
pewinternet.org 56 Parents are more likely than other adults to support a few changes to library services Among all Americans 16+, the percentage of parents and other adults who say libraries “should definitely" offer these services Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15- November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents= 584; for other adults =1668. Total Form A parents =302, other adults =817. Total Form B parents = 282, other adults = 851. Interviews were conducted in English and Spanish and on landline and cell phones. *denotes places where the differences are statistically different 20% 41% 41% 42% 43% 49% 56% 60% 80% 85% 21% 40% 46% 45% 54%* 62%* 65%* 61% 86% 86% 0% 20% 40% 60% 80% 100% Move some books/stacks out of public locations Make most services automated Move most library services online Help users digitize material Offer more interactive learning experiences Offer more e-books Have more comfortable spaces Separate spaces for different services Free literacy programs Coordinate more with local schools Parents Other adults
pewinternet.org 57 Here is a more detailed analysis of the different services different groups would like to see implemented at libraries. Coordinate more closely with local schools in providing resources to children Overall, 86% of parents say that libraries should “definitely” coordinate more closely with local schools and 12% say libraries should 'maybe do' this, 1% say libraries should “definitely not” do this. This subject came up frequently in focus group discussions. “You have 30 children in the class who [have] to read the one book,” one parent said. “There’s only one book in the school library, so where else do you go? Another parent described how her daughter had to track down a copy of a book that she needed for an assignment because it wasn’t at their local branch: “She had a research paper to do and my daughter is a procrastinator so she of course didn’t get the book in time so there was a waitlist. Every other kid had the same book [checked out] and that’s one thing that’s very frustrating.” In addition to increased coordination with school, several parents in our focus groups mentioned that they would like tutoring resources at the library, specialized help for students with senior projects, or even assistance preparing for tests like the SAT. Many said that ideally this assistance would be done in conjunction with schools, so that tutors could better assist students with specific assignments or tests. Offer free early literacy programs to help young children prepare for school Another popular service was free early literacy programs to help young children prepare for school, which 86% of parents say that libraries should “definitely” offer. Another 12% say libraries should “maybe” do this, and 2% say libraries should “definitely not” do this. Have more comfortable spaces for reading, working, and relaxing at the library Nearly two-thirds (65%) of parents say that libraries should “definitely” create more comfortable spaces for reading, working, and relaxing at the library. Some 27% say libraries should “maybe” do this, and 7% say libraries should “definitely not” do this. Parents with income of less than $50,000 a year are more likely than wealthier parents to say that libraries should “definitely do” this (72% vs. 59%). Many of our focus group participants said that they use the library as a general destination for their family, and appreciated comfortable spaces where they and their children could read and work: Respondent: I actually enjoy being able to go and sit down at a big table with my children and just do homework, lay all the books out. You know what I mean? Interact with them and be able to - instead of being all closed in in the house or whatever. It’s kind of like your mind flows more when you're at the library. Respondent: That’s true.
pewinternet.org 58 Respondent: I guess it’s easier because the children could focus there because they know the rules. Respondent: Yes. [Laughter] Offer a broader selection of e-books Six in ten (62%) of parents say that libraries should “definitely” offer a broader selection of e-books. Some 27% say libraries should “maybe” do this, and 4% say libraries should “definitely not” do this. Six percent say it doesn't matter to them or they don't know. Have completely separate locations or spaces for different services A majority (61%) of parents say that libraries should “definitely” have completely separate locations or spaces for different services, such as children’s services, computer labs, reading spaces, and meeting rooms. Some 28% say libraries should “maybe” do this, and 10% say libraries should “definitely not” do this. Offer more interactive learning experiences similar to museum exhibits More than half (54%) of parents say that libraries should “definitely” offer more interactive learning experiences similar to museum exhibits. Some 35% say libraries should “maybe” do this, and 10% say libraries should “definitely not” do this. Younger parents, those under 40 years of age, are more likely than older parents to say that libraries should definitely do this (62% vs. 46%) and those earning less than $50,000 are more likely than those earning $50,000 or more to say libraries should definitely do this (64% vs. 41%). Move most library services online so users can access them without having to visit the library Almost half (46%) of parents say that libraries should “definitely” move most library services online so users can access them without having to visit the library. Another 31% say libraries should “maybe” do this, and two in ten (21%) say libraries should “definitely not” do this. Parents with no college education are more likely than parents who have been to college to say libraries should definitely move services online (57% vs. 38%). Help users digitize material such as family photos or historical documents Some 45% of Americans think that libraries should “definitely” help patrons digitize material such as family photos or historical documents while 41% say libraries should “maybe” do this, and 12% say libraries should “definitely not” do this. Parents with annual income of less than $50,000 are more likely than wealthier parents to say that libraries should definitely help users digitize material (56% vs. 34%) while parents with only teenagers (no children under 12) are more likely than other parents to oppose this (23% vs. 9%).
pewinternet.org 59 Make most services automated Four in ten Americans (40%) say that libraries should “definitely” make most services automated, so people can find what they need and check out material on their own without help from staff. Some 36% say libraries should “maybe” do this, and one in five (22%) say libraries should “definitely not” do this. Move some print books and stacks out of public locations to free up more space Just one in five parents (21%) say that libraries should “definitely” move some print books and stacks out of public locations to free up more space for things such as tech centers, reading rooms, meetings rooms, and cultural events. Meanwhile, almost four in ten (37%) say libraries should “maybe” do this, and just about as many (39%) say libraries should “definitely not” do this. Fathers more likely than mothers to think libraries should definitely do this (27% vs. 16%) and those with no college education are more likely than parents who have attended college so say libraries should definitely do this (32% vs. 14%). Parents of teenagers are more likely than parents with only younger children to say libraries should definitely do this (27% vs. 15%). The new services people say they would (or would not) use In addition to asking people for their preferences on some new library services, we also asked respondents whether they would themselves use a variety of possible new activities and features at libraries. Our list was weighted towards services that are rooted in technology and allow more tech- related interactions with libraries and at them. Parents express moderate interest in taking advantage of library services that might be offered - particularly those that allow them to use or learn more about tech devices such as cell phone apps and new tech devices. There is less interest in classes in how to use e-readers or e-book readers already loaded with content (possibly because this population has heavy concentration of e-reader ownership already and doesn't need this type of service). Slightly less than half of parents say they would be “very likely” to use a cell phone app that allows them to access and use library services from a mobile phone and provide information on library programs (46%) or a new program that lets them test out the newest tech devices or applications (45%). Four in ten say they are very likely to use an online research service where they could pose questions to a librarian (41%), a cell phone app that helps them locate material within the library (41%), or library kiosks or red boxes located throughout the community where they could check out books, movies or music (41%). Roughly a third are very interested in personalized online accounts (37%), classes on how to download library e-books (37%) or a digital media lab for creating digital content (34%). Three in ten or fewer are very interested in e-book readers that are already loaded (31%) or classes in how to use e-book readers (25%).
pewinternet.org 60 How likely parents say they would be to use various library services Among all parents, the percentage who say they are likely — or not — to use the following library services and activities Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents = 584. Total Form A parents = 302; Form B parents = 282. Interviews were conducted in English and Spanish and on landline and cell phones. Parents express more interest than other adults in using almost all of the proposed library services, probably because of their stronger connection with, and increased use of, libraries as well as their demographic characteristics. 25 34 31 37 37 41 41 45 46 41 30 36 34 26 35 30 30 34 31 38 44 28 33 36 27 28 27 21 22 20 0 20 40 60 80 100 Instruction on how to use e-book reading devices Digital media lab to create/upload new content like movies or e-books E-book readers already loaded with books you want to read Classes on how to download library e-books Personalized accounts that give book recommendations Library kiosks in community to check out books, movies Cell GPS app that helps locate material inside library Program to try out new tech devices/apps Cell app to use/view library services An online research service ("ask a librarian") Very likely Somewhat likely Not too likely or not at all likely
pewinternet.org 61 Parents are more likely than other adults to say they would use new library offerings The percentage of parents and other adults who say they would be "very likely" or "somewhat likely" to use each service Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents=584; other adults=1668. N for Form A: parents=302; other adults=817. N for Form B: parents=282; other adults=851. Interviews were conducted in English and Spanish and on landline and cell phones. *denotes places where the differences are statistically different 48% 53% 55% 55% 60% 60% 59% 65% 57% 70% 55% 70%* 65%* 63%* 72%* 70%* 71%* 78%* 77%* 79%* 0% 20% 40% 60% 80% 100% Instruction on how to use e-book reading devices Digital media lab to create/upload new content like movies or e-books E-book readers loaded books you want to read Classes on how to download library e-books Personalized accounts that give book recommendations Library kiosks in community to check out books, movies Cell GPS app that helps locate material inside library Program to try out new tech devices/apps Cell app to use/view library services An online research service ("ask a librarian") Parents Other adults
pewinternet.org 62 Among parents, certain groups are more likely than others to express interest in these programs. The percentage of parents who say they would be "very likely" to use different resources we asked about differed by the following demographic characteristics of parents. Parents earning less than $50,000 are more likely than wealthier parents to say they would be very likely to use:  classes on how to download library e-books (44% vs. 29%)  e-readers already loaded with library content (40% vs. 22%)  digital media lab (40% vs. 28%)  classes on how to use e-readers (34% vs. 16%) Parents with no college education are more likely than those with at least some college education to say they would be very likely to use:  classes on how to use e-readers (35% vs. 20%). Older parents (those 40 and older) are more likely than those under 40 to say they would be very likely to use:  a program that would let them try out the newest tech devices (53% vs. 37%). Parents of teenagers are more likely than other parents to say they would be very likely to use the following library services:  opportunities to try out the newest tech devices (52% vs. 39%)  cell phone apps to help navigate the library (51% vs. 34%)  an online ask-the-librarian program (50% vs. 35%)
pewinternet.org 63 Parents of teenagers are more likely than other parents to say they would use some of these library services Among all parents, the percentage who say they would be “very likely” to use these services at their library Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Split sample for these activities. N for parents of teenager = 149 in Form A and 134 in Form B. N for parents of only younger children=153 in Form A and 148 in Form B. Interviews were conducted in English and Spanish and on landline and cell phones. *denotes places where the differences are statistically different 43% 50%* 52%* 42% 40% 49% 35% 39% 33% 41% 0% 20% 40% 60% 80% Cell app that allows you to use library services An online research service where you could ask questions of librarians Program that allowed people to try out new tech devices/apps Classes on how to download library e- books Kiosks/“redboxes” throughout community to check out books/movies Parent of teenager Parent - no teenager 39% 33% 51%* 30% 34% 30% 28% 34% 21% 39% 0% 20% 40% 60% 80% Media lab to create/upload new digital content like movies, your e- books E-book readers loaded books you want to read Cell GPS app that helps you locate material inside library Instruction on how to use e-book reading devices Customized online recommendations based on your past library activity
pewinternet.org 64 Part 7: Librarians’ thoughts Using both focus groups and a non-scientific sample of people who volunteered to participate in Pew Internet surveys, we asked library staff members from around the country about their thoughts on many of the library services discussed in this report. This section includes some of their comments on library services for parents and children, including early childhood literacy programs and other events for children, coordination with schools, and the difficulties of utilizing space in the library in a way that serves the needs of patrons of all ages. Early childhood literacy and programs for children Many library staff members considered early childhood literacy programs and story times among their most important services: “I feel that with the early literacy elements and story times and crafts, we are building a foundation for our young children to become lifelong learners. Story time not only provides a educational component, it also provides socialization for the children and the parents, building a close knit community.” “Storytimes to preschoolers has been an important part of library service to children for over fifty years. It is more important today than ever before to teach parents how to read aloud to their children.” Many also said activities for children had a more long-term impact by making the library a destination for parents: “A library is a central gathering space in our community. Parents can bring their young children for storytimes, to have the opportunity to network with other parents and to give their children that important start to become literate.” “In our offering of early literacy, we have seen an increase in patron use of the library. The children's parents and care-givers gain exposure to our collection and generally come to realize that the library offers crucial services to the community.” Some respondents felt libraries should do more to reach children in their communities. One library staff member said while the library has an early childhood literacy program, “our staff needs training so they can feel qualified to talk to parents about taking literacy seriously with their children.” Others wanted to expand current offerings: “Libraries should reach out into the community not to simply draw people past the door counters but to deliver services where needed. For example, we take story time and books to home daycares — especially focusing on those that don't have the transportation to bring the children to us.”
pewinternet.org 65 Many library staff members wrote that they wanted to help patrons learn to successfully navigate all types of media—and continue to do so as patrons age: “I believe libraries should take a more active role in teaching patrons—both children and adults—how to interact with digital materials, whether that is computers, digitized materials, e- books, automatic book checkouts, or other devices. The world is becoming increasingly digitized, and many people are falling behind because they are not part of the school system or because the system has failed them. Libraries should step up to the plate and assume responsibility for the digital education of the community.” “I really want to implement a program teaching digital literacy to young children. I would love to have iPads available for children to come in and use to learn how to properly navigate and consume digital media.” “Often, public libraries make early-literacy and children's service a priority but fail to continue to develop services appropriate patrons as they age. It should be a priority of public libraries to encourage life-long patronage not simply focus on early interests and development.” Coordinating with schools Many librarian respondents emphasized the importance of working with area schools. “[Public libraries should] create a communication web that connects parents, schools and libraries. Libraries can only continue to exist with the support of the community.” Some library staff members reported strong partnerships with area schools: “I am the Head of Children's Services, and so I enjoy working with the schools. This year I am working with reading specialists to make sure parents can move seamlessly from the schools to the public library with lists of leveled books. This partnership has been exciting for the staff and the public.” “In regards to the coordination with the public school system, the most obvious result is in our summer reading programs. This year, [the programs] were introduced to the schoolchildren by their teachers and school librarians, and there were additional incentives from the school system to participate in or complete the summer reading program. Parents and children alike were enthusiastic about this cooperation, and we are excited to see it grow into other areas.” “We coordinate closely with the schools and have great success. We just trained over 400 middle grade students to use downloadable books and the kid, teachers, and parents were thrilled. We incorporate early literacy skills into our story times for ages 1-3 and are just now making a push to make parents aware of each skill the children are learning. We are also promoting our library services to officials in this manner, showing them that story hour isn't ‘just fun’ but an integral part of getting our students prepared for Kindergarten.”
pewinternet.org 66 “Our Children's Staff visit the elementary schools to demonstrate library databases . . . that can be downloaded from the library's website and promote the summer reading club. The programming assistant visits the local pre-schools to tell stories and deliver books. The local school has a delivery service where teachers can order room collections by subject and the delivery service will take them to the teacher's classroom. . . . The YA Librarian coordinates teen volunteers for the National Honor Society membership, confirmation and for adding to college applications.” Many respondents said that area schools had little (or no) library support, leaving students to rely on local libraries: “Our local school does not have a librarian, so we feel even more responsible to the students and their parents when it comes to literacy and academic support.” “Although we should definitely work more closely with our public schools, it's virtually impossible as their jammed schedules leave almost no time for outside agencies to work in the schools. I think our niche is the early literacy market from birth to Kindergarten—whether it's working with individual families, daycares, or preschools.” “We should definitely work more closely with schools because many schools in our area have recently lost their librarians. As a children's librarian, I try to work with schools, providing library programming to the children through outreach or visits. Some schools are very receptive and others are not. The reason for their decline of library programming is usually that everything in their curriculum must be related to standardized tests. It's unfortunate. In our city, the schools are very autonomous. It would be ideal if there was a city-wide push for the schools to work together with public libraries.” “I see a real need for public libraries to become much more of a resource for schools as school libraries are almost completely unfunded and are most often staffed by untrained personnel. Thus, students are falling behind in information and digital literacy skills, which are crucial both for work life and to personal life. Libraries are already very involved in providing early literacy skills for toddlers and preschoolers by offering storytimes, baby lapsits, playdates, and often parent workshops, and must continue to provide and perhaps expand this, but I really see the need to turn our eyes more toward to helping school age children, teachers and parents in new ways beyond reference and readers advisory.” Others described how their libraries were an important resource for parents who home-school their children: “Libraries should offer more support for school age children, whether they are in the school system or are home schooled. Patrons ask all the time where they can find curriculum to help their home-schooled children attain the same curriculum as those in public school, and that information simply doesn't exist. The school library media center at a public school is ONLY available to the student during school hours and (if they're lucky) have a library class that meets one day a week. Public libraries should do more to support school libraries.”
pewinternet.org 67 “As a children's librarian I am perhaps biased, but I think children's and youth programming and spaces are very important. We have a relatively large number of home-school families as well, and I really hope to make our library a part of their education and a center for the community's children.” However, others were more cautious about how library resources should be used: “Yes we should coordinate with local schools more—but how and for what purpose? We have four large high schools in our service area, with many middle and elementary schools that feed into them. Traditionally, the public library supports the curriculum at all levels of K-12 with books or research databases and I do not think that should change. Should we serve as a free literacy agency for young children? As a formal location where children are dropped off and picked up at 2:30pm? NO. This is not the role of the public library. As an opportunity for parents and children to participate in early learning events through storytime activities and spending time with other parents? YES.” Other library staff members, though, felt that a little extra noise was acceptable: “Libraries and schools working hand in hand for the children, including teens, would allow librarians to help the students by knowing what books need to be on their shelves. If librarians make the students feel welcome and lets them know that they are willing to help will encourage them to come in after school. Parents sometimes are at a loss on how to help their children ‘surf’ the web for information so if the staff are willing to help more parents will bring the children in to study and the parents may learn in the process. Some are afraid that the library will become a babysitting service; if rules are in place as to the age of an unattended child or the length of a child's stay and if these are carried out then I do not think this will become a problem. What better place for students to feel safe in as the public library.” In addition, some respondents focused on the very basic practical assistance libraries can provide in helping children read. “If you're trying to raise a reader, you need your library,” one librarian wrote. “It's too expensive and somewhat wasteful to buy the hundreds of books a young reader goes through in those first years of learning to read.” Others singled out the unique place libraries can have in children’s lives as a place for children to discover and pursue their own interests. One wrote that a major strength of public libraries is “serving children in that they are really the only public place in any community where a child’s wants and desires are treated as respectfully as an adults.” Tutoring and help with schoolwork In focus groups, many parents had mentioned how they would appreciate tutoring services and homework help for their children at the library, especially if such services could be offered in coordination with the local schools. Several library staff members in our online panel wrote about this topic as well: “The children in our community use the library often for assignments. The librarians should visit and coordinate more with the school district about the assignments. I mean both the adult and
pewinternet.org 68 children’s departments. We often first find out about an assignment when the children start asking for the materials. It would be helpful if the district would encourage the teachers to consider (and find out about!) the resources available at our library when assigning homework and projects.” “My most active patron is the child between the ages of 8-14 year old who has an assignment that is beyond their ability to complete without grown up assistance, who has no grown up in their lives that is able to help them. The kid will come in on their own, but just as often the parent will bring the child in, because the parent recognizes that they are not equipped to provide the help the children needs.” “There is a wonderful program here at the library that's available to children. Our Teacher In The Library program is a wonderful way for students to receive the assistance that's needed after school with homework, study preparation and fun educational learning activities. The Teacher [a volunteer] is located at a table in the children's area daily which is very convenient for the children and their parents. This is a very successful program because the children who are seeking help receive one on one interaction and they usually complete their homework with confidence of knowing that they can now complete their assignment and continue to perform academically the following school day with a vivid understanding. This is possible because of the wonderful program that has been set in the public library for the children.” E-books & tablets Many library staff members said they were also seeking to complement schools’ efforts in bringing newer technologies into the classroom: “Schools are just getting into using e-books and are asking for multiple copies of children's titles. We have some books for youth and YA, but not in the quantities or in some cases the genres that schools will be wanting. More and more schools will be coming to us for this, so we'd better be ready!” “We have tried keeping up on the technology if possible. We purchased an iPad because the schools have implemented them in the classroom and if they have questions we wanted to be familiar with this technology.” More broadly, many librarians said that they wished to implement or expand e-book and tablet offerings for children at their branches: “We have had some success with online ebooks for younger children (TumbleBooks) and are currently running a trial of nonfiction ebooks. I would like to see more affordable ebook options.” “I would be very interested in having e-readers for children loaded with [State] Student Book Award nominees to let circulate during the year. Money would be needed to cover the expense.”
pewinternet.org 69 “I very much want to integrate iPads into children's services at my library. I think that tablet technology, as it becomes ever more prevalent, is increasingly a vital part of establishing a foundation for literacy in youth. I want to be able to incorporate iPads into my story time and school-age programming, and I want to be able to include ‘appvisory’ services for caregivers so that they can utilize technology with their children in informed, intentional ways. The largest obstacle to this sort of innovation in my library is a general reluctance to take the first step forward—the administration is overly hesitant to make any changes to services, even small ones, for fear of what repercussions could be for other branches in the library district and for other programs. I do not see these repercussions as risks, however, but as positive movings forward.” Interactive experiences We also asked our online panel of library staff members about their thoughts on interactive exhibits and other hands-on experiences at public libraries. Many of the library staff members who responded were enthusiastic about the idea: “Libraries should offer more interactive experiences and displays, especially to younger children, to pique their interest and offer more hands-on learning. Children respond more to something they can feel and touch than simply looking at pictures/words in a book.” “[I would like our library to have] more interactive and hands on learning experiences, especially for children and teens. If we are going to promote lifelong learning, we have to acknowledge diverse learning styles and provide resources for people whose primary learning style is not based on the printed word.” “Information seeking is no longer the only function of the library, especially when youth are concerned. Libraries need to have open, interactive spaces that are conducive to learning and discovery as well as reading and research. Libraries also need to offer a diverse array of programming for customers of all ages—from early literacy programs starting for babies, to STEM programs for school-age children, to teen tech and social programs, to cultural and intellectual events for adults. These programs need to be free, interactive, and relatively frequent.” “I think the most controversial [innovation at our library] has been the interactive materials (read: toys) in the children's area. Youth Services librarians know that this increases literacy in the very young, but some parents and some staff are not sure they should be ‘playing with toys,’ ‘making too much noise having fun with toys,’ and otherwise impinging on another family's visit who just want to quietly look at books. In my mind, this is an overall noise management issue, not something we shouldn't be doing in the library. I think it's bringing more families to the library and making the library more of a destination. But there needs to be a balance, especially in a smaller library or in a library with open spaces that can't separate activities.” Others felt that museums were better suited to providing these types of experiences:
pewinternet.org 70 “As we were planning the remodeling of our children's space, we envisioned installing interactive programs, but we were disappointed to find that 1.) museums develop their programs in-house; 2.) they are prohibitively expensive; 3.) they do not market their proprietary interactive programs; 4.) they are often out-of-order, and 5.) by the time they remove them, they are broken or obsolete.” “We have a Talking Telescope and some other equipment for children that provides such experiences. These are very appropriate for a library. Larger, more permanent, exhibits/experiences are expensive and can get out-of-date very quickly. We don't want to run the risk of having our mission confused/overlapping with local museums, which are much better at providing such experiences.” Others mentioned the importance of print books as a hands-on experience in their own right. “I believe that the technology is great,” one librarian wrote, “however having the books available for reference is important. Children experience the library and the books and the hands-on experience is not something that a computer can always provide.” On reaching parents “We partner with a local girl scout troop that meets bimonthly at our branch. The troop leaders distribute our library program and events calendar in the area public schools.” “Parents are excited about the opportunities we offer their children — both school age and preschool. However, we would like to be able to reach a larger audience to advertise these children's programs, particularly to the lower income families — we've had some success with this working through the schools, but need a better way.” On using space in the library “We're definitely an important social place for many groups—children after school, the elderly and retired, job seekers, parents with children. I don't think we can be just an online presence. Our physical space means a lot to people in our town.” “The library should be a community center, safe and welcoming for all ages. There should be activities for young families, for young adults (e.g. actual adults, in their twenties), for teens and children who are not involved in a dozen different sports. As one patron said during our book sale/Girl Scout costume swap/high school bake sale/community farm sale—the library was "the place to be."” “I'm more in favor of blended zones as opposed to separate spaces for different services. Having worked with very diverse clienteles, I found that everyone behaved better in a wider "village" concept. Preschool children aren't any louder than the senior citizen book club who discuss their ailments and issues in very loud voices in the library. When I was a branch manager, the more
pewinternet.org 71 furniture and shelving I took out of the branch, the happier the customers were — we only needed many more plug-ins for people to use.” “We are investigating space planning which will include larger meeting and programming spaces, more computers, public meeting/training areas and expanded children’s area. Rural libraries must provide quality — not quantity. Collections must be radically weeded to make room for non-print areas.” “I think it is important for libraries to respond to their community needs. Not every library needs to be ran the same way or offer the same services. It is also important for libraries to offer services and programs that match the demographics of their communities. Freeing up space for children doesn't make sense when the majority of your users are 45+.” “The thing we struggle with most right now is having both a friendly, welcoming place for children and providing a place for quiet research and online classes. Our space is very small and it is difficult to fill both of these roles effectively.” “Having a separate children's area or young adults area will cater solely to those groups and make them feel that the library is theirs. They do not have to deal with adults watching them or monitoring what book they pick or what they choose to do—it's all about them and what they want with no judgment. Children and teens love having their own space so why not give them that at the library?” “We have done some of the creating of separate spaces, however in some cases it has not worked out as anticipated. For example, we have an area with 6 PCs set up for young children, with children's games and other toys and things to play with. This area is where we tell parents to sign on to the computers with their children. However, with only six stations available, it is often filled with children and the parents cannot sign on. Far too often, parents with young children have nowhere to go — there may be no computers available in children's area, forcing adults who want to use computers to bring their small children (sometimes toddlers) into the section reserved for people 16 and over. It creates an issue when the little ones quickly grow bored and get restless and noisy, and want to play in the children section. They whine and try to beg their parents to take them to the playroom. Meanwhile, the adults in the room who may be doing research, writing papers for school, or conducting business on the public computers become frustrated with a parent who may be playing on Facebook while their children are distracting other patrons. I feel like we need a separate enclosed area for parents who want to be online while their children play nearby. Currently our children's section is not really set up to provide that type of environment. Separate areas for different types of usage is a good idea, but it needs to be thought through carefully in order to be truly useful to the population segment you are trying to appeal to.” “In the past year we developed a strong model for a walk-in pre-school area in each branch library with comfortable seating, large educational toys, and a consistent program of providing a never-ending array of staff-developed self-serve literacy activities. Our children's areas have become very "sticky" and a popular destination for parents/caregivers to hang out and play—
pewinternet.org 72 far more than in the past. An important part of the design has been to have numerous comfortable chairs for adults to sit near their children and either interact with them or do their own thing (i.e. role model reading and learning while the child plays). At first some of the staff were afraid it would create too many behavior problems. The areas are not tantrum/breakage free however they are not as bad as the worst fears of some of the staff.” Libraries as a general information resource for parents Many library staff members wrote about how libraries could respond to the broader needs of parents and children in the community: “Many parents who are new to the community, or even to the USA, use the library as a gateway to learning about the area. They see us as an institution that has all the answers not just about books and movies, but about schools, daycare, local parks, other groups that cater to families, etc. It's extremely valuable for many to have a free place to go that is not only fun to visit, but has benefits for all members of the family.” “I think libraries should offer services to the community that aren't already being offered by other local organizations or partner with these organizations to combine resources and offer a higher level of service. For instance, we knew there were children in our county that were hungry during the summer when they didn't have school lunches available to them. Our school system was trying to provide meals for these children, but they needed a little help. We partnered with the schools and applied for several grants that enabled us to offer summer literacy programs with free meals and free books for both children and their parents. We have hungry people in our county and no food bank, so we are partnering with a food bank in a large neighboring city. It costs $1000 each time we bring their mobile food pantry to our county. Our Outreach Specialist looks for organizations willing to fund one of the monthly food pantry visits. Our staff even donated the money to fund one of the monthly food banks.” When asked about public library’s strengths, staff members wrote: “Connecting with their users in a personal way—reader's advice, assistance in researching at critical points in a person’s life—pregnancy, how to parent, diagnosis of a disease, caring for elderly parents, etc.” “The public library's sense of "place" in the community. It is a place to meet, other parents at storytimes, classmates and tutors to do schoolwork, for recreation, to read, to do crafts, to attend a program and use the computers, a place to do all these things with family and friends. We lead people to knowledge and therefore better living.” “Libraries—especially public libraries—should be the great connector. Connecting people with information and the resources they need to make informed decisions about their lives. Connecting people with the resources they need for entertainment. Connecting children to books and the love of reading. Connecting people to their roots and their past.”
pewinternet.org 73 What libraries should change We also asked open-ended questions about what libraries could potentially improve on in the future, and pulled some of the answers relating particularly to parents and children. Some librarians wrote about how libraries can adapt to multiple learning styles and needs: “I enjoy how libraries are becoming more hands on, especially in the children's area. People are bringing in more exhibits, programs, and sensory items to make the library more interesting.” Excited about “The children's computers and book bags of learning materials. These are very helpful, especially for children who may not be able to do as well in a traditional educational system, children with dyslexia and ADD, for example. Hands on materials like flashcards and puzzles, etc. help children who have learning disabilities.” “This library system is trying to start a Story Time for special needs children in the area. We want these families to know that they are welcome at the libraries and the programs. We want it to be a place where they do not need to feel as if they must apologize for the child's behavior. Some money is set aside to purchase the resources for the program, but staff needs training in presenting a program to this audience. The library system needs to develop a partnership with a behavioral therapist and speech therapist. The cost of hiring these people to work with us would use all of the available funding and more. Staff also needs away from normal duties to plan the programs for the year.” And rather than separating patrons by age, some librarians were intrigued by the possibility of multi- generational programming: “We should consider mixed programming — not just for children or adults. We can learn from each other. It's great to see the world through the eyes of a child. Elders have a lot to share with younger generations.” “I'd like to offer more multi-generational programming so our retirement population had more access to the children and we could build a stronger sense of community.” Others wanted libraries to go to patrons out in the community, or make it easier for busy patrons to come to the library: “We just started a Daycare Delivery program that has really been embraced by the local daycares. Since transportation of young children is virtually impossible, we, along with the help of the local Literacy Committee, bring the library to them. They receive a bin of books to use for the month, then the bins are switched from daycare to daycare, bringing new titles each month. We still don't have a book club for adults. Time, space for meetings, and expenses are all problems we are hoping to solve in the near future.” “The extension of library hours until 7 p.m., affords working parents an opportunity to come to the library with their children and assist in research and completion of assignment. Homework
pewinternet.org 74 help is a valuable program for students whose parents may not be able to provide that assistance to them. Our library utilizes Tumble Books for children which young mothers adore. Computer labs assist the public in applying for employment, benefits if they are unemployed, composing resumes, contacting relatives free of charge. Encouraging families to read and utilize the library programs to create lifelong learners and readers.” “We would love to work on some Mommy and Me types of classes or early literacy classes because we feel that this is a need for our community, but it is difficult to get commitment from working parents who don't want to give up their little bit of free time on Saturdays. During the week they are at work and children are in daycare. We did try having the city daycare bring some of their children over to the library one morning a week, but that was difficult when the weather became a problem.”
pewinternet.org 75 Survey Questions Library Services Survey Final Topline Data for October 15 – November 10, 2012 Princeton Survey Research Associates International for the Pew Research Center’s Internet & American Life Project Sample: n=2,252 people age 16 or older nationwide, including 1,125 cell phone interviews Interviewing dates: 10.15.2012 – 11.10.2012 Margin of error is plus or minus 2.3 percentage points for results based on Total [n=2,252] Q4 Next I have some questions about reading... During the past 12 months, about how many BOOKS did you read either all or part of the way through? Please include any print, electronic, or audiobooks you may have read or listened to.3 current Feb 2012 Dec 2011 % 23 None 23 18 7 1 book 6 6 14 2-3 books 17 13 12 4-5 books 13 12 15 6-10 books 14 15 13 11-20 books 11 14 14 More than 20 books 13 17 1 Don’t know 2 3 1 Refused 1 1 Q5 Thinking about all of the books you have read in the past 12 months, were any of those... [INSERT ITEMS IN ORDER]? Were any of those... [INSERT NEXT ITEM]? Based on those who read any books in the past 12 months yes no Don’t know Refused Printed books Current [N=1,754] 89 10 1 * February 2012 [N=1,377]4 90 10 * * December 2011 [N=2,474] 93 7 * * Audiobooks Current 17 83 * 0 February 2012 15 85 * * December 2011 14 86 * 0 Electronic books, also called e-books Current 30 69 * * February 2012 29 71 * * December 2011 21 78 * * 3 In February 2012, the question was added after interviewing began and trend results are based on Total respondents who were asked the question [N=1,850]. 4 In February 2012, the question was added after interviewing began and trend results are based on respondents who were asked the question and who read any books in the past 12 months.
pewinternet.org 76 [READ TO ALL:] Next, I have some questions about public libraries. In answering these questions, please think only about public libraries, NOT school or university libraries. Q6 First, overall, would you say public libraries are VERY important to... [INSERT FIRST ITEM], SOMEWHAT important, NOT TOO important, or NOT important AT ALL? Next, are public libraries VERY important to [INSERT NEXT ITEM IN ORDER], SOMEWHAT important, NOT TOO important, or NOT important AT ALL? very impt. some- what impt. not too impt. not impt. at all (vol.) community doesn’t have public library Don’t know ref. You and your family Current 46 30 11 12 * 1 * December 20115 38 31 17 13 * 1 1 Your community as a whole Current 63 28 4 3 * 2 * Q7 Have you, personally, EVER...[INSERT ITEMS IN ORDER], or is this something you’ve never done? yes, have done this no, have never done this Don’t know Refused Visited a public library or used a public library bookmobile IN PERSON 84 16 * 0 Gone on a public library WEBSITE 39 61 * * Q8 Do you recall anyone else in your family using public libraries as you were growing up, or is that something no one in your family did? current % 77 Yes, a family member used library 20 No one in family used library 3 Don’t know * Refused Q9 Overall, would you say your experiences using public libraries have been very positive, mostly positive, mostly negative or very negative? Based on those who have ever used a public library [N=1,981] current % 57 Very positive 41 Mostly positive 1 Mostly negative * Very negative * Don’t know * Refused 5 In February 2012, question was a standalone question.
pewinternet.org 77 Q10 I’m going to read you a list of services that public libraries often provide to the public. Please tell me how important, if at all, you think it is for public libraries to provide each to the community. (First/Next) How about... [INSERT ITEM; RANDOMIZE]? [READ FOR FIRST ITEM, THEN AS NECESSARY: Is it very, somewhat, not too, or not at all important that public libraries offer this service to their communities?] very impt. somewha t impt. not too impt. not impt. at all Don’t know ref. Item A: Based on Total Borrowing books 80 15 2 2 1 * Items B thru E: Based on Form A [N=1,119] Free access to computers and the internet 77 18 2 2 1 * Programs and classes for children and teens 74 21 2 2 1 * Quiet study spaces for adults and children 76 19 2 2 1 * Free public meeting spaces 49 36 9 4 1 1 Items F thru I: Based on Form B [N=1,133] Job, employment and career resources 67 22 5 2 4 1 Free events and activities, such as classes and cultural events, for people of all ages 63 30 4 2 1 * Research resources such as free databases 73 20 2 2 3 * Librarians to help people find information they need 80 16 2 1 1 * Q11 Now thinking just about the past 12 months... In the past 12 months, have you VISITED a public library or bookmobile IN PERSON? Based on those who have ever visited a public library [N=1,920] current % 64 Yes 36 No * Don’t know 0 Refused Q12 How often do you visit public libraries or bookmobiles in person? Would you say everyday or almost everyday, at least once a week, several times a month, at least once a month or less often? Based on those who visited a public library in person in the past 12 months [N=1,238] current % 3 Everyday or almost everyday 12 At least once a week 19 Several times a month 28 At least once a month 38 Less often * Don’t know * Refused Q13 People visit public libraries for different reasons. In the past 12 months have you visited a public library IN PERSON to...[INSERT FIRST TWO RANDOMIZED ITEMS]? How about to [REMAINING ITEMS]? [READ IF NECESSARY: Have you visited a public library IN PERSON for this reason in the past 12 months?] yes no Don’t knowrefused Items A thru C: Based on those who visited a public library in person in the past 12 months [N=1,238]
pewinternet.org 78 Borrow print books 73 27 * 0 Get help from a librarian 50 50 * * Just sit and read, study, or watch or listen to media 49 51 * 0 Items D thru H: Based on Form A who visited a public library in person in the past 12 months [N=616] Use a research database 46 53 * * Borrow or download an audio book 17 83 0 0 Attend a class, program or lecture for adults 21 79 * 0 Borrow a music CD 16 84 * 0 Attend a meeting of a group you belong to 23 77 * 0 Items I thru M: Based on Form B who visited a public library in person in the past 12 months [N=622] Research a topic that interests you 54 45 1 * Borrow a DVD or videotape, such as a movie or TV show 40 60 0 * Read or check out print magazines or newspapers 31 68 1 * Attend yourself or bring a younger person to a class, program or event designed for children or teens 41 58 * * Browse the shelves for books or media 73 27 * * Q14 When you visit the public library, how often do you get help from staff, such as help finding something or answering a research question? Would you say you get help from library staff frequently, sometimes, hardly ever or never? Based on those who visited a public library in person in the past 12 months [N=1,238] current % 31 Frequently 39 Sometimes 23 Hardly ever 7 Never * Don’t know * Refused Q15 In general, would you say public library staff are very helpful, somewhat helpful, not too helpful or not at all helpful? Based on those who visited a public library in person in the past 12 months [N=1,238] current % 81 Very helpful 17 Somewhat helpful 1 Not too helpful 1 Not at all helpful 1 Don’t know * Refused Q16 In the PAST 12 MONTHS, have you used a public library’s WEBSITE, for any reason? Based on those who have ever gone on a public library website [N=895] current % 64 Yes 36 No * Don’t know * Refused
pewinternet.org 79 Q17 How often do you use a public library website, for any service? Would you say everyday or almost everyday, at least once a week, several times a month, at least once a month or less often? Based on those who have gone on a public library website in the past 12 months [N=587] current % 3 Everyday or almost everyday 9 At least once a week 15 Several times a month 27 At least once a month 46 Less often * Don’t know * Refused Q18 In the past 12 months, have you used a public library WEBSITE to do any of the following? (First,/Next,) in the past 12 months, have you use a public library website to [INSERT FIRST TWO ITEMS; RANDOMIZE]? Next, how about to... [INSERT ITEMS; RANDOMIZE REMAINING ITEMS]? yes yes (VOL.) can’t do this on website Don’t know refused Items A thru F: Based on Form A who have gone on a public library website in the past 12 months [N=299] Search the library catalog for print books, audiobooks, e- books, CDs or DVDs 82 18 0 0 0 Reserve or place holds on print books, audiobooks, e- books, CDs or DVDs 62 38 0 0 0 Check for or pay overdue fines 30 70 0 0 0 Renew a book, DVD or CD 51 48 1 0 0 Get basic library information such as hours of operation, locations or directions 72 28 0 * * Read book reviews or get book recommendations 30 70 0 0 0 Items G thru L: Based on Form B who have gone on a public library website in the past 12 months [N=288] Borrow or download an e-book 22 78 * 0 0 Use an online database 51 49 0 1 0 Look for information about library programs or events 48 52 0 * 0 Get research or homework help 44 56 0 0 0 Reserve a meeting room 6 94 0 0 0 Sign up for library programs or events 27 73 0 0 0 Q19 Now thinking about cell phones and other handheld mobile devices... In the past 12 months, have you used a cell phone, e-reader or tablet computer to visit a public library’s website or access public library resources? current % 13 Yes 86 No * Don’t know * Refused
pewinternet.org 80 Q20 Do you have a library card for a public library?6 current dEC 2011 % 63 Yes 58 36 No 42 * Don’t know * * Refused * Q21 Now thinking about the past five years... over the past five years, has your own use of the public library, either in-person or online, [ROTATE: increased, decreased] or stayed about the same? Based on recent library users [N=1,361]7 current % 26 Increased 22 Decreased 52 Stayed about the same 1 Don’t know * Refused Q24 Next I have some questions about using computers and the internet at public libraries. First, in the past 12 months, have you used computers, the internet, or a public WI-FI network at a public library? Based on those who have ever visited a public library [N=1,920] current % 31 Yes 69 No * Don’t know * Refused Q25 In the past 12 months, have you used a public library computer, internet or WI-FI connection to... [INSERT ITEMS; RANDOMIZE]? yes no Don’t knowrefused Items A thru F: Based on Form A who have used computers or internet at a public library in the past 12 months [N=285] a. Check or send email 54 46 * 0 b. Do research for school or work 66 34 0 0 Visit a social networking site, such as MySpace or Facebook 35 64 1 0 Take an online class or complete an online certification program of some kind 16 84 0 0 Get health information online 47 52 * 1 Visit a government website or get information about government services 41 59 0 0 6 December 2011 question wording was: “Next, I have some questions about public libraries ...Do you have a library card?” 7 For this poll, recent library users are defined as those who visited a public library in person in the past 12 months, OR those who have gone on a public library website in the past 12 months, OR those who have used a cell phone, e-reader or tablet to visit a public library website or access public library resources in the past 12 months.
pewinternet.org 81 Items G thru K: Based on Form B who have used computers or internet at a public library in the past 12 months [N=287] Buy a product online 16 84 0 0 Look for or apply for a job online 36 64 0 0 Pay bills or do any banking online 16 84 1 * Browse the Internet for fun or just to pass the time 63 37 0 0 Download or watch online video 26 74 0 0 Q26 Have library staff ever helped you use a computer or the internet at a public library? Based on those who have ever visited a public library [N=1,920] current % 36 Yes 63 No * No computers/No internet at library (VOL.) * Don’t know * Refused Q27 Now thinking more broadly...overall, how well-informed do you feel you are about the different services and programs your public library offers? Do you feel like you know...[READ 1-4]? current % 22 ALL or MOST of the services and programs your library offers 46 SOME of what it offers 20 NOT MUCH of what it offers 11 Nothing at all 1 (DO NOT READ) Don’t know * (DO NOT READ) Refused PARREAD How often, if ever, do you read aloud to your young (child/children)? This could include books, magazines, news stories or something you read together online. Would you say you do this everyday, a few times a week, about once a week, a few times a month or less often? Based on parents of children age 11 or younger current dec 2011 % 50 Everyday 45 26 A few times a week 31 9 About once a week 7 6 A few times a month 6 7 Less often 7 2 Never (VOL.) 3 0 Don’t know 0 * Refused * [n=434] [n=617] Q30 How important is it to you, if at all, that your (child/children) read PRINT books, in addition to reading digital content... very important, somewhat important, not too important or not important at all? Based on parents of children under age 18 [N=584] current
pewinternet.org 82 % 81 Very important 13 Somewhat important 3 Not too important 3 Not important at all * Don’t know * Refused Q31 In the past 12 months, (has your child/have any of your children) visited a public library or bookmobile? Please do not include school libraries. Based on parents of children under age 18 [N=584] current % 70 Yes 29 No 2 Don’t know 0 Refused Q32 How often (does your child/do your children) visit a public library or bookmobile? Would you say everyday or almost everyday, at least once a week, several times a month, at least once a month or less often? Based on parents whose children under age 18 have visited a public library in the past 12 months [N=418] current % 5 Everyday or almost everyday 19 At least once a week 24 Several times a month 28 At least once a month 23 Less often 0 Don’t know * Refused Q33 In the past 12 months, (has your child/have any of your children) used the public library for any of the following? (First/Next) How about... [INSERT ITEMS; RANDOMIZE]? Based on parents whose children under age 18 have visited a public library in the past 12 months [N=418] yes no Don’t knowrefused For school research or assignments 55 45 1 0 To use the internet or computers at the library 37 61 1 0 To attend organized activities, classes or events at the library 46 54 1 0 To participate in a library-sponsored reading program or club 32 67 1 * To borrow books 87 12 * 0 To borrow movies or CDs 46 53 1 0 To socialize with friends 37 62 1 * Q34 (Does your child/Do any of your children) have their own library card?
pewinternet.org 83 Based on parents of children under age 18 [N=584] current % 55 Yes 43 No 1 Don’t know 0 Refused Q35 In general, do you think having access to a public library is very, somewhat, not too, or not at all important for (your child/your children)? Based on parents of children under age 18 [N=584] current % 79 Very important 15 Somewhat important 4 Not too important 2 Not at all important * Don’t know * Refused Q36 Please tell me if each of the following is a MAJOR reason, MINOR reason, or not a reason you think it is important for your (child/children) to have access to a public library. (First/Next) How about... [INSERT ITEM; RANDOMIZE]? Is this a MAJOR reason, MINOR reason, or NOT a reason you want your (child/children) to have access to a public library? Based on parents of children under age 18 who feel that access to a public library is important for their children [N=552] major reason minor reason not a reason Don’t know refused To have access to information or use resources they can’t get at home or school 81 14 4 * * The public library helps children develop a love of reading and books 84 12 3 1 * The public library is a safe space for children to be71 19 9 1 * Q37 Now thinking about some different ways public libraries could change the way they serve the public... Please tell me if each of the following is something you, personally, think public libraries should DEFINITELY do, should MAYBE do, or should definitely NOT do. (First/Next) How about... [INSERT ITEMS; RANDOMIZE]? [READ IF NECESSARY: Is this something you think public libraries should DEFINITELY do, should MAYBE do, or should definitely NOT do?]
pewinternet.org 84 Should definitely do should maybe do should definitely not do (vol.) doesn’t matter to me Don’t know refused Items A thru E: Based on Form A [N=1,119] Make most services automated, so people can find what they need and check out material on their own without help from staff 41 36 20 * 2 1 Have more comfortable spaces for reading, working, and relaxing at the library 59 28 9 1 2 1 Have completely separate locations or spaces for different services, such as children’s services, computer labs, reading spaces, and meeting rooms 61 27 9 * 2 1 Move some print books and stacks OUT OF public locations to free up more space for things such as tech centers, reading rooms, meetings rooms, and cultural events 20 39 36 1 4 * Offer more interactive learning experiences similar to museum exhibits 47 38 12 * 3 * Items F thru J: Based on Form B [N=1,133] Help users digitize material such as family photos or historical documents 43 39 14 1 3 1 Offer a broader selection of e-books 53 30 5 3 9 * Offer free early literacy programs to help young children prepare for school 82 14 3 * 1 1 Coordinate more closely with local schools in providing resources to children 85 11 2 * 1 * Move most library services ONLINE so users can access them without having to visit the library 42 34 19 1 3 1
pewinternet.org 85 Q38 If public libraries offered [INSERT ITEMS; RANDOMIZE] would you be very likely, somewhat likely, not too likely, or not at all likely to use this resource? How about if public libraries offered... [INSERT NEXT ITEM]? [READ IF NECESSARY: Would you be very, somewhat, not too, or not at all likely to use this resource?]8 very likely some- what likely not too likely not at all likely (vol.) library already offers Don’t know refused Items A thru E: Based on Form A Classes or instruction on how to use handheld reading devices like e-book readers and tablet computers Current [N=1,119] 23 28 17 31 * 1 * December 2011 [N=2,874] 11 21 19 47 n/a 2 1 Library kiosks or redboxes located throughout the community where people can check out books, movies or music without having to go to the library itself Current 33 30 14 20 * 1 1 E-book readers already loaded with the book you want to read Current 26 32 15 24 0 1 1 December 2011 18 28 15 37 n/a 1 * A cell phone application or “app” that allows you to access and use library services from your mobile phone and see what programs the library offers Current 35 28 12 22 * 1 1 Personalized online accounts that give you customized recommendations for books and services based on your past library activity Current 29 35 15 19 * 1 1 very likely some- what likely not too likely not at all likely (vol.) library already offers Don’t know refused Items F thru J: Based on Form B A digital media lab where you could create and upload new digital content like movies or your own e-books Current [N=1,133] 26 32 17 23 0 1 * A program that allowed people to try out the newest tech devices or applications Current 35 34 13 16 0 2 * Classes on how to download library e-books to handheld devices Current 28 29 17 24 * 1 1 December 2011 [N=2,874] 12 20 19 47 n/a 1 1 A cell phone application or “app” that helps you locate material easily within the library by guiding you with GPS Current 34 28 14 22 0 1 1 An online research service where you could pose questions and get responses from librarians 8 December 2011 question wording was: “If your public library offered [INSERT ITEMS IN ORDER], would you be very likely, somewhat likely, not too likely, or not at all likely to use this resource?” Trend question was asked Mof those who do not read e-books or e-book readers who do not get e-books at the public library [N=2,874].
pewinternet.org 86 Current 37 36 12 14 0 1 1
pewinternet.org 87 Methodology Library Services Survey Prepared by Princeton Survey Research Associates International for the Pew Research Center’s Internet & American Life Project November 2012 SUMMARY The Library Services Survey, conducted for the Pew Research Center’s Internet & American Life Project, obtained telephone interviews with a nationally representative sample of 2,252 people ages 16 and older living in the United States. Interviews were conducted via landline (nLL=1,127) and cell phone (nC=1,125, including 543 without a landline phone). The survey was conducted by Princeton Survey Research Associates International. The interviews were administered in English and Spanish by Princeton Data Source from October 15 to November 10, 2012. Statistical results are weighted to correct known demographic discrepancies. The margin of sampling error for results based on the complete set of weighted data is ±2.3 percentage points. Results based on the 1,945 internet users9 have a margin of sampling error of ±2.5 percentage points. Details on the design, execution and analysis of the survey are discussed below. DESIGN AND DATA COLLECTION PROCEDURES Sample Design A combination of landline and cellular random digit dial (RDD) samples was used to represent all adults in the United States who have access to either a landline or cellular telephone. Both samples were provided by Survey Sampling International, LLC (SSI) according to PSRAI specifications. Numbers for the landline sample were drawn with probabilities in proportion to their share of listed telephone households from active blocks (area code + exchange + two-digit block number) that contained three or more residential directory listings. The cellular sample was not list-assisted, but was drawn through a systematic sampling from dedicated wireless 100-blocks and shared service 100-blocks with no directory-listed landline numbers. Contact Procedures Interviews were conducted from October 15 to November 10, 2012. As many as 7 attempts were made to contact every sampled telephone number. Sample was released for interviewing in replicates, which are representative subsamples of the larger sample. Using replicates to control the release of sample ensures that complete call procedures are followed for the entire sample. Calls were staggered over times of day and days of the week to maximize the chance of making contact with potential respondents. Interviewing was spread as evenly as possible across the days in field. Each telephone number was called at least one time during the day in an attempt to complete an interview. 9 Internet user is defined based on those accessing the internet occasionally, sending or receiving email, and/or accessing the internet on a cell phone, tablet, or other mobile handheld device.
pewinternet.org 88 For the landline sample, interviewers asked to speak with the youngest male or female ages 16 or older currently at home based on a random rotation. If no male/female was available, interviewers asked to speak with the youngest person age 16 or older of the other gender. This systematic respondent selection technique has been shown to produce samples that closely mirror the population in terms of age and gender when combined with cell interviewing. For the cellular sample, interviews were conducted with the person who answered the phone. Interviewers verified that the person was age 16 or older and in a safe place before administering the survey. Cellular respondents were offered a post-paid cash reimbursement for their participation. Weighting and analysis The first stage of weighting corrected for different probabilities of selection associated with the number of adults in each household and each respondent’s telephone usage patterns.10 This weighting also adjusts for the overlapping landline and cell sample frames and the relative sizes of each frame and each sample. This first-stage weight for the ith case can be expressed as: ( ) ( ) Where SLL = size of the landline sample SCP = size of the cell phone sample ADi = Number of adults in the household R = Estimated ratio of the land line sample frame to the cell phone sample frame The equations can be simplified by plugging in the values for SLL = 1,127 and SCP = 1,125. Additionally, we will estimate of the ratio of the size of landline sample frame to the cell phone sample frame R = 0.60. The final stage of weighting balances sample demographics to population parameters. The sample is balanced by form to match national population parameters for sex, age, education, race, Hispanic origin, region (U.S. Census definitions), population density, and telephone usage. The Hispanic origin was split out based on nativity; U.S born and non-U.S. born. The White, non-Hispanic subgroup is also balanced on age, education and region. The basic weighting parameters came from a special analysis of the Census Bureau’s 2011 Annual Social and Economic Supplement (ASEC) that included all households in 10 i.e., whether respondents have only a landline telephone, only a cell phone, or both kinds of telephone.
pewinternet.org 89 the United States. The population density parameter was derived from Census data. The cell phone usage parameter came from an analysis of the July-December 2011 National Health Interview Survey.1112 Weighting was accomplished using Sample Balancing, a special iterative sample weighting program that simultaneously balances the distributions of all variables using a statistical technique called the Deming Algorithm. Weights were trimmed to prevent individual interviews from having too much influence on the final results. The use of these weights in statistical analysis ensures that the demographic characteristics of the sample closely approximate the demographic characteristics of the national population. Table 1 compares weighted and unweighted sample distributions to population parameters. Table 1: Sample Demographics Parameter (16+) Unweighted Weight Gender Male 48.7% 47.0% 48.7% Female 51.3% 53.0% 51.3% Age 16-24 16.0% 14.2% 16.5% 25-34 17.3% 13.2% 16.9% 35-44 16.6% 12.3% 15.6% 45-54 18.3% 16.6% 18.0% 55-64 15.4% 18.5% 15.3% 65+ 16.3% 23.6% 16.5% Education Less than HS Graduate 16.4% 11.3% 16.0% HS Graduate 29.4% 27.1% 29.2% Some College/Assoc Degree 27.5% 25.0% 26.6% College Graduate 26.8% 36.1% 27.6% Race/Ethnicity White/not Hispanic 67.4% 69.8% 66.4% Black/not Hispanic 11.6% 10.8% 11.5% Hisp - US born 7.0% 7.1% 7.1% Hisp - born outside 7.3% 5.2% 7.0% Other/not Hispanic 6.7% 5.6% 6.5% Region Northeast 18.3% 16.6% 18.9% Midwest 21.7% 22.6% 21.6% South 36.8% 36.5% 36.7% West 23.2% 24.3% 22.8% 11 Blumberg SJ, Luke JV. Wireless substitution: Early release of estimates from the National Health Interview Survey, July-December, 2011. National Center for Health Statistics. June 2012. 12 The phone use parameter used for this 16+ sample is the same as the parameter we use for all 18+ surveys. In other words, no adjustment was made to account for the fact that the target population for this survey is slightly different than a standard 18+ general population survey.
pewinternet.org 90 County Pop. Density 1 - Lowest 19.9% 23.2% 20.2% 2 20.0% 18.8% 19.8% 3 20.1% 21.7% 20.2% 4 20.0% 19.8% 20.2% 5 - Highest 20.0% 16.5% 19.6% Household Phone Use LLO 7.0% 5.6% 6.8% Dual - few, some cell 39.0% 49.8% 39.5% Dual - most cell 18.8% 20.3% 18.9% CPO 35.2% 24.1% 34.6% Effects of Sample Design on Statistical Inference Post-data collection statistical adjustments require analysis procedures that reflect departures from simple random sampling. PSRAI calculates the effects of these design features so that an appropriate adjustment can be incorporated into tests of statistical significance when using these data. The so-called "design effect" or deff represents the loss in statistical efficiency that results from systematic non- response. The total sample design effect for this survey is 1.24. PSRAI calculates the composite design effect for a sample of size n, with each case having a weight, wi as: In a wide range of situations, the adjusted standard error of a statistic should be calculated by multiplying the usual formula by the square root of the design effect (√deff ). Thus, the formula for computing the 95% confidence interval around a percentage is: where pˆ is the sample estimate and n is the unweighted number of sample cases in the group being considered. The survey’s margin of error is the largest 95% confidence interval for any estimated proportion based on the total sample— the one around 50%. For example, the margin of error for the entire sample is ±2.3 percentage points. This means that in 95 out every 100 samples drawn using the same methodology, estimated proportions based on the entire sample will be no more than 2.3 percentage points away from their true values in the population. The margin of error for estimates based on form 1 or form 2 respondents is ±3.3 percentage points. It is important to remember that sampling fluctuations 2 1 1 2            n i i n i i w wn deff formula 1           n pp deffp )ˆ1(ˆ 96.1ˆ formula 2
pewinternet.org 91 are only one possible source of error in a survey estimate. Other sources, such as respondent selection bias, questionnaire wording and reporting inaccuracy, may contribute additional error of greater or lesser magnitude. Response Rate Table 2 reports the disposition of all sampled telephone numbers ever dialed from the original telephone number samples. The response rate estimates the fraction of all eligible respondents in the sample that were ultimately interviewed. At PSRAI it is calculated by taking the product of three component rates:13  Contact rate – the proportion of working numbers where a request for interview was made14  Cooperation rate – the proportion of contacted numbers where a consent for interview was at least initially obtained, versus those refused  Completion rate – the proportion of initially cooperating and eligible interviews that were completed Thus the response rate for the landline sample was 11.4 percent. The response rate for the cellular sample was 11 percent. Table 2:Sample Disposition Landline Cell 27,813 23,844 Total Numbers Dialed 1,100 404 Non-residential 1,120 45 Computer/Fax 8 ---- Cell phone 13,815 9,183 Other not working 1,577 321 Additional projected not working 10,193 13,891 Working numbers 36.6% 58.3% Working Rate 526 107 No Answer / Busy 3,296 4,073 Voice Mail 27 11 Other Non-Contact 6,344 9,700 Contacted numbers 62.2% 69.8% Contact Rate 373 1,504 Callback 4,749 6,630 Refusal 1,222 1,566 Cooperating numbers 19.3% 16.1% Cooperation Rate 40 42 Language Barrier ---- 375 Screen out / Child's cell phone 13 PSRAI’s disposition codes and reporting are consistent with the American Association for Public Opinion Research standards. 14 PSRAI assumes that 75 percent of cases that result in a constant disposition of “No answer” or “Busy” are actually not working numbers.
pewinternet.org 92 1,182 1,149 Eligible numbers 96.7% 73.4% Eligibility Rate 55 24 Break-off 1,127 1,125 Completes 95.3% 97.9% Completion Rate 11.4% 11.0% Response Rate

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Parents, Children, Libraries, and Reading

  • 1.
    www.pewresearch.org MAY 1, 2013 Parents,Children, Libraries, and Reading Parents of minor children have a special relationship with libraries. Most believe libraries are very important for their children and provide extra resources that are not available at home. Parents are also more likely than other adults to use libraries for services ranging from book borrowing to accessing the internet to attending classes and events – and mothers are considerably more engaged with libraries than fathers. Carolyn Miller Research Consultant, Pew Internet Project Kathryn Zickuhr Research Analyst, Pew Internet Project Lee Rainie Director, Pew Internet Project Kristen Purcell Associate Director for Research, Pew Internet Project http://libraries.pewinternet.org/2013/05/01/parents-children-libraries-and-reading/ FOR FURTHER INFORMATION, CONTACT: Pew Research Center’s Internet & American Life Project 1615 L St., N.W., Suite 700 Washington, D.C. 20036 Media Inquiries: 202.419.4500
  • 2.
    pewinternet.org 2 Summary ofFindings The vast majority of parents of minor children — children younger than 18 — feel libraries are very important for their children. That attachment carries over into parents’ own higher-than-average use of a wide range of library services.1 The ties between parents and libraries start with the importance parents attach to the role of reading in their children’s lives. Half of parents of children under age 12 (50%) read to their child every day and an additional 26% do so a few times a week. Those with children under age 6 are especially keen on daily reading with their child: 58% of these parents read with their child every day and another 26% read multiple times a week with their children. The importance parents assign to reading and access to knowledge shapes their enthusiasm for libraries and their programs:  94% of parents say libraries are important for their children and 79% describe libraries as “very important.” That is especially true of parents of young children (those under 6), some 84% of whom describe libraries as very important.  84% of these parents who say libraries are important say a major reason they want their children to have access to libraries is that libraries help inculcate their children’s love of reading and books.  81% say a major reason libraries are important is that libraries provide their children with information and resources not available at home.  71% also say a major reason libraries are important is that libraries are a safe place for children. Almost every parent (97%) says it is important for libraries to offer programs and classes for children and teens. Library visits by children Some 70% of parents report their child visited a public library in the past 12 months and 55% say their child has his/her own library card. Those children who are library visitors did the following:  87% visited the library to borrow books.  55% went to do school work — and 77% of the children ages 12-17 went to the library for this reason.  46% went to borrow DVDs or CDs. 1 Throughout this report, the word “parents” refers exclusively to those who currently have a child under age 18. We use the term “other adults” to refer to those who do not currently have a minor child – even if they do have children 18 or older. For some questions, a small share of those “other adults” are ages 16 and 17.
  • 3.
    pewinternet.org 3  46%went to attend a library event — and 53% of the children under age 12 went to the library for this reason.  37% went to use the internet — and 43% of the children ages 12-17 went to the library for this reason.  37% went to socialize with their friends.  32% went to a library-sponsored book club or program. Parents themselves are considerably more likely than other adults to use library services These parental feelings about the importance of libraries for their children are associated with higher levels of library use by the parents themselves. Indeed, the presence of a child or a grandchild in a family is the primary reason cited by the 30% of parents who say their patronage of libraries has increased in the past five years. Compared with other adults who do not have minor children, these parents are more likely to have visited a library in the past 12 months, have a library card, to have visited a library website in the past year, and use a mobile device to connect to a library website. Parents are more likely than other adults to use libraries The percentage of parents and other adults who do these library activities Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents=584; other adults=1668. Interviews were conducted in English and Spanish and on landline and cell phones. Note: All differences are statistically significant Once at the library or on the library website, parents are more likely than other adults to do a notable number of activities, including browse shelves, borrow printed books, attend classes and events for children, borrow DVDs and CDs, use computers and the internet, and borrow e-books. 73% 64% 46% 32% 30% 19% 59% 49% 36% 22% 23% 11% 0% 20% 40% 60% 80% 100% Have library card Visit library past year Used library website ever Used library website in last year Increased library use in past 5 years (among library users) Visit library website via mobile device Parents of minor children Other adults
  • 4.
    pewinternet.org 4 Among libraryusers, parents are more likely than other adults to do library activities The percentage of parents and other adults who used the library in the past 12 months who have done these library activities Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents=584; parents ever visited library =501; parents visited library past 12 months =375, Form A=201, Form B=174. Total N for other adultss=1668; ever visited library=1419; visited library past year=863, Form A=415, Form B=448Interviews were conducted in English and Spanish and on landline and cell phones. *denotes places where the differences are statistically different Parents’ ties to libraries are all the more striking because parents are more likely than other adults to have computers, internet access, smartphones, and tablet computers — tools that might make them less reliant on libraries because they have access to information and media through other convenient platforms. Parents are more likely to be interested in expanding library services and adding future tech-related services Parents’ tighter connections to libraries likely accounts for the fact that they are more aware than other adults about the array of programs and services their local libraries offer. Some 74% of parents say they know about “all" or "most" of the services and programs their library offers, compared with 65% of other adults who feel that way. And parents are more likely to want libraries to expand their offerings. Compared with other adults, parents are more likely to say that libraries should definitely offer more comfortable spaces (65% vs. 56%). This attitude might stem from the fact that parents visit the library more. Parents are also more likely than other adults to think libraries should definitely offer a broader selection of e-books (62% vs. 49%) and definitely offer more interactive learning experiences (54% vs. 43%). Interestingly, other 9% 40%* 50%* 64%* 81%* 81%* 5% 27% 35% 31% 68% 70% 0% 20% 40% 60% 80% 100% Borrow e-book Use computer/internet Borrow DVD/CD/videotape Attend class or event for children Borrow print books Browse shelves Other adults Parents of minor children
  • 5.
    pewinternet.org 5 adults arejust as supportive as parents of library services for school children and these activities are supported by eight in 10 or more of both groups. Parents express more interest than other adults in an array of tech-oriented services that are being discussed and implemented among some American libraries, including online reference services, cell phone apps to connect to library materials, tech “petting zoos” that would allow people to try out new gadgets, and library kiosks or “Redbox”-type offerings in the community to check out books and movies. Parents are more likely than other adults to say they would use new library offerings The percentage of parents and other adults who say they would be "very likely" or "somewhat likely" to use each service Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents=584; other adults=1668. N for Form A: parents=302; other adults=817. N for Form B: parents=282; other adults=851. Interviews were conducted in English and Spanish and on landline and cell phones. *denotes places where differences are statistically different 48% 53% 55% 55% 60% 60% 59% 65% 57% 71% 55% 70%* 65%* 63%* 72%* 70%* 71%* 78%* 77%* 79%* 0% 20% 40% 60% 80% 100% Instruction on how to use e-book reading devices Digital media lab to create/upload new content like movies or e-books E-book readers already loaded with books you want to read Classes on how to download library e-books Personalized accounts that give book recommendations Library kiosks in community to check out books, movies Cell GPS app that helps locate material inside library Program to try out new tech devices/apps Cell app to use/view library services An online research service ("ask a librarian") Parents Other adults
  • 6.
    pewinternet.org 6 Mothers standout when it comes to reading and libraries More than fathers, mothers in many respects are attached to their libraries, feel they are important for their children and their communities, and are eager to see libraries expand and add new tech-related services.  Reading habits: Mothers are more likely than fathers to read to their children every day (55% vs. 45%). Overall, mothers read books somewhat more often than fathers. In the past 12 months, mothers read an average of 14 books (mean), compared with 10 for fathers. Book-reading mothers are more likely than fathers to have read a printed book in the past year (90% vs. 82%). Mothers are also more likely than fathers to feel it is very important for their children to read printed books in addition to digital content (86% vs. 74%).  Family use of library services and activities: Mothers are more likely than fathers to report that their children have visited the library in the past year (74% vs. 64%). When it comes to parents’ use of libraries, mothers are notably more engaged than fathers. They are more likely than fathers to have a library card, to have visited a library in the last 12 months, to have visited a library website in the past year, and to have visited a library website via mobile device. At the library, mothers are more likely than fathers to have used the computers and internet access at the library and to use those computers to take an online class or certification course (26% vs. 7%). Mothers are also more likely than fathers to have gotten help from librarians in using computers and the internet at the library (46% vs. 30%).
  • 7.
    pewinternet.org 7 Mothers aremore likely than fathers to engage with libraries The percentage of parents who do these activities Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for mothers of minors=321; for fathers of minors=263. Interviews were conducted in English and Spanish and on landline and cell phones. *denotes places where the differences are statistically different Among library users, mothers visit more frequently than fathers: 21% of library-using mothers visit the library weekly, compared with 10% of library-using fathers who visit that frequently.  Importance of libraries: Mothers are more likely than fathers to say libraries are important to their communities (94% vs. 87%). And they are more likely than fathers to say libraries are important to them and their families (87% vs. 80%). When it comes to their own children, mothers are more likely than fathers to say a major reason why libraries are important is because libraries help children develop a love of reading and books (90% vs. 77%). Mothers also are more likely to believe libraries offer their children access to information and resources they can’t get at home or school (86% vs. 75%).  Importance of library services: Mothers are more likely than fathers to say it is very important for libraries to offer quiet spaces for adults and children (85% vs. 69%). They are also more likely to say it is very important for libraries to offer job, employment, and career resources (74% vs. 61%), for libraries to offer free cultural events and classes (74% vs. 60%) and libraries to offer free public meeting spaces (55% vs. 36%). Mothers say they are better informed than fathers about what their local library offers: 32% of mothers say they are know all or most of the services and programs the library offers, compared with 21% of fathers. 82%* 73%* 54%* 39%* 24%* 44%* 63% 54% 36% 25% 14% 34% 0% 20% 40% 60% 80% 100% Have library card Visit library in last year Visit library website (ever) Visit library website (last year) Visit libray website via mobile device Use computers/internet (among library users) Mothers Fathers
  • 8.
    pewinternet.org 8 Lower incomeparents are more likely to view library services as very important When it comes to newer services that libraries might create, parents living in households earning less than $50,000 are more likely than parents in higher income households to say they would be “very likely” to take advantage of:  classes on how to download library e-books (44% vs. 29%)  e-readers already loaded with library content (40% vs. 22%)  digital media lab (40% vs. 28%)  classes on how to use e-readers (34% vs. 16%)
  • 9.
    pewinternet.org 9 Lower incomeparents are more likely to view various library services as “very important” Among all parents, the percentage of those living in households with income less than $50,000 and those with $50,000 or more who say it is “very important” for libraries to offer these services Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. Total N for parents = 584. Total N for parents with income under $50,000 =273; total N for parents with income of $50,000 or more=266. Form A parents total n=302; parents with income under $50,000=140; parents with income $50,000+=136. Total Form B parents = 282; Form B under $50,000=133; Form B $50,000+=130. Interviews were conducted in English and Spanish and on landline and cell phones. *denotes places where the differences are statistically different 37% 58% 57% 71% 67% 72% 74% 86% 71% 56%* 76%* 79%* 85%* 82%* 84%* 88%* 82% 88%* 0% 20% 40% 60% 80% 100% Free meeting spaces Free events/activities Jobs/career resources Research resources Programs/classes for kids Quiet study spaces Free access to computers/ internet Borrowing books Librarians to help people Less than $50K $50k or more
  • 10.
    pewinternet.org 10 About thisResearch This report explores the relationship that parents of minor children have with public libraries. In some ways, parents of minor children are similar to other Americans who do not currently have minor children (“other adults” as we refer to them throughout this report) in how they view and use the library. But there are key differences that will be highlighted and explored in this report. This report is part of a broader effort by the Pew Research Center’s Internet & American Life Project that is exploring the role libraries play in people’s lives and in their communities. The research is underwritten by the Bill & Melinda Gates Foundation. This report contains findings from a survey of 2,252 Americans ages 16 and above between October 15 and November 10, 2012. The surveys were administered half on landline phones and half on cellphones and were conducted in English and Spanish. The margin of error for the full survey is plus or minus 2.3 percentage points. The survey includes 584 interviews with parents of children under 18 years of age. The margin of error for the sample of parents is plus or minus 4.5 percentage points. There were several long lists of activities and services in the phone survey. To minimize the burden on those taking the survey, we asked half the respondents about one set of activities and the other half of the respondents were asked about a different set of activities. These findings are representative of the population ages 16 and above, but it is important to note that the margin of error is larger when only a portion of respondents is asked a question. There are also findings in this report that come from a survey of a non-scientific sample of librarians who volunteered to participate in Pew Internet surveys. Some 2,067 library staff members participated in the online survey between December 17 and December 27, 2012. No statistical results from that canvassing are reported here because it is based on non-probability samples of patrons and librarians intended to provide open-ended comments and other qualitative information. We highlight librarians’ written answers to open-ended questions that illustrate how they are thinking about and implementing new library services. In addition, we quote librarians and library patrons who participated in focus groups in-person and online that were devoted to discussions about library services and the future of libraries. One set of in- person focus groups was conducted in Chicago on September 19-20. Other focus groups were conducted in Denver on October 3-4 and in Charlotte, N.C. on December 11-12.
  • 11.
    pewinternet.org 11 Acknowledgements About PewInternet The Pew Research Center’s Internet & American Life Project is an initiative of the Pew Research Center, a nonprofit “fact tank” that provides information on the issues, attitudes, and trends shaping America and the world. The Pew Internet Project explores the impact of the internet on children, families, communities, the work place, schools, health care and civic/political life. The Project is nonpartisan and takes no position on policy issues. Support for the Project is provided by The Pew Charitable Trusts. More information is available at http://libraries.pewinternet.org/. Advisors for this research A number of experts have helped Pew Internet in this research effort: Daphna Blatt, Office of Strategic Planning, The New York Public Library Richard Chabran, Adjunct Professor, University of Arizona, e-learning consultant Larra Clark, American Library Association, Office for Information Technology Policy Mike Crandall, Professor, Information School, University of Washington Allison Davis, Senior Vice President, GMMB Catherine De Rosa, Vice President, OCLC LaToya Devezin, American Library Association Spectrum Scholar and librarian, Louisiana Amy Eshelman, Program Leader for Education, Urban Libraries Council Sarah Houghton, Director, San Rafael Public Library, California Mimi Ito, Research Director of Digital Media and Learning Hub, University of California Humanities Research Institute Patrick Losinski, Chief Executive Officer, Columbus Library, Ohio Jo McGill, Director, Northern Territory Library, Australia Michael Kelley, Editor-in-Chief, Library Journal Dwight McInvaill, Director, Georgetown County Library, South Carolina Bobbi Newman, Blogger, Librarian By Day Carlos Manjarrez, Director, Office of Planning, Research and Evaluation, Institute of Museum and Library Services Johana Orellana-Cabrera, American Library Association Spectrum Scholar and librarian in TX. Mayur Patel, Vice President for Strategy and Assessment, John S. and James L. Knight Foundation Karen Archer Perry, Senior Program Officer, Global Libraries, Bill & Melinda Gates Foundation Gail Sheldon, Director, Oneonta Public Library (Alabama) Sharman Smith, Executive Director, Mississippi Library Commission
  • 12.
    pewinternet.org 12 Disclaimer fromthe Bill & Melinda Gates Foundation This report is based on research funded in part by the Bill & Melinda Gates Foundation. The findings and conclusions contained within are those of the author and do not necessarily reflect positions or policies of the Bill & Melinda Gates Foundation.
  • 13.
    pewinternet.org 13 Part 1:A Profile of Parents Roughly a quarter (26%) of the sample for the full Library Services Survey is parents of minor children, and this report examines their particularly strong attachments to libraries. Parents are demographically different from the other adults in our sample — and in the wider population. So, the results presented in the remainder of this report should be interpreted in the context of who these parents are.2 This first section will examine the sample of parents analyzed for this report and compare them to national parameters for parents and to the sample of other adults from the survey. Our parent sample is composed of slightly more mothers than fathers (54% vs. 46%) and it is relatively young (54% under 40 years old) and well-educated (31% some college, 31% four year college or more). While predominantly white (61%), 17% of the sample of parents is Hispanic and 13% African-American. More than half are employed full-time (58%) and an additional 15% are employed part-time or self- employed. Three quarters (73%) are married or living with a partner and 85% report two or more adults in the household. Half (53%) live in the suburbs, a third (32%) in urban areas and 15% are in rural areas. These parents have young children; 55% have a youngest child who is 5 years old or younger, 22% have a youngest child 6 -11 years old, and 23% have a youngest child 12-17 years old. Three quarters (77%) of the sample have at least one child under 12, 23% have only older children 12-17. Our sample of parents closely mirrors the national population of parents of minor children as measured by the Census Bureau's 2011 Annual Social and Economic Supplement. The table below shows the comparison of our sample of parents to these national parameters on some key demographic variables. Our sample slightly over-represents parents of younger children — 52% of our sample is a parent of at least one child 5 or younger, compared with 46% of the full U.S. population of parents. This should be kept in mind when interpreting findings. There are substantive differences between parents of younger children and parents of older children on questions related to reading, library use, and perceptions of libraries. 2 These “other adults” as we refer to them throughout the report, are adults 16 or older who do not currently have any children 17 or younger.
  • 14.
    pewinternet.org 14 Demographic profileof sample of parents vs. national parameters The percentage of parents from our survey in each demographic category compared to national parameters for parents of children under 18 Parents 2011 US Census Bureau National Parameters (ASES) (n) (584) Number of adults in the HH Single adult HH 14% 15% 2+ adults in HH 85 85 Race/ethnicity White, Non-Hispanic 61 59 Black, Non-Hispanic 13 13 Hispanic 17 20 Other, non-Hispanic 7 8 Age Under 40 54 58 40 and older 46 42 Age of children+ 1+ child 5 or young 52 46 1+ child 6 – 11 44 48 1+ child 12 – 17 48 49 Education attainment No high school diploma 10 12 High school grad 28 23 Some College 31 34 College + 31 31 Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Source for National Parameters: 2011 US Census Bureau's 2011 Annual Social and Economic Supplement (ASES), including all household in United States Comparing the demographic profile of parents of children under 18 to other adults (adults with no children currently under age 18) in our sample reveals some important differences that may, in part, explain differences between the two groups in their reading habits, and relationship with libraries. Compared with other adults, parents are more likely to be in their 30s and 40s and live in the suburbs. They are also more likely to be married, somewhat more educated, employed full time and Hispanic.
  • 15.
    pewinternet.org 15 Demographic profileof parents and other adults Among all Americans ages 16+, the percentage of parents and other adults in each demographic category Parents Other adults (n) (584) (1668) Gender Men (n=1,059) 46% 50% Women (n=1,193) 54 50 Race/ethnicity White, Non-Hispanic (n=1,572) 61 69 * Black, Non-Hispanic (n=243) 13 11 Hispanic (n=277) 17 * 13 Other, non-Hispanic (n=127) 7 6 Age 16-17 (n=101) - 8 * 18-29 (n=369) 19 20 30-49 (n=586) 65 * 16 50-64 (n=628) 13 32 * 65+ (n=531) 2 23 * Household income Less than $30,000/yr (n=629) 31 32 $30,000-$49,999 (n=363) 20 * 14 $50,000-$74,999 (n=314) 14 13 $75,000+ (n=567) 28 * 21 Don't know/refused (n=379)) 7 19* Education attainment No high school diploma (n=254) 10 19 * High school grad (n=610) 28 30 Some College (n=562) 31 * 25 College + (n=812) 31 26 Employment status Employed full-time (n=954) 58* 36 Employed part-time/self-employed (n=263) 15 15 Not employed (n=368) 20 18 Retired (n=578) 4 26 * Student/disabled (n=74) 2 5 Marital status Married/living with partner (n=1,205) 73 * 44 Widowed/divorced/separated (n=479) 14 20 Single never married (n=548) 12 33 *
  • 16.
    pewinternet.org 16 Number ofadults in HH Single adult HH (n=524) 14 22 * 2 or more adults in household (n=1,715) 85 * 77 Urbanity Urban (n=721) 32 34 Suburban (n=1,090) 53 * 46 Rural (n=440) 15 19 * Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Note: * indicates a statistically significant difference between that item and the column next to it.
  • 17.
    pewinternet.org 17 Sometimes thereare differences in parents’ responses to our questions that are associated with the age of their children. Of course, many families have several children with different ages. We report on a few different categories of the age of children throughout this report. For instance, for some questions, we examine parents who have at least one teenager (46% of the sample) and compare them to parents with no teenagers (54% of the parent sample). For other questions we focus on parents with any children under 5 years (55%) and compare them to parents with no young children (45%).
  • 18.
    pewinternet.org 18 Part 2:Parents and Reading Parents of minor children do not necessarily read more than adults who do not currently have minor children ("other adults"), but they are heavier consumers of audio books and e-books. Sixteen percent of parents have read more than 20 books in the past year and an additional 13% have read 11-20 books while two in ten parents (22%) report no reading in the past 12 months. Parents who read books, read an average (mean) of 16 books per year and a median (mid-point) of 8 books per year. Among parents, fathers are less likely than mothers to have read a book in the past year. About three in ten (29%) fathers say they have not read any books in the past year, compared with 16% of mothers who are not readers. However, among those who do read, mothers and fathers read about the same number of books per year; an average of 14 books per year for fathers and an average of 17 per year for mothers. Parents who live in households earning less than $50,000 in annual income are less likely to be readers than those with higher income; 27% in that income bracket have not read any books in the past year, compared with 16% of higher income parents. A similar pattern is seen with college education; 38% of those with no college education are non-readers, compared with 12% of those with at least some college education. However, among readers, there is no significant difference in the average number of books read in the past year for parents with different levels of income (16 vs. 15) or education (17 vs. 15). Reading frequency for parents and other adults Parents (a) Other adults (b) (n=584) (n=1668) % of parents and other adults who read this number of books in past 12 months None 22% 24% One book 7 7 2 - 3 books 12 15 4 - 5 books 11 12 6 - 10 books 17 14 11 - 20 books 13 13 More than 20 books 16 13 Don't know/refused 1 2 Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Differences between parents of minor children and other adults (those with children 18 or older or with no children) emerge when looking at the type of reading that is done. Other adults are more likely than parents to read print books (91% vs. 86%) - due in large part to age and educational differences between
  • 19.
    pewinternet.org 19 the two— but parents who are book readers consume a greater variety of book formats than other adults. Roughly four in ten (38%) parents have read an e-book and a quarter (24%) have listened to an audio book in the past year, compared with 27% and 14% of other adults, respectively. Among parents, those with children under 12 are more likely than those with only 12-17 year-olds to have listened to an audio book in the past 12 months (26% vs. 17%). Other than this difference, reports of listening to audio books or reading e-books are similar across all types of parents. Type of books read in past 12 months differs for parents and other adults % of parent and non-parent readers who have read each type of book in the past 12 months Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Total N for parents who have read any books in past 12 months = 454; N for non-parent readers = 1300 *denotes places where the differences are statistically different 86% 24%* 38%* 91% 14% 27% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Printed books Audiobooks Electronic books Parents Other adults
  • 20.
    pewinternet.org 20 Part 3:Parents and Reading to Children Parents read to their children regularly and the parents of younger children read more often to their children than the parents of older children. Half of all parents with children under 12 (50%) say they read to their child every day and an additional 26% do so a few times a week. About one in ten read to their child about once a week, 6% a few times a month and 9% less often or never. Parents whose youngest child is 0 to 5 years old are more likely than those whose youngest is 6 to 11 years old to read to their child every day (58% vs. 31%). Parents whose youngest child is 6 to 11 years old are more likely than those with younger children to say they read to their child about once a week (16% vs. 6%) or a few times a month (12% vs. 3%). Interestingly, parents who have both young children and teenagers are less likely to read to their young children every day than parents who only have children under 12 (29% vs. 60%) — data not shown in the table below. How often parents read to children, by age of youngest child All Parents with child under 12 Youngest child is 0-5 year old Youngest child is 6-11 year old (n) (n=434) (n=303) (n=131) % of parents with at least one child under 12 who read this frequently to their child Everyday 50 58 * 31 A few times a week 26 26 25 About once a week 9 6 16* A few times a month 6 3 12* Less often 7 5 11 Never (volunteered) 2 1 4 Don't know/refused 0 0 1 Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Total N for parents with children under 12 = 434; N for parents with youngest child age 0-5 = 303; N for parents with youngest child age 6-11 = 131. Note: * indicates a statistically significant difference between that item and the column next to it.
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    pewinternet.org 21 Mothers aremore likely than fathers to read to their child every day (55% vs. 45%) as are parents under 40 (55% vs. 43%), those with income over $50,000 (60% vs. 42%) and those with at least some college education (59% vs. 36%). Characteristics of parents who read to their child every day Among parents with at least one child under 12 years of age, the percentage who read to their child/children ever day % who read to child every day Parents with child/children under 12 (434) a Men (n=204) 45% b Women (n=230) 55 a Age of Children a Have children under 12 AND 12-17 (n=140) 29 b Only children under 12 years (n=294) 60 a Parent Age a Under 40 (n=265) 55 b b 40 or Older (n=164) 43 Parent Household income a Less than $50,000/yr (n=212 42 b $50,000 + (n=190) 60 a Parent Education attainment a No College (n=144) 36 b Some College + (n=288) 59 a Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. Total N for parents of children under 18 = 584The survey was conducted in English and Spanish and on landline and cell phones. Note: Columns marked with a superscript letter ( a ) or another letter indicate a statistically significant difference between that row and the row designated by that superscript letter. Statistical significance is determined inside the specific section covering each demographic trait.
  • 22.
    pewinternet.org 22 The frequencywith which parents read to children may reflect the value they place on encouraging their children to read, and read print books in particular. More than nine in ten parents of minor children say it is important to them that their children read print books. Eighty-one percent say it is very important, and an additional 13% say it is somewhat important. The importance of children reading print books is high among parents of all minor children, regardless of the age of the child. Mothers are more likely than fathers to say that reading print books is very important for children (86% vs. 74%). Parents say reading print books is very important for their children % of parents who say having their child read print books is ... Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents of children under 18 = 584. Interviews were conducted in English and Spanish and on landline and cell phones. In our focus groups, one father said he valued reading print books because they helped model reading habits for his children: “I'm reading like a book [on a tablet] and my children don’t know if I'm reading a book or if I’m playing on Twitter, so I think it’s important to have the book so that they go, ‘Oh Dad’s reading’ . . . not just, ‘Oh he’s updating his Facebook page.’ I think there is like a difference in that.” Other focus group members voiced similar sentiments, saying they valued the physicality and the relative permanence of printed books because they can be passed down “from generation to generation.” One participant said while e-books have some advantages — for instance, they are more convenient to carry when traveling — “I like those books in my hands sometimes.” Very important, 81% Somewhat important, 13% Not too important, 3% Not important at all, 3%
  • 23.
    pewinternet.org 23 Part 4:Parents and Libraries Parents think libraries are important for themselves and for their community and they visit their local public library more than other adults. How important libraries are to individuals and their communities In our survey, we asked people about their general library patronage — if they had experiences with libraries in childhood, how often they visit libraries or library websites, and what sort of experiences they have had in these visits. We also asked people how important libraries are, not only to them and their family, but also to their community as a whole. How important libraries are to parents Parents value libraries for themselves and their families, and for their communities. More than half (54%) of parents say the public library is very important for themselves and their family and 30% say libraries are somewhat important. Overall, parents of children under 18 are more likely than other adults to say the library is very important for them and their family (54% vs. 42%) and, among parents, mothers are more likely than fathers to say libraries are either very or somewhat important (87% vs. 80%). As important as parents think libraries are for themselves and their families, they view public libraries as even more important for their communities. Two thirds (66%) of parents consider the library very important for the community and 25% say it is somewhat important. Parents and other adults do not differ when it comes to the importance of the library for the community. Among parents, mothers are more likely than fathers to say libraries are either very or somewhat important for the community (94% vs. 87%).
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    pewinternet.org 24 How importantare libraries? Among all Americans 16+, the percentage of parents and other adults who say libraries are “very important,” “somewhat important,” “not too important,” or “not important at all” to them and their families, and to their community as a whole Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Total N for parents = 584; total N for other adults = 1668 *denotes places where the differences are statistically different Library patronage questions show that more than eight in ten American adults have ever visited a library and roughly half have been to a public library in the past 12 months. While there is no difference between parents and other adults when it comes to having ever visited a library in person (85% and 84% report they have, respectively), parents of children under 18 are more likely to have visited a library in person in the past 12 months (64% vs. 49%), to have ever visited a library website (46% vs. 36%), and to have visited a library website in the past 12 months (32% vs. 22%). For the purposes of this survey, we define 'recent library users' as anyone who has visited a public library in person in the past 12 months, gone on a public library website in the past 12 months, or used a cell phone, e-reader or tablet to visit a public library website or access public library resources in the past 12 months. Parents are more likely than other adults to be recent library users (71% vs. 54%). 62% 66% 42% 54%* 29% 25% 30% 30% 4% 4% 12%* 8% 2% 3% 15%* 7% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Other adults Parents Your community as a whole Other adults Parents You and your family Very important Somewhat important Not too important Not important at all
  • 25.
    pewinternet.org 25 Library useamong parents and other adults Among all Americans ages 16+, the total percentage of parents and other adults who report each type of library patronage Parents Other adults Total (584) (1668) Ever visited library, bookmobile, website Library or bookmobile in person Library website 85 84 46 * 36 Visited or used website in the past 12 months Visited library in person Used library website 64 * 49 32 * 22 Recent library user Recent library user 71 b* 54 Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Note: * indicates a statistically significant difference between that item and the column next to it. Some other differences among parents: Parents with higher income and education are more likely to have ever visited a library or bookmobile in person. Recent visits to the library are also more common among mothers and those with some college education. Mothers are more likely than fathers to be a recent library user and so are those with at least some college education.  Visiting a library website is more common among mothers, those with an annual household income of $50,000 or more, and those with at least some college education.  Use of a library website in the past year is also more common among mothers, those with an income of $50,000 or more, and those with some college education.
  • 26.
    pewinternet.org 26 Characteristics ofparents by library patronage Among all parents, the percentage who have ever visited a library in person, have visited in the past 12 months, are recent library users* % who have EVER visited a library in person % who have visited library in person in past 12 months % who are 'recent library user' All Parents 85% 64% 71% a Men (n=263) 81 54 59 b Women (n=321) 87 72 a 81 a Age of Youngest Child a 5 Years or Younger (n=303) 84 63 71 b 6 to 11 Years (n=131) 86 68 71 c 12 to 17 years (n=150) 85 62 70 Any child under 12 a Any Child Under 12 years (n=434) 84 65 71 b No Child Under 12 (n=150) 85 62 70 Any child 12 - 17 a Any Child 12-17 years (n=283) 84 63 70 b No Child 12-17 years (n=301) 85 65 71 Parent Age a Under 40 (n=282) 85 64 71 b 40 or Older (n=293) 84 64 71 Parent Household income a Less than $50,000/yr (n=273) 81 65 70 b $50,000 + (n=266) 90 a 66 74 Parent Education attainment a No College (n=193) 77 58 63 b Some College + (n=386) 89 a 68 a 76 a * A ‘recent library users' is anyone who has visited a public library in person in the past 12 months, gone on a public library website in the past 12 months, or used a cell phone, e-reader or tablet to visit a public library website or access public library resources in the past 12 months. Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The total N for parents = 584. The survey was conducted in English and Spanish and on landline and cell phones. Note: Columns marked with a superscript letter ( a ) or another letter indicate a statistically significant difference between that row and the row designated by that superscript letter. Statistical significance is determined inside the specific section covering each demographic trait.
  • 27.
    pewinternet.org 27 Recollection oflibrary use by family members and experiences at libraries Eight in ten parents (80%) have memories from childhood of family members using the library - slightly more than other adults (76%). Among parents, those with higher income and education are more likely to have childhood memories of library use. Parents with annual incomes of $50,000 or more are more likely than other parents to have childhood memories of library visits (85% vs. 75%) as are those with at least some college education when compared with parents who have not been to college (86% vs. 70%). Many of the parents in our in-person focus groups said that they were introduced to libraries by their parents or by their schools. In general, they said they had very positive memories of their early library use: “My parents were real big on [the library]. It was a treat for us, twice a week after church . . . You behave, you [get] to go to the library and get a book, get two books if you’re real good, read them that week and bring them back. So I think a lot of children these days lack that same experience [that] we felt associated to it, being kind of a reward.” Some said that they weren’t sure their children would have the same sort of memories: Respondent: “[The library] always had like a children section. You have the children section and you have the adult section and then if you start laughing too loud like in your children section, there’s always that librarian that’d come around the corner like it’s too loud and I know your mother or whatever so yes, I mean it would just - that’s was just like where you sit in that little table when you’re passing those things.” Respondent: “[We had] tiny libraries at the church and . . . it was like a [place to] socialize. A lot of times those children are telling you [about] other things that you’re going to enjoy at the library, [things that] they’re just doing. It’s just like networking and talking to the other friends.” Moderator: “Do you think it’s the same for children today?” Respondent: “No.” Respondent: “No, they’re in front of a computer. Nobody talks to nobody it seems.” Moderator: “Even at the library, they’re doing the same stuff.” Respondent: “Yes.” Not all the parents in our focus groups had experiences with libraries growing up, although some of them began using libraries later in life: “[G]rowing up, the library was intimidating to me actually because I wasn’t [a big] reader. On top of that . . . the first 20 years of your career you’re working your butt off. You don’t have time for anything. You’re raising children just like today. I delegated that part of it to my wife to let her take the children to the library and she did. She took them and they were always into it.”
  • 28.
    pewinternet.org 28 Generally, theoverall perception of library experience is positive for almost all Americans and does not differ between parents and other adults. Roughly six in ten parents and other adults rate their overall library experience as very positive and an additional four in ten in each group describe it as mostly positive. Overall library experiences are positive for almost all Americans % of parents and other adults who rate their overall library experience as … Source: The Pew Research Center's Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N for parents who have ever visited a library = 520; N for other adults who have ever visited a library =1461. Interviews were conducted in English and Spanish and on landline and cell phones. Parents are more likely than other adults to have a library card and are more likely to say their use of the library has increased over the past five years, possibly because they became parents during this time or their children grew to an age that encouraged library visits. Nearly three quarters (73%) of parents of children under 18 have a library card, compared with 59% of adults who do not have children under 18. Among parents, mothers are more likely than fathers to have a library card (82% vs. 63%) and so are those with at least some college education (79% vs. 64%). Parents more likely to have a library card % of parents and other adults who have a library card Source: The Pew Research Center's Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N for parents = 584; N for other adults = 1668. Interviews were conducted in English and Spanish and on landline and cell phones. *denotes places where the differences are statistically different 56% 60% 42% 38% 1% 1% 1% 1% 0% 20% 40% 60% 80% 100% Other adults Parents Very positive Mostly positive Mostly negative Very negative 59% 73%* 40% 26% 1% 1% 0% 20% 40% 60% 80% 100% Other adults Parents Yes No Dk/Ref
  • 29.
    pewinternet.org 29 Changes inlibrary use in recent years The Pew Internet survey asked recent library users about their use of libraries over the last five years. The results show there is fluidity in library patronage patterns and differences between parents and other adults:  30% of parents who are recent library users say their own use of local libraries has increased in the past five years, compared with 23% of other adults.  17% of parents and 25% of other adults say their use has decreased.  52% of both parents and other adults say their use has stayed the same during that time period. Among parents, those with some college education are more likely to say their use of the library has increased over the past five years (35% vs. 22%). Changes in library use % of parents and other adults who say their library use over the past five years has … Source: The Pew Research Center's Internet & American Life Project Library Services Survey. October 15- November 10, 2012. N for parents who are recent library users = 414; N for other adults who are recent library users =947. Interviews were conducted in English and Spanish and on landline and cell phones. The following table shows the reasons parents give when asked why their library use has increased over recent years. Changes in library usage for parents are driven mostly by children and the internet. The most common reason parents give for their increased use of the library is to take children, grandchildren, or other family members (54% with increased library use gave this reason). The most common reason parents give for a decrease in library use, given by slightly less than half (47%), is use and convenience of the internet for getting books and doing research. Parents with younger children (under 12) are more likely than parents of children 12 to 17 to say that taking children is a reason for their increased use of the library (62% vs. 19%) while parents with only teenagers are more likely than others to say their increased use is to do research (29% vs. 7%). 23% 30% 25% 17% 52% 52% 0% 20% 40% 60% 80% 100% Other adults Parents Increased Decreased Stayed the same
  • 30.
    pewinternet.org 30 The samplesize for this open-ended question is small so there are few meaningful differences between parents and other adults. The main reasons parents’ library use has increased in the past five years Main reasons parents cite why their use increased 30% of parents who are recent library users say their use of libraries has gone up in the past 5 years. N=130 Enjoy taking their children, grandchildren 54% Do research and use reference materials 11% Borrow books more 11% Student 8% Use library computers and internet 6% Library events and activities 6% Have more time to read now, retired 3% To save money 3% Good selection and variety 4% E-books, audio books, media are available 4% Convenient 4% Reading more now 2% Good library and helpful staff 3% Use for my job 2% Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N for parents who are recent library users and say use has increased = 130; N for parents who are recent library users and say use has decreaed = 70. Interviews were conducted in English and Spanish and on landline and cell phones. Parents visit the library fairly frequently and slightly more often than other adults. When they go, they browse, borrow books or DVDs, or attend classes or events for children or teens. About one in six (16%) parents go to the library at least once a week or more, a quarter (24%) go several times a month and another quarter (27%) go at least once a month. One third (32%) of parents visit the library less than once a month. In comparison, four in ten (41%) other adults visit the library less than once per month. Among parents, mothers visit the library more often than fathers -21% of mothers go weekly, compared with 10% of fathers - and 23% of those with income of less than $50,000 go weekly, compared with 9% of higher income parents.
  • 31.
    pewinternet.org 31 Frequency oflibrary visits — parents and other adults % of parents and other adults who visited the library … Source: The Pew Research Center's Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N for recent library users ages 16+=1,361. Total N for parents who are recent users = 375; other adults n=863. Interviews were conducted in English and Spanish and on landline and cell phones. *denotes places where the differences are statistically different In addition to asking people about their general feelings about libraries and their patterns of patronage, Pew Internet’s survey explored in depth what people do at libraries. The activities reported below were asked of the 64% of American parents who say they visited a library or bookmobile in the past 12 months. Activities at libraries Here is a rundown of the things parents of children under 18 do at libraries among those who have visited a library or bookmobile in the past 12 months: (Table below) 3% 3% 12% 13% 16% 24%* 28% 27% 41%* 32% 0% 20% 40% 60% 80% 100% Other adults Parents Everyday or almost every day At least once a week Several times a month
  • 32.
    pewinternet.org 32 What parentsdo at libraries Among parents who have visited a library or bookmobile in the past 12 months, the % who have done the following activities Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Total N for parents who have visited library in the past 12 months = 375. Total N for parents asked Form A items = 201; total N for parents asked Form B items = 174 Eighty percent of parents have visited the library in the past 12 months to browse the shelves for books or media (81%) or to borrow a book (81%). Nearly two-thirds (64%) of parents have brought a child to the library to attend a program or event specifically for children or teens. Other library activities that were reported by roughly half of parents include research activities (research topic of interest 55% or use a research database 51%), help from librarians (53%), to sit and read (50%) or to borrow a DVD (50%). A third visited the library to read newspapers or magazines (30%) and other activities are reported by two in ten or fewer. There are some significant differences between parents and other adults and between parents in different demographic groups. These differences are described below. Borrow print books Parents were more likely than other adults to visit a public library to borrow print books (81% vs. 68%). 18% 21% 20% 22% 30% 50% 51% 50% 53% 55% 64% 81% 81% 0% 20% 40% 60% 80% 100% Borrow a music CD Borrow or download an audio book Attend a class, program, or lecture for adults Attend a meeting of a group Read or check out printed magazines or newspapers Borrow a DVD or videotape of a movie or TV show Use a research database Sit, read, and study, or watch or listen to media Get help from a librarian Research topics of interest Attend or bring a younger person to a class, program, or event designed for children or teens Browse the shelves for books or media Borrow print books
  • 33.
    pewinternet.org 33 Browse theshelves for books or media Parents are more likely than other adults to visit the library to browse (81% vs. 70%) and among parents, those with at least some college education were more likely than parents with no college education to say they visited the library just to browse the shelves (86% vs. 68%). Attend or bring a younger person to a class, program, or event designed for children or teens Roughly two thirds of parents (64%) visited the library to attend a class or event for children as, compared with about one third (31%) of other adults. Parents with at least one child under 12 are more likely than parents with no young children to say they visit the library to attend a class or event for children or teens (69% vs. 47%) as are parents with at least some college (71% vs. 46%). Research topics that interest them Lower income parents are more likely than wealthier parents to go to the library to research topics of interest to them (65% vs. 47%). Parents with a teenager are more likely than parents who do not have any teenagers to say they visit the library to research a topic of interest to them (64% vs. 46%). Get help from a librarian Mothers are more likely than fathers to say they visit the library to get help from a librarian (57% vs. 46%), as are parents who are over 40 (60% vs. 46%) and those with income of less than $50,000 (60% vs. 43%). Sit, read, and study, or watch or listen to media Those earning less than $50,000 were more likely than other parents to visit a library for this reason (58% vs. 41%) Use a research database Parents earning less than $50,000 a year were more likely than others to visit for this reason (60% vs. 39%) Borrow a DVD or videotape of a movie or TV show Half (50%) of parents visit the library to borrow a DVD or video tape, compared with about a third (35%) of other adults. Older parents are more likely than those under 40 to say they visit the visit the library to borrow a DVD or videotape (60% vs. 43%), as are those with at least some college education (55% vs. 38%). Read or check out printed magazines or newspapers Parents who earn less than $50,000 a year are more likely than those earning $50,000 or more to say they visit the library to read or check out print magazines or newspapers (45% vs. 17%).
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    pewinternet.org 34 How frequentlyparents receive assistance from library staff Similar to all adults, parents of minor children seek help from library staff frequently and they find the library staff to be very helpful. A third (33%) of parents say they frequently get help from librarian staff and four in ten (40%) say they sometimes get help. Among parents, those with less than $50,000 income are more likely than those with income over $50,000 to seek help from library staff frequently or sometimes (78% vs. 67%). How often people get help from library staff Among Americans ages 16+, who visited a library in the past 12 months, the percentage who say they receive help from library staff with the following frequencies Parents vs. other adults Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N for those ages 16+ who visited library in past 12 months=1,238. N for parents =375. N for other adults = 863. Interviews were conducted in English and Spanish and on landline and cell phones. Roughly eight in ten parents (79%) say the library staff are very helpful and an additional 18% say staff is somewhat helpful. How helpful was library staff Among Americans ages 16+, who visited a library in the past 12 months, the percentage who say the staff was 'very', 'somewhat', 'not too' or 'not at all' helpful Parents vs. other adults Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N for those ages 16+ who visited library in past 12 months=1,238. N for parents =375. N for other adults = 863. Interviews were conducted in English and Spanish and on landline and cell phones. 30% 33% 38% 40% 24% 21% 8% 6% 0% 20% 40% 60% 80% 100% Other adults Parents Frequently Sometimes Hardly ever Never 81% 79% 15% 18% 1% 1% 1% 0% 0% 20% 40% 60% 80% 100% Other adults Parents Very helpful Somewhat helpful Not too helpful Not at all helpful
  • 35.
    pewinternet.org 35 How muchpeople know about what their library offers In addition to asking people how they use their local public libraries, we also asked them how much they know about the different services and programs their library offers. In general, parents rate their knowledge of library services pretty high. About a quarter (27%) of parents say they know all or most of the services and programs offered by the library and half (47%) say they know some of what their library has to offer. One quarter (25%) of parents say they don't know much or know nothing of their public library's offerings. Parents are better informed than other adults about library services, which may be reflective of their increased usage. One third (34%) of other adults say they don't know much or know nothing about what their library has to offer (vs. 25% of parents). How much do you feel like you know about the different services and programs your public library offers? How much Americans ages 16+ feel they know about the services offered by their public library Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Total N for parents = 584; other adults = 1668. *denotes places where the differences are statistically different Among parents, there are demographic groups who appear to be more well-informed about library offerings than others. Mothers say they are more well-informed than fathers - 32% say they are know all or most, compared with 21% of fathers - as do lower income parents when compared with those making $50,000 or more (31% vs. 21%). Parents with no children under 12 are more likely than parents with a young child to say they know about all or almost all of the services offered by the public library (36% vs. 24%). In our focus groups, many parents said that they had very positive feelings about their libraries and library staff. “In my library the staff is wonderful,” one parent told us. “I love the staff. I love the people who work at the front. They’re always just so welcoming and they’re very community oriented.” However, many often wished that they knew more about what was happening at their library—“there’s so much good stuff going on but no one tells anybody,” one said. “They do have a thing what’s going on with the children each month. There’s a printout but I forget to grab those and this is not the way, some of [the activities] need reservations. . . . I would love to get it through the email, as in getting everything else that way.” 20% 27% 45% 47% 22% 16% 12% 9% 0% 20% 40% 60% 80% 100% Other adults Parents All or most Some Not much Nothing at all
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    pewinternet.org 36 “One thingI didn’t like at my library, I didn’t notice were - as far as the classes that they have to offer, I didn’t see like much information or any big boards, “Hey, we have classes coming on this week or this week” and just I guess the advertisement part of it, I just didn’t notice that. And, it’s like maybe they would have sent something in the mail or something somewhere. It’s just I don't know - or even pass it out to the schools in the area.” Several said they would like their libraries to coordinate with local schools to relay information about library hours and activities: “They should give some of this information to the schools around the community - and the schools, we get folders every week and maybe I don't know put some stuff in there to say, ‘Hey, this is going on this weekend.’ That’s how our school does it. Maybe go out to schools some more than just the library itself.” Some parents said that they learn about library events mostly through word-of-mouth: Respondent: Like you get to see people who frequent your library. You all become like library buddies like you know what they thinking because you’re there and interact with your children and they kind of see you and you see that person maybe on the bus or something like that and I'm like, “Girl, did you find it out? You heard if they’re doing this or not?” Respondent: Or a kid tells your kid. Respondent: Yes, so that’s usually how it gets done.
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    pewinternet.org 37 How muchdo parents know about the different services and programs the public library offers Among all parents, the percentage within each demographic category who say they know 'all or most', 'some;, 'not much', or 'nothing at all' about the services offered by their public library Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Total N for parents = 584. *denotes places where the differences are statistically different 36%* 24% 24% 30% 30% 22% 21% 31%* 27% 27% 36%* 24% 24% 32%* 21% 27% 39% 50% 47% 48% 48% 46% 56%* 41% 51% 44% 39% 54%* 48% 48% 46% 47% 19% 16% 17% 16% 17% 16% 18% 15% 15% 17% 19% 13% 17% 13% 20%* 16% 5% 10%* 11%* 6% 5% 15%* 5% 11%* 6% 11%* 5% 9% 10%* 7% 11% 9% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% No child <12 At least one child <12 Parent of young child No Child 12-17 At least one child 12-17 Parent of teenager Some college+ No college Educational attainment $50,000+ Less than $50,000/yr Parent income 40 or older Under 40 years Age of parent 12 to 17 years 6 to 11 years 5 years or younger Age of youngest child Women Men Sex All parents All or most Some Not much Nothing at all
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    pewinternet.org 38 Part 5:Parents, children and libraries Parents value libraries for their children The previous section highlights the importance parents place on public libraries for themselves and for their communities and the fact that parents are more likely than other adults to view libraries as important. Given those findings, it is not surprising that parents of minor children view public libraries as very important for their children. Eight in ten (79%) parents say libraries are 'very important' and an additional 15% of parents say that public libraries are 'somewhat important' for their children. Importance of libraries to parents Among parents, percentage who say access to public library is very, somewhat, not too or not at all important for self and family, community, and children. Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Total N for parents=584. Among parents of children under 18, mothers are more likely than fathers to say that libraries are 'very important' (85% vs. 73%) and those with income of less than $50,000 are more likely than wealthier parents to say libraries are 'very important' (86% vs. 73%). Parents of younger children are more likely than parents of older children to say that libraries are 'very important' for their children. Eighty-four percent of parents whose youngest child is 0-5 years of age say libraries are very important compared to 72% of those whose youngest child is 12-17. Even looking at the broader age category of children under 12 shows this pattern. Parents with any child under 12 are more likely than those with only teenagers to say libraries are very important (82% vs. 72%). 66% 54% 79% 25% 30% 15% 4% 8% 4% 3% 7% 2% 0% 20% 40% 60% 80% 100% Your community as a whole You and your family Your children Very important Somewhat important Not too important Not at all important
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    pewinternet.org 39 How importantare libraries for children? Among all parents, the percentage within each demographic category who say libraries are 'very', 'somewhat', 'not too' or 'not at all' important for their children. Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. Total N for parents = 584. *denotes places where the differences are statistically different 73% 86%* 72% 76% 84%* 85%* 73% 79% 21%* 9% 17% 20% 11% 11% 19%* 15% 3% 3% 5% 3% 3% 3% 4% 4% 1% 1% 4% 1% 1% 2% 2% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% $50,000 or more Less than $50,000 Parent income 12 to 17 years 6 to 11 years 5 years or younger Age of youngest child Women Men Sex All parents Very important Somewhat important Not too important Not at all important
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    pewinternet.org 40 The mostcommon reason given for the importance parents place on access to public libraries for their children is that libraries instill a love of reading and books and provide resources they cannot get at home. More than eight in ten parents (84%) say a major reason they view the library as important is that it helps to develop a love of books and reading and 81% say it provides children with information and resources not available at home. Slightly fewer but still a substantial majority of parents (71%) say the library is important as a safe place for children to be. Reason for importance of libraries Among parents who say libraries are important for their children, the percentage who say that each reason is a 'major', 'minor' or 'not a reason' Source: Pew Research Center Internet & American Life Project Library Services survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents of children under age 18 = 584. N for parents who feel that access to public library is important for their children = 552. Interviews were conducted in English and Spanish and on landline and cell phones. Among parents who feel that access to public libraries for their children is important, mothers are more likely than fathers to say that instilling a love of reading and books and access to information are major reasons they feel this way. Parents with income under $50,000 are more likely than those making $50,000 or more to say that all of these are major reasons they feel libraries are important for their children. Parents of teenagers are more likely than parents of younger children to say that access to information is a major reason they feel libraries are important for their children. Those with no college education are more likely than parents with at least some college to say that providing a safe place for children to be and providing access to information and resources not available to them at home are major reasons for the importance of libraries. 71% 81% 84% 19% 14% 12% 9% 4% 3% 0 20 40 60 80 100 The public library is a safe space for kids to be To have access to information or use resources they can't get at home The public library helps children develop a love of reading and books Major reason Minor reason Not a reason
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    pewinternet.org 41 Parents whosay each is a MAJOR reason libraries are important Among parents who feel access to libraries is important for their children, the percentage in each demographic category who say each is a MAJOR reason libraries are important Instill a love of books and reading % saying “major reason” Provide access to information not available at home % saying “major reason” Safe place for children to be % saying “major reason” Parents who say access to public libraries is important 84% 81% 71% a Men (n=243) 77 75 67 b Women (n=309) 90 a 86 a 74 Age of youngest child a 5 Years or Younger (n=290) 86 81 71 b 6 to 11 Years (n=126) 85 79 69 c 12 to 17 years (n=136) 78 84 71 Any child 12 - 17 a Any Child 12-17 years (n=263) 81 86 b 72 B No Child 12-17 years (n=289) 87 77 70 Parent Age a Under 40 (n=268) 85 79 72 b 40 or Older (n=276) 83 84 69 Parent Household income a Less than $50,000/yr (n=261) 89 b 86 b 78 b b $50,000 + (n=251) 78 75 60 Parent Education attainment a No College (n=184) 87 87 b 82 b b Some College + (n=364) 83 78 64 Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The total N for parents who say the library is important = 552. The survey was conducted in English and Spanish and on landline and cell phones. Note: Columns marked with a superscript letter ( a ) or another letter indicate a statistically significant difference between that row and the row designated by that superscript letter. Statistical significance is determined inside the specific section covering each demographic trait. Seven in ten (70%) parents of children under 18 report that their child visited a public library in the past 12 months and more than half (55% ) say their child has his/her own library card. Parental reports on the use of the library and child ownership of a library card suggest differences by the child's age. Children 6-11 seem to be visiting the library the most and are more likely to have a library card than younger children. Eight in ten (81%) parents whose youngest child is in this middle age category report their child visited the library or bookmobile in the past 12 months, compared with 65% of parents whose youngest is 0-5 years old and 70% of parents who have only teenagers. Three quarters of parents who youngest child is 6-11 or 12-17 have report their child has their own library card, compared with four in ten parents with a youngest child 0-5 years of age (74%, 76% vs. 39%). Mothers (74% vs. 64%), older parents (76% vs. 64%), those with higher income (76% vs. 65%), and those with more education (75% vs. 62%) are more likely than others to report their child visited a library or
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    pewinternet.org 42 bookmobile inthe past 12 months. Older parents, those 40 and over are more likely than parents under 40 to report their child has his/her own library card (72% vs. 42%). Library use by children Among parents, the percentage of parents with teenagers and with no teenagers who say their children visited the library in past 12 months and has his/her own public library card All Parents Youngest child is 0-5 years old Youngest child is 6-11 years old Youngest child is 12-17 years old Total (584) (303) (131) (150) Visited public library or bookmobile in the past 12 months a Yes 70% 65% 81%* 70% b No/No answer 30 35 19 30 Child has own public library card a Yes 55 39 74* 76* b No/no answer 45 61 26 24 Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. Total N for parents of minor children = 584. The survey was conducted in English and Spanish and on landline and cell phones. Note: Columns marked with a superscript letter (a) or another letter indicate a statistically significant difference between that row and the row designated by that superscript letter. Statistical significance is determined inside the specific section covering each demographic trait. Parents report similar frequency of library use for their children as for themselves and this use does not differ a great deal by age of the child. Similar to their own use of libraries, about a quarter (24%) of parents say their child visits a library or bookmobile at least once a week or more, another quarter (24%) go several times a month, at least once a month (28%) or less often than once a month (23%). The frequency with which different age children visit the library, according to their parents, is roughly the same across age groups although parents of teenagers are more likely than other parents to say their child visits the library every day or almost every day (8% vs. 2%). Parents with less than $50,000 annual income are more likely than other parents to report weekly library visits for their children (33% vs. 15%) as are those with no college education when, compared with to those with at least some college (32% vs. 20%).
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    pewinternet.org 43 Frequency ofchildren's visits to public library in past 12 months % of parents who say their child/children visited the library this often in past 12 months Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents of children under 18 = 584. N for parents whose children have visited a public library in the past 12 months = 418. Interviews were conducted in English and Spanish and on landline and cell phones. Not surprisingly, the most common reason for children's library visits, as reported by parents, is to borrow books (87%). Substantially fewer parents but still more than half say their children visit the library to do school work (55%). Slightly less than half go to borrow DVDs (46%) or to attend events (46%), and roughly one third use the internet (37%), socialize with friends (37%) or participate in a library sponsored book club or program (32%). The reasons for library visits differ by the age of the child, as might be expected. Parents with teenagers (12-17 year olds) are more likely than parents who only have children under 12 to report library use for school work (77% vs. 33%) and to use the internet (43% vs. 32%). Parents who only have children under 12 are more likely to say their child uses the library to attend organized activities (51% vs. 40%). Every day or almost every day, 5% At least once a week, 19% Several times a month, 24% At least once a month, 28% Less often, 23%
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    pewinternet.org 44 Child's agemakes a difference in how the library is used Among parents with different age children, the percentage who say their child used the library for each purpose Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents of children under 18 = 584. N for parents whose children have visited a public library in the past 12 months = 418. N for parents with any child 12-17 who visited public library in past 12 months = 213; N for parents with only children under 12 who visited a public library in past 12 months = 205. Interviews were conducted in English and Spanish and on landline and cell phones. Other demographic differences in children's use of the public library for these purposes:  School research or assignments - older parents are more likely to say their children have visited the public library in the past 12 months for this reason- most likely because their children are older (67% vs. 41%).  Use the Internet or computers - lower income parents are more likely to report library use for this purpose (51% vs. 27%) and so are those with no college education (46% vs. 33%).  Attend organized activities, events or classes - parents under age 40 (51% vs. 39%) and those with at least some college education (50% vs. 37%) are more likely than others to report their children use the library for this purpose.  Socialize with friends - lower income parents are more likely than wealthier parents to report this library use for their children (43% vs. 31%). 77%* 43%* 40% 30%33% 32% 53%* 33% 0% 20% 40% 60% 80% 100% For school research or assignments To use the Internet/computers To attend organized activities, classes or events To participate in library sponsored reading program or club Any child 12-17 Only children under 12 86% 42% 41% 89% 49% 35%* 0% 20% 40% 60% 80% 100% To borrow books To borrow movies or CDs To socialize with friends
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    pewinternet.org 45 Parents’ experiences Inour in-person focus groups, we asked parents to tell us more about how they use the library with their children: “I have a four-year old and a seven year old so we go take out I guess like the max is like 30 books. We go then and just take those books out and just pretty much bring them home. We really don’t stay much at the library. Just with their age, they’re kind of - just kind of just want to go wandering around everywhere. So pretty much we go there and spend some time taking out the books that they want to read and then we just bring them home. That’s one thing that we do there. We do rent movies.” “I go to the library because I do have children and it’s much easier to go there and do homework sometimes. I homeschooled one child with ADD so it helps us to go and be able to have that access to information as well as internet in order for us to work on his studies.” “[My daughters] take books out. They do research. We order our [tickets] to go to like concerts and all that stuff too. I sometimes do job searches for the neighbors. I do their resume for them and help them out and to retrieve books . . . The way times are right now, when my daughter wants a book, I can order it [at the library] . . . And the other thing too, what’s nice about the library - like when you use the computer lab, if your book is overdue, you access [the system] . . . so that way I don’t get whacked for like $10 or something.” Many described the library as a destination for the whole family, with older children using the library’s resources for schoolwork or to surf the web while younger children attended story times and explored new books: Respondent: A lot of times for school like [my children] need specific articles—like they need more than just one resource for information, so then I’ll take them to the local library . . . if we go, we’re there for hours. So, I just take my work from the office with me and then they do their research there. . . . Even though we have the internet at home, they still need [to use] an encyclopedia to read books. Moderator: Do they ever get help from the librarians over there? Respondent: Yes, they do. If they have questions and if I can’t answer them, I ask somebody that works here. . . Then my younger children, I take them with me anyway just for the experience because they love books, because I'm always reading to them—so it shows them how many books are in there, and then they can kind of pick and choose the ones that they want to take home. Moderator: So, they get excited about going. Respondent: They love it. They love it. They love it.
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    pewinternet.org 46 Another parent,a frequent library user, described how she sees the library as a place where she knows that her children can explore the internet, books, and media in a safe context: Respondent: We go. I mean, my daughter and I go a lot. My older children, they’re not at home anymore but they used to go all the time to do internet stuff because I wouldn’t let them do it at home. Moderator: Because? Respondent: I’m not letting a teenage boy use my internet unsupervised. [Laughter] Good reasons. So, I figured at least the library has filters on it and everything else and it’s going to be supervised more. My son would go to go check out his MySpace page and play games and stuff. My older daughter would go to check out movies and books. She’s a voracious reader. My little one who’s six, she goes—and I have a little girl I babysit too and so I’ll take them and they’ll hang out at the library. … [The library has] a kid section with puzzles and a little playhouse there and they have some mind game things. So, they really like to go and play with that. So, we check out books. We check out movies. We check out audio books. I reserve books online, order them from other libraries so I’m using—I’m there a lot. I use the website a lot. Many focus group participants said that they appreciated the atmosphere of the library in addition to its resources: Respondent: I go [to the library] frequently for my daughter, because she does a lot of reports. I go to use . . . the computer to get online, do a little research or if I'm looking for jobs or anything of that matter. I would like to use the facility because it’s quiet. She could actually do her reports and do research and check out choices of books as well. Moderator: She checks out books. You said you use the computers there? Respondent: Yes. Moderator: Is that because you're there with her or do you have Internet access at home? Respondent: Yes, I do but it’s kind of slow. Theirs is a lot faster. It’s kind of like regularly do two things at once. One parent said that the library was the only way they could keep up with their daughter’s voracious reading habits: “My son’s not interested in going to the library, the 12-year-old, but my daughter goes. I mean she wanted to go today actually right after school. I’m like, ‘No, I don’t have time right now.’ But she is this reader and I’m like—I almost can’t just keep buying books for her because she’s done with them in like two days, so it’s kind of silly. We might as well just go check them out and if she doesn’t like it, just return it, whatever. I guess it’s mostly what we use [the library] for now.
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    pewinternet.org 47 She lovesto do like the reading contest they have so we’ll use their website for that just to kind of see when one is coming up and then right going and register on there.” However, many parents in our focus groups also mentioned that it was sometimes difficult to know when their local public library would be open, with hours changing due to budget cutbacks. Several said that they would appreciate longer hours so they could spend more time at the library after work: “I used the library as my daughter was growing up and it was always—you have an agenda. You’re there. You’re researching or you’re looking for something but . . . what’s happened over time here is we’ve reduced the hours, reduced the days that the library is opened. . . . I can’t remember when this branch has got their hours or that branch or what we’re doing and all of a sudden it’s like well, it’s just easier not to mess with it than it is to take note of [the hours] because it just becomes more of an obstacle I guess. . . . It needs to be more dependable.” Community Another subject that came up several times in the focus group discussions was how the parents valued the role of their local public library in the larger community. One parent who has a three-year-old son said: “To me, a library . . . is a necessity. They have lots of things to offer. It’s kind of like home room for your community. If you want to find something out then you just ask. And they have a lot of things that they offer that they don’t advertise.” Other focus group participants said that they appreciated their relationships with library staff, who were able to recommend specific library books, services, and other resources that the patrons would not have known about otherwise. One mother said that her local library’s staff had known her since she was first pregnant with her children, and were able to suggest things that they though her family might be interested in. “[The library staff] know [your children] by name so as you come in it’s like your children can go right into the library,” she said. “They know what kind of things they like and they’ll kind of hold stuff to like tell your kid ‘we got a new [book]’ or whatever.” Another mother said that it was helpful when library staff could point out resources she might be interested in, because many times she wouldn’t think to ask about them in the first place: “If I want to know something, I’d know to ask [the library staff] questions, but I'm not going to always know what questions to ask because I'm not going to always know what information I can ask about. . . . [An activity] might not necessarily be posted, and if it’s not posted, how would you know to [ask]?” Some parents in our focus groups said that for their children, “libraries are just as common [a] request to go to as the mall.” Other parents agreed that it was good to have a place where children could socialize—within limits: “They still have to behave themselves. [Library staff] still make them behave themselves if they’re old enough to be on their own, but it’s very family-friendly and you need that when you
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    pewinternet.org 48 have children.You need to have that kind of an atmosphere, that kind of place area for them to go, [where] if they do speak out loud, nobody’s going to freak out.” Responsibility Several parents in our focus groups said that they wanted their children to use the library so that they could learn about personal responsibility, as well as how to act appropriately in public spaces: “I try to teach my son . . . that [the library] is the quiet place. This is where you’re respectful of the things, you’re respectful of the people reading their stories, they’re reading or they’re doing homework or whatever the case is.” Some viewed a child’s first library card as a rite of passage. “[Going to the library gives children] a little more responsibility,” one parent said, “especially when they fill out that application and get their own library card in their own name—it makes them feel like ‘I'm grown now.’” Another parent had a similar story: Respondent: …my children have been excited about the library since like about three or four. That was something that we set up like a goal for them that as soon as they can learn how to write their full name, they can get their own library card so they were so excited to be able to walk up and write their name on the card. Once they were able to do that, then they realized like they can check out their own movies, they can check out books. So like yeah, that’s their thing now. They’ll get on the computer and try to reserve stuff like “Mommy, I’ve got a movie due at the library, can you take me?”. You know, they call and say that my stuff is ready [so they would] write down the home number to wait for the call from the library.” Moderator: “They feel they’re kind of grown up that they have this card.” Respondent: “Yes, because like my son had a sleepover over the summer and he had like about four boys over and he’s like, ‘I get to use my card and we can just pick out, pick out any movie we want. I can use my own card.’” One focus group participant said that libraries taught children an important lesson in sharing: “I think it also gives them a sense of community because that book, that you know you have that set time that you have to bring it back . . . My daughter just loves this book, the Hungry Caterpillar. . . . Every time [we go to the library], she doesn’t care if she has 20 books, she has to have like the Hungry Caterpillar in it. And I'm like, ‘But what about the other little children who need to have the chance of loving the story too? If you always have it, how’s anybody else going to love it?’ . . . So it’s like you have to teach them like there’s other children waiting for this book—we have to be responsible—you have to write that date down because somebody has already called and said, like ‘Susie is waiting for the book.’ You have to take it back.” Due dates and late fees offer another potential lesson, the parent continued. “If their book is late, I don’t pay fees. You pay your own . . . You have to pay [the late fees] and you have to know when your due date is due.”
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    pewinternet.org 49 Safety However, evenas they appreciated the library’s role as a social meeting space, several parents had concerns about safety at the library: “Have you been [at the library] after the children get dropped off to school? . . . Sometimes the children would just loiter and there’s a lot of issues with some children. I always caught [some of them] bullying, talking using bad language, and children and other children and parents . . . walking in and they were just not ready or equipped to be able to handle that. So there are issues that do need to be addressed [in order] to make sure that it stays the safe, family-friendly place that it’s supposed to be.” Some parents wished that their children could have the same relationship with the library that they had when they were younger, when the library was considered a safer place: “The closer it is to you, the more you are inclined to go. . . . If it’s going to take 20 minutes to walk there, then you’re not as inclined to go. Living in a bedroom community where you drive everywhere—I grew up in the city so I [could] walk to most things, but I can’t say to my daughter, ‘Just walk to the library.’ So, it takes away some of that independence that she can have of me sending her to a safe place. It has to be around my [schedule]. So, I think that . . . even if [libraries] were smaller but just a little bit more within every 10 blocks or something like that, that you could get to walk [there].”
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    pewinternet.org 50 Part 6:Parents and library services What is important for libraries to offer We asked survey respondents about a variety of services that public libraries often provide to the public, and asked them how important, if at all, they think it is for public libraries to provide each to the community. All but one of the services are considered to be “very important” by a majority of respondents. Borrowing books and free access to computers and the internet are the most important services libraries provide to the public, according to parents in our sample, but these popular services are followed closely by research and informational help, programs and classes for children and teens, and providing a quiet study space for both adults and children.  Eight in ten parents say that borrowing books (83%) and free access to computers and the internet (81%) are very important library services.  Roughly eight in ten (79%) parents say that librarians helping people find the information they need is a very important library service.  Three quarter of parents say that quiet study spaces for adults and children (78%), providing research resources (77%) and programs and classes for children and teens (76%) are very important.  Seven in ten (68%) parents say that providing free events and activities, such as classes and cultural events for people of all ages or job resources (68%) is very important.  Fewer than half (46%) say that providing free public meeting space is a very important service the library provides the public (although an additional 42% say this is somewhat important).
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    pewinternet.org 51 What parentsthink is important for libraries to offer Among all parents, the percentage who say that these services and programs are “very important” or “important” for libraries to offer Source: Pew Research Center Internet & American Life Project Library Services survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents =584. Total Form A parents =302; Form B parents =282. Interviews were conducted in English and Spanish and on landline and cell phones. Parents and other adults do not differ in their ranking of the importance of these services to the public with the exception of borrowing books - parents are more likely than other adults to view this as a very important public service provided by the library (83% vs. 78%). Among parents, those with income of less than $50,000 are more likely that those with income of $50,000 or more to view most of the services asked about as 'very important'. In addition to income, education and parent gender play a role in parental attitudes about these library services; however, there are no differences among parents with children of different ages. A more detailed examination of all these services follows. 46 68 68 77 76 78 81 83 79 42 26 23 17 21 18 16 13 18 0 20 40 60 80 100 Free public meeting spaces Free events/activities Job/career resources Research resources such as free databases Programs and classes for children and teens Quiet study spaces for adults and children Free access to computers and the internet Borrowing books Librarians to help people find info Very important Somewhat important
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    pewinternet.org 52 Parents whosay each is VERY important for libraries to offer Among parents who feel access to libraries is important for their children, the percentage in each demographic category who say each service is 'very' important for libraries to offer Quiet study spaces for children/adults (Form A) % Very important Programs/classes for children/teens (Form A) % Very important Free events and activities for all (Form B) % Very Important All Parents 78% 76% 68% a Men (Form A n=135; Form B n=128) 69 70 60 b Women (Form A n=167; Form B n=154) 85 a 80 74 a Age of youngest child a 5 Years or Younger (Form A n=163; Form B n=140) 79 79 68 b 6 to 11 Years (Form A n=65; Form B n=66) 76 68 70 c 12 to 17 years (Form A n=74; Form B n=76) 76 74 65 Any child 12 - 17 a Any Child 12-17 years (Form A n= 149; Form B n=134) 80 71 72 B No Child 12-17 years (Form A n=153; Form B n=148) 76 80 65 Parent age a Under 40 (Form A n=142; Form B n=140) 78 81 69 b 40 or Older (Form A n=155; Form B n=138) 78 71 67 Parent household income a Less than $50,000/yr (Form A n=140; Form B n=133) 84 b 82 b 76 b b $50,000 + (Form A n=136; Form B n=130) 72 67 58 Parent education attainment a No College (Form A n=103; Form B n=90) 81 85 b 71 b Some College + (Form A n=194; Form B n=192) 76 71 66 Source: Pew Research Center’s Internet & American Life Library Services Survey of 2,252 people age 16 and older conducted October 15-November 10, 2012. The survey was conducted in English and Spanish and on landline and cell phones. The total N for parents = 584. Form A total parents = 302; Form B total parents = 282. Note: Columns marked with a superscript letter ( a ) or another letter indicate a statistically significant difference between that row and the row designated by that superscript letter. Statistical significance is determined inside the specific section covering each demographic trait.
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    pewinternet.org 53 Borrowing books Overall,83% of parents say that it is “very important” for libraries to provide books to the community for borrowing. Another 13% consider book borrowing “somewhat important,” while 2% say this is “not too important” and 2% say it is “not at all important.” Parents with at least some college education are more likely than less educated parents to say borrowing books is a very important library service (87% vs. 79%). Free access to computers and the internet Eight in ten (81%) parents think it is “very important” for public libraries to provide free access to computers and the internet to the community. Another 16% consider free computer and internet access “somewhat important,” while 2% say this is “not too important” and 1% say it is “not at all important.” Parents with income of less than $50,000 are more likely than those making $50,000 or more to say free access to computers is very important (88% vs. 74%). Librarians to help people find information they need Seventy-nine percent of parents say that it is “very important” for the community that libraries have librarians available to help people find information they need. Some 18% consider having librarian assistance available at libraries “somewhat important,” while 1% say this is “not too important” and 1% say it is “not at all important.” Lower income parents are more likely to view librarian help as very important than are parents who make $50,000 or more (88% vs. 71%). Quiet study spaces for adults and children Some 78% of parents think it is “very important” to the community for public libraries to provide quiet study spaces for adults and children. Another 18% consider quiet study spaces “somewhat important,” while 3% say they are “not too important” and 2% say they are “not at all important.” Mothers are more likely than fathers to say that providing quiet study spaces is very important (85% vs. 69%) as are those with income less than $50,000 compared to those making $50,000 or more (84% vs. 72%). Research resources such as free databases More than three quarters (77%) of parents say it is “very important” for public libraries to provide research resources such as free databases to the community. Another 17% consider these resources “somewhat important,” while 3% say they are “not too important” and 1% say they are “not at all important.” Parents with income of less than $50,000 are more likely than wealthier parents to think free research resources are very important (85% vs. 71%). Programs and classes for children and teens Three-quarters (76%) of parents think it is “very important” for public libraries to provide programs and classes for children and teens. Another 21% consider these programs “somewhat important,” while 1% say they are “not too important” and 1% say they are “not at all important.” Parents who have not
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    pewinternet.org 54 attended collegeare more likely than college educated parents to view this library service as very important (85% vs. 71%) and so too are parents with income under $50,000 (82% vs. 67%). Job, employment and career resources Some 68% of parents think it is “very important” to the community for public libraries to provide job, employment and career resources. Another 23% consider these resources “somewhat important,” while 5% say they are “not too important” and 3% say they are “not at all important.” Mothers are more likely than fathers to consider this service very important (74% vs. 61%), as are parents with no college education (82% vs. 60%). and those making less than $50,000 (79% vs. 57%). Free events and activities, such as classes and cultural events, for people of all ages Two thirds (68%) of parents say it is “very important” for public libraries to provide free events and activities, such as classes and cultural events, for people of all ages. About a quarter (26%) consider these activities “somewhat important,” while 3% say they are “not too important” and 2% say they are “not at all important.” Mothers are more likely than fathers to say that providing free events is very important (74% vs. 60%) and lower income parents are more likely than wealthier parents to say this is very important (76% vs. 58%). Free public meeting spaces About half (46%) of parents say it is “very important” to the community for public libraries to provide free public meeting spaces. Another four in ten (42%) consider this “somewhat important,” while 9% say this is “not too important” and 2% say it is “not at all important.” Mothers are more likely than fathers to say that providing free public meeting spaces is very important (55% vs. 36%) and so are parents making less than $50,000 when compared to wealthier parents (56% vs. 37%). Public priorities for libraries We also asked survey respondents about some different ways public libraries could change the way they serve the public, and whether or not they thought public libraries should implement these changes (if they do not offer these services already). In a separate, qualitative questionnaire aimed at public library staff members, we also asked librarians and other library workers their thoughts on these services. Parents want libraries to increase involvement with helping children prepare for school and providing resources for school children and don't want libraries to move print books and stacks out of public space to make room for other things and they are somewhat ambivalent about automating services, providing digitizing help or moving library services online.  Nearly nine in ten parents say that libraries should definitely offer free literacy programs to help young children prepare for school (86%) and coordinate more closely with local schools to provide resources to children (86%).  Two thirds (65%) think there should be more comfortable spaces for reading, working and relaxing at the library and six in ten want to see libraries offer a broader selection of e-books
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    pewinternet.org 55 (62%) andseparate services such as children's services or computer labs into different locations or spaces (61%).  Just about half think libraries should definitely offer more interactive learning experiences (54%) and just under half want to see more online library services (46%) or help with digitizing material (45%).  Parents are somewhat split in their views about moving library services online (46% say definitely do, 31% maybe do, 21% definitely do not do) and automating services (40% definitely do, 36% maybe, 22% definitely do not do) and seem to be mostly against moving print books and stacks out of public locations to make room for other things (21% definitely do, 37% maybe, 39% definitely do not do). What services and programs libraries should (and should not) implement Among all parents, the percentage who say their library should implement the following programs Source: Pew Research Center Internet & American Life Project Library Services survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents = 584. Interviews were conducted in English and Spanish and on landline and cell phones. There are a few differences between parents and other adults in what changes they would like to see libraries make in the services they offer the public. Parents are more likely than other adults to want libraries to offer more comfortable spaces (65% vs. 56%) probably because they visit the library more. They are also more likely to think libraries should definitely offer a broader selection of e-books (62% vs. 49%) and offer more interactive learning experiences (54% vs. 43%). Interestingly, other adults are just as supportive as parents of library services for school children and these activities are supported by eight in ten or more of both groups. 21 40 46 45 54 62 65 61 86 86 37 36 31 41 35 27 27 28 12 12 39 22 21 12 10 4 7 10 2 1 0 20 40 60 80 100 Move some books/stacks out of public locations Make most services automated Move most library services online Help users digitize material Offer more interactive learning experiences Offer broader selection of e-books Have more comfortable spaces Separate spaces for different services Free literacy programs Coordinate more with local schools Should definitely do Should maybe do Should definitely not do
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    pewinternet.org 56 Parents aremore likely than other adults to support a few changes to library services Among all Americans 16+, the percentage of parents and other adults who say libraries “should definitely" offer these services Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15- November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents= 584; for other adults =1668. Total Form A parents =302, other adults =817. Total Form B parents = 282, other adults = 851. Interviews were conducted in English and Spanish and on landline and cell phones. *denotes places where the differences are statistically different 20% 41% 41% 42% 43% 49% 56% 60% 80% 85% 21% 40% 46% 45% 54%* 62%* 65%* 61% 86% 86% 0% 20% 40% 60% 80% 100% Move some books/stacks out of public locations Make most services automated Move most library services online Help users digitize material Offer more interactive learning experiences Offer more e-books Have more comfortable spaces Separate spaces for different services Free literacy programs Coordinate more with local schools Parents Other adults
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    pewinternet.org 57 Here isa more detailed analysis of the different services different groups would like to see implemented at libraries. Coordinate more closely with local schools in providing resources to children Overall, 86% of parents say that libraries should “definitely” coordinate more closely with local schools and 12% say libraries should 'maybe do' this, 1% say libraries should “definitely not” do this. This subject came up frequently in focus group discussions. “You have 30 children in the class who [have] to read the one book,” one parent said. “There’s only one book in the school library, so where else do you go? Another parent described how her daughter had to track down a copy of a book that she needed for an assignment because it wasn’t at their local branch: “She had a research paper to do and my daughter is a procrastinator so she of course didn’t get the book in time so there was a waitlist. Every other kid had the same book [checked out] and that’s one thing that’s very frustrating.” In addition to increased coordination with school, several parents in our focus groups mentioned that they would like tutoring resources at the library, specialized help for students with senior projects, or even assistance preparing for tests like the SAT. Many said that ideally this assistance would be done in conjunction with schools, so that tutors could better assist students with specific assignments or tests. Offer free early literacy programs to help young children prepare for school Another popular service was free early literacy programs to help young children prepare for school, which 86% of parents say that libraries should “definitely” offer. Another 12% say libraries should “maybe” do this, and 2% say libraries should “definitely not” do this. Have more comfortable spaces for reading, working, and relaxing at the library Nearly two-thirds (65%) of parents say that libraries should “definitely” create more comfortable spaces for reading, working, and relaxing at the library. Some 27% say libraries should “maybe” do this, and 7% say libraries should “definitely not” do this. Parents with income of less than $50,000 a year are more likely than wealthier parents to say that libraries should “definitely do” this (72% vs. 59%). Many of our focus group participants said that they use the library as a general destination for their family, and appreciated comfortable spaces where they and their children could read and work: Respondent: I actually enjoy being able to go and sit down at a big table with my children and just do homework, lay all the books out. You know what I mean? Interact with them and be able to - instead of being all closed in in the house or whatever. It’s kind of like your mind flows more when you're at the library. Respondent: That’s true.
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    pewinternet.org 58 Respondent: Iguess it’s easier because the children could focus there because they know the rules. Respondent: Yes. [Laughter] Offer a broader selection of e-books Six in ten (62%) of parents say that libraries should “definitely” offer a broader selection of e-books. Some 27% say libraries should “maybe” do this, and 4% say libraries should “definitely not” do this. Six percent say it doesn't matter to them or they don't know. Have completely separate locations or spaces for different services A majority (61%) of parents say that libraries should “definitely” have completely separate locations or spaces for different services, such as children’s services, computer labs, reading spaces, and meeting rooms. Some 28% say libraries should “maybe” do this, and 10% say libraries should “definitely not” do this. Offer more interactive learning experiences similar to museum exhibits More than half (54%) of parents say that libraries should “definitely” offer more interactive learning experiences similar to museum exhibits. Some 35% say libraries should “maybe” do this, and 10% say libraries should “definitely not” do this. Younger parents, those under 40 years of age, are more likely than older parents to say that libraries should definitely do this (62% vs. 46%) and those earning less than $50,000 are more likely than those earning $50,000 or more to say libraries should definitely do this (64% vs. 41%). Move most library services online so users can access them without having to visit the library Almost half (46%) of parents say that libraries should “definitely” move most library services online so users can access them without having to visit the library. Another 31% say libraries should “maybe” do this, and two in ten (21%) say libraries should “definitely not” do this. Parents with no college education are more likely than parents who have been to college to say libraries should definitely move services online (57% vs. 38%). Help users digitize material such as family photos or historical documents Some 45% of Americans think that libraries should “definitely” help patrons digitize material such as family photos or historical documents while 41% say libraries should “maybe” do this, and 12% say libraries should “definitely not” do this. Parents with annual income of less than $50,000 are more likely than wealthier parents to say that libraries should definitely help users digitize material (56% vs. 34%) while parents with only teenagers (no children under 12) are more likely than other parents to oppose this (23% vs. 9%).
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    pewinternet.org 59 Make mostservices automated Four in ten Americans (40%) say that libraries should “definitely” make most services automated, so people can find what they need and check out material on their own without help from staff. Some 36% say libraries should “maybe” do this, and one in five (22%) say libraries should “definitely not” do this. Move some print books and stacks out of public locations to free up more space Just one in five parents (21%) say that libraries should “definitely” move some print books and stacks out of public locations to free up more space for things such as tech centers, reading rooms, meetings rooms, and cultural events. Meanwhile, almost four in ten (37%) say libraries should “maybe” do this, and just about as many (39%) say libraries should “definitely not” do this. Fathers more likely than mothers to think libraries should definitely do this (27% vs. 16%) and those with no college education are more likely than parents who have attended college so say libraries should definitely do this (32% vs. 14%). Parents of teenagers are more likely than parents with only younger children to say libraries should definitely do this (27% vs. 15%). The new services people say they would (or would not) use In addition to asking people for their preferences on some new library services, we also asked respondents whether they would themselves use a variety of possible new activities and features at libraries. Our list was weighted towards services that are rooted in technology and allow more tech- related interactions with libraries and at them. Parents express moderate interest in taking advantage of library services that might be offered - particularly those that allow them to use or learn more about tech devices such as cell phone apps and new tech devices. There is less interest in classes in how to use e-readers or e-book readers already loaded with content (possibly because this population has heavy concentration of e-reader ownership already and doesn't need this type of service). Slightly less than half of parents say they would be “very likely” to use a cell phone app that allows them to access and use library services from a mobile phone and provide information on library programs (46%) or a new program that lets them test out the newest tech devices or applications (45%). Four in ten say they are very likely to use an online research service where they could pose questions to a librarian (41%), a cell phone app that helps them locate material within the library (41%), or library kiosks or red boxes located throughout the community where they could check out books, movies or music (41%). Roughly a third are very interested in personalized online accounts (37%), classes on how to download library e-books (37%) or a digital media lab for creating digital content (34%). Three in ten or fewer are very interested in e-book readers that are already loaded (31%) or classes in how to use e-book readers (25%).
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    pewinternet.org 60 How likelyparents say they would be to use various library services Among all parents, the percentage who say they are likely — or not — to use the following library services and activities Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents = 584. Total Form A parents = 302; Form B parents = 282. Interviews were conducted in English and Spanish and on landline and cell phones. Parents express more interest than other adults in using almost all of the proposed library services, probably because of their stronger connection with, and increased use of, libraries as well as their demographic characteristics. 25 34 31 37 37 41 41 45 46 41 30 36 34 26 35 30 30 34 31 38 44 28 33 36 27 28 27 21 22 20 0 20 40 60 80 100 Instruction on how to use e-book reading devices Digital media lab to create/upload new content like movies or e-books E-book readers already loaded with books you want to read Classes on how to download library e-books Personalized accounts that give book recommendations Library kiosks in community to check out books, movies Cell GPS app that helps locate material inside library Program to try out new tech devices/apps Cell app to use/view library services An online research service ("ask a librarian") Very likely Somewhat likely Not too likely or not at all likely
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    pewinternet.org 61 Parents aremore likely than other adults to say they would use new library offerings The percentage of parents and other adults who say they would be "very likely" or "somewhat likely" to use each service Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Total N for parents=584; other adults=1668. N for Form A: parents=302; other adults=817. N for Form B: parents=282; other adults=851. Interviews were conducted in English and Spanish and on landline and cell phones. *denotes places where the differences are statistically different 48% 53% 55% 55% 60% 60% 59% 65% 57% 70% 55% 70%* 65%* 63%* 72%* 70%* 71%* 78%* 77%* 79%* 0% 20% 40% 60% 80% 100% Instruction on how to use e-book reading devices Digital media lab to create/upload new content like movies or e-books E-book readers loaded books you want to read Classes on how to download library e-books Personalized accounts that give book recommendations Library kiosks in community to check out books, movies Cell GPS app that helps locate material inside library Program to try out new tech devices/apps Cell app to use/view library services An online research service ("ask a librarian") Parents Other adults
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    pewinternet.org 62 Among parents,certain groups are more likely than others to express interest in these programs. The percentage of parents who say they would be "very likely" to use different resources we asked about differed by the following demographic characteristics of parents. Parents earning less than $50,000 are more likely than wealthier parents to say they would be very likely to use:  classes on how to download library e-books (44% vs. 29%)  e-readers already loaded with library content (40% vs. 22%)  digital media lab (40% vs. 28%)  classes on how to use e-readers (34% vs. 16%) Parents with no college education are more likely than those with at least some college education to say they would be very likely to use:  classes on how to use e-readers (35% vs. 20%). Older parents (those 40 and older) are more likely than those under 40 to say they would be very likely to use:  a program that would let them try out the newest tech devices (53% vs. 37%). Parents of teenagers are more likely than other parents to say they would be very likely to use the following library services:  opportunities to try out the newest tech devices (52% vs. 39%)  cell phone apps to help navigate the library (51% vs. 34%)  an online ask-the-librarian program (50% vs. 35%)
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    pewinternet.org 63 Parents ofteenagers are more likely than other parents to say they would use some of these library services Among all parents, the percentage who say they would be “very likely” to use these services at their library Source: Pew Research Center Internet & American Life Project Library Services Survey. October 15-November 10, 2012. N=2,252 Americans ages 16 and older. Split sample for these activities. N for parents of teenager = 149 in Form A and 134 in Form B. N for parents of only younger children=153 in Form A and 148 in Form B. Interviews were conducted in English and Spanish and on landline and cell phones. *denotes places where the differences are statistically different 43% 50%* 52%* 42% 40% 49% 35% 39% 33% 41% 0% 20% 40% 60% 80% Cell app that allows you to use library services An online research service where you could ask questions of librarians Program that allowed people to try out new tech devices/apps Classes on how to download library e- books Kiosks/“redboxes” throughout community to check out books/movies Parent of teenager Parent - no teenager 39% 33% 51%* 30% 34% 30% 28% 34% 21% 39% 0% 20% 40% 60% 80% Media lab to create/upload new digital content like movies, your e- books E-book readers loaded books you want to read Cell GPS app that helps you locate material inside library Instruction on how to use e-book reading devices Customized online recommendations based on your past library activity
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    pewinternet.org 64 Part 7:Librarians’ thoughts Using both focus groups and a non-scientific sample of people who volunteered to participate in Pew Internet surveys, we asked library staff members from around the country about their thoughts on many of the library services discussed in this report. This section includes some of their comments on library services for parents and children, including early childhood literacy programs and other events for children, coordination with schools, and the difficulties of utilizing space in the library in a way that serves the needs of patrons of all ages. Early childhood literacy and programs for children Many library staff members considered early childhood literacy programs and story times among their most important services: “I feel that with the early literacy elements and story times and crafts, we are building a foundation for our young children to become lifelong learners. Story time not only provides a educational component, it also provides socialization for the children and the parents, building a close knit community.” “Storytimes to preschoolers has been an important part of library service to children for over fifty years. It is more important today than ever before to teach parents how to read aloud to their children.” Many also said activities for children had a more long-term impact by making the library a destination for parents: “A library is a central gathering space in our community. Parents can bring their young children for storytimes, to have the opportunity to network with other parents and to give their children that important start to become literate.” “In our offering of early literacy, we have seen an increase in patron use of the library. The children's parents and care-givers gain exposure to our collection and generally come to realize that the library offers crucial services to the community.” Some respondents felt libraries should do more to reach children in their communities. One library staff member said while the library has an early childhood literacy program, “our staff needs training so they can feel qualified to talk to parents about taking literacy seriously with their children.” Others wanted to expand current offerings: “Libraries should reach out into the community not to simply draw people past the door counters but to deliver services where needed. For example, we take story time and books to home daycares — especially focusing on those that don't have the transportation to bring the children to us.”
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    pewinternet.org 65 Many librarystaff members wrote that they wanted to help patrons learn to successfully navigate all types of media—and continue to do so as patrons age: “I believe libraries should take a more active role in teaching patrons—both children and adults—how to interact with digital materials, whether that is computers, digitized materials, e- books, automatic book checkouts, or other devices. The world is becoming increasingly digitized, and many people are falling behind because they are not part of the school system or because the system has failed them. Libraries should step up to the plate and assume responsibility for the digital education of the community.” “I really want to implement a program teaching digital literacy to young children. I would love to have iPads available for children to come in and use to learn how to properly navigate and consume digital media.” “Often, public libraries make early-literacy and children's service a priority but fail to continue to develop services appropriate patrons as they age. It should be a priority of public libraries to encourage life-long patronage not simply focus on early interests and development.” Coordinating with schools Many librarian respondents emphasized the importance of working with area schools. “[Public libraries should] create a communication web that connects parents, schools and libraries. Libraries can only continue to exist with the support of the community.” Some library staff members reported strong partnerships with area schools: “I am the Head of Children's Services, and so I enjoy working with the schools. This year I am working with reading specialists to make sure parents can move seamlessly from the schools to the public library with lists of leveled books. This partnership has been exciting for the staff and the public.” “In regards to the coordination with the public school system, the most obvious result is in our summer reading programs. This year, [the programs] were introduced to the schoolchildren by their teachers and school librarians, and there were additional incentives from the school system to participate in or complete the summer reading program. Parents and children alike were enthusiastic about this cooperation, and we are excited to see it grow into other areas.” “We coordinate closely with the schools and have great success. We just trained over 400 middle grade students to use downloadable books and the kid, teachers, and parents were thrilled. We incorporate early literacy skills into our story times for ages 1-3 and are just now making a push to make parents aware of each skill the children are learning. We are also promoting our library services to officials in this manner, showing them that story hour isn't ‘just fun’ but an integral part of getting our students prepared for Kindergarten.”
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    pewinternet.org 66 “Our Children'sStaff visit the elementary schools to demonstrate library databases . . . that can be downloaded from the library's website and promote the summer reading club. The programming assistant visits the local pre-schools to tell stories and deliver books. The local school has a delivery service where teachers can order room collections by subject and the delivery service will take them to the teacher's classroom. . . . The YA Librarian coordinates teen volunteers for the National Honor Society membership, confirmation and for adding to college applications.” Many respondents said that area schools had little (or no) library support, leaving students to rely on local libraries: “Our local school does not have a librarian, so we feel even more responsible to the students and their parents when it comes to literacy and academic support.” “Although we should definitely work more closely with our public schools, it's virtually impossible as their jammed schedules leave almost no time for outside agencies to work in the schools. I think our niche is the early literacy market from birth to Kindergarten—whether it's working with individual families, daycares, or preschools.” “We should definitely work more closely with schools because many schools in our area have recently lost their librarians. As a children's librarian, I try to work with schools, providing library programming to the children through outreach or visits. Some schools are very receptive and others are not. The reason for their decline of library programming is usually that everything in their curriculum must be related to standardized tests. It's unfortunate. In our city, the schools are very autonomous. It would be ideal if there was a city-wide push for the schools to work together with public libraries.” “I see a real need for public libraries to become much more of a resource for schools as school libraries are almost completely unfunded and are most often staffed by untrained personnel. Thus, students are falling behind in information and digital literacy skills, which are crucial both for work life and to personal life. Libraries are already very involved in providing early literacy skills for toddlers and preschoolers by offering storytimes, baby lapsits, playdates, and often parent workshops, and must continue to provide and perhaps expand this, but I really see the need to turn our eyes more toward to helping school age children, teachers and parents in new ways beyond reference and readers advisory.” Others described how their libraries were an important resource for parents who home-school their children: “Libraries should offer more support for school age children, whether they are in the school system or are home schooled. Patrons ask all the time where they can find curriculum to help their home-schooled children attain the same curriculum as those in public school, and that information simply doesn't exist. The school library media center at a public school is ONLY available to the student during school hours and (if they're lucky) have a library class that meets one day a week. Public libraries should do more to support school libraries.”
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    pewinternet.org 67 “As achildren's librarian I am perhaps biased, but I think children's and youth programming and spaces are very important. We have a relatively large number of home-school families as well, and I really hope to make our library a part of their education and a center for the community's children.” However, others were more cautious about how library resources should be used: “Yes we should coordinate with local schools more—but how and for what purpose? We have four large high schools in our service area, with many middle and elementary schools that feed into them. Traditionally, the public library supports the curriculum at all levels of K-12 with books or research databases and I do not think that should change. Should we serve as a free literacy agency for young children? As a formal location where children are dropped off and picked up at 2:30pm? NO. This is not the role of the public library. As an opportunity for parents and children to participate in early learning events through storytime activities and spending time with other parents? YES.” Other library staff members, though, felt that a little extra noise was acceptable: “Libraries and schools working hand in hand for the children, including teens, would allow librarians to help the students by knowing what books need to be on their shelves. If librarians make the students feel welcome and lets them know that they are willing to help will encourage them to come in after school. Parents sometimes are at a loss on how to help their children ‘surf’ the web for information so if the staff are willing to help more parents will bring the children in to study and the parents may learn in the process. Some are afraid that the library will become a babysitting service; if rules are in place as to the age of an unattended child or the length of a child's stay and if these are carried out then I do not think this will become a problem. What better place for students to feel safe in as the public library.” In addition, some respondents focused on the very basic practical assistance libraries can provide in helping children read. “If you're trying to raise a reader, you need your library,” one librarian wrote. “It's too expensive and somewhat wasteful to buy the hundreds of books a young reader goes through in those first years of learning to read.” Others singled out the unique place libraries can have in children’s lives as a place for children to discover and pursue their own interests. One wrote that a major strength of public libraries is “serving children in that they are really the only public place in any community where a child’s wants and desires are treated as respectfully as an adults.” Tutoring and help with schoolwork In focus groups, many parents had mentioned how they would appreciate tutoring services and homework help for their children at the library, especially if such services could be offered in coordination with the local schools. Several library staff members in our online panel wrote about this topic as well: “The children in our community use the library often for assignments. The librarians should visit and coordinate more with the school district about the assignments. I mean both the adult and
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    pewinternet.org 68 children’s departments.We often first find out about an assignment when the children start asking for the materials. It would be helpful if the district would encourage the teachers to consider (and find out about!) the resources available at our library when assigning homework and projects.” “My most active patron is the child between the ages of 8-14 year old who has an assignment that is beyond their ability to complete without grown up assistance, who has no grown up in their lives that is able to help them. The kid will come in on their own, but just as often the parent will bring the child in, because the parent recognizes that they are not equipped to provide the help the children needs.” “There is a wonderful program here at the library that's available to children. Our Teacher In The Library program is a wonderful way for students to receive the assistance that's needed after school with homework, study preparation and fun educational learning activities. The Teacher [a volunteer] is located at a table in the children's area daily which is very convenient for the children and their parents. This is a very successful program because the children who are seeking help receive one on one interaction and they usually complete their homework with confidence of knowing that they can now complete their assignment and continue to perform academically the following school day with a vivid understanding. This is possible because of the wonderful program that has been set in the public library for the children.” E-books & tablets Many library staff members said they were also seeking to complement schools’ efforts in bringing newer technologies into the classroom: “Schools are just getting into using e-books and are asking for multiple copies of children's titles. We have some books for youth and YA, but not in the quantities or in some cases the genres that schools will be wanting. More and more schools will be coming to us for this, so we'd better be ready!” “We have tried keeping up on the technology if possible. We purchased an iPad because the schools have implemented them in the classroom and if they have questions we wanted to be familiar with this technology.” More broadly, many librarians said that they wished to implement or expand e-book and tablet offerings for children at their branches: “We have had some success with online ebooks for younger children (TumbleBooks) and are currently running a trial of nonfiction ebooks. I would like to see more affordable ebook options.” “I would be very interested in having e-readers for children loaded with [State] Student Book Award nominees to let circulate during the year. Money would be needed to cover the expense.”
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    pewinternet.org 69 “I verymuch want to integrate iPads into children's services at my library. I think that tablet technology, as it becomes ever more prevalent, is increasingly a vital part of establishing a foundation for literacy in youth. I want to be able to incorporate iPads into my story time and school-age programming, and I want to be able to include ‘appvisory’ services for caregivers so that they can utilize technology with their children in informed, intentional ways. The largest obstacle to this sort of innovation in my library is a general reluctance to take the first step forward—the administration is overly hesitant to make any changes to services, even small ones, for fear of what repercussions could be for other branches in the library district and for other programs. I do not see these repercussions as risks, however, but as positive movings forward.” Interactive experiences We also asked our online panel of library staff members about their thoughts on interactive exhibits and other hands-on experiences at public libraries. Many of the library staff members who responded were enthusiastic about the idea: “Libraries should offer more interactive experiences and displays, especially to younger children, to pique their interest and offer more hands-on learning. Children respond more to something they can feel and touch than simply looking at pictures/words in a book.” “[I would like our library to have] more interactive and hands on learning experiences, especially for children and teens. If we are going to promote lifelong learning, we have to acknowledge diverse learning styles and provide resources for people whose primary learning style is not based on the printed word.” “Information seeking is no longer the only function of the library, especially when youth are concerned. Libraries need to have open, interactive spaces that are conducive to learning and discovery as well as reading and research. Libraries also need to offer a diverse array of programming for customers of all ages—from early literacy programs starting for babies, to STEM programs for school-age children, to teen tech and social programs, to cultural and intellectual events for adults. These programs need to be free, interactive, and relatively frequent.” “I think the most controversial [innovation at our library] has been the interactive materials (read: toys) in the children's area. Youth Services librarians know that this increases literacy in the very young, but some parents and some staff are not sure they should be ‘playing with toys,’ ‘making too much noise having fun with toys,’ and otherwise impinging on another family's visit who just want to quietly look at books. In my mind, this is an overall noise management issue, not something we shouldn't be doing in the library. I think it's bringing more families to the library and making the library more of a destination. But there needs to be a balance, especially in a smaller library or in a library with open spaces that can't separate activities.” Others felt that museums were better suited to providing these types of experiences:
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    pewinternet.org 70 “As wewere planning the remodeling of our children's space, we envisioned installing interactive programs, but we were disappointed to find that 1.) museums develop their programs in-house; 2.) they are prohibitively expensive; 3.) they do not market their proprietary interactive programs; 4.) they are often out-of-order, and 5.) by the time they remove them, they are broken or obsolete.” “We have a Talking Telescope and some other equipment for children that provides such experiences. These are very appropriate for a library. Larger, more permanent, exhibits/experiences are expensive and can get out-of-date very quickly. We don't want to run the risk of having our mission confused/overlapping with local museums, which are much better at providing such experiences.” Others mentioned the importance of print books as a hands-on experience in their own right. “I believe that the technology is great,” one librarian wrote, “however having the books available for reference is important. Children experience the library and the books and the hands-on experience is not something that a computer can always provide.” On reaching parents “We partner with a local girl scout troop that meets bimonthly at our branch. The troop leaders distribute our library program and events calendar in the area public schools.” “Parents are excited about the opportunities we offer their children — both school age and preschool. However, we would like to be able to reach a larger audience to advertise these children's programs, particularly to the lower income families — we've had some success with this working through the schools, but need a better way.” On using space in the library “We're definitely an important social place for many groups—children after school, the elderly and retired, job seekers, parents with children. I don't think we can be just an online presence. Our physical space means a lot to people in our town.” “The library should be a community center, safe and welcoming for all ages. There should be activities for young families, for young adults (e.g. actual adults, in their twenties), for teens and children who are not involved in a dozen different sports. As one patron said during our book sale/Girl Scout costume swap/high school bake sale/community farm sale—the library was "the place to be."” “I'm more in favor of blended zones as opposed to separate spaces for different services. Having worked with very diverse clienteles, I found that everyone behaved better in a wider "village" concept. Preschool children aren't any louder than the senior citizen book club who discuss their ailments and issues in very loud voices in the library. When I was a branch manager, the more
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    pewinternet.org 71 furniture andshelving I took out of the branch, the happier the customers were — we only needed many more plug-ins for people to use.” “We are investigating space planning which will include larger meeting and programming spaces, more computers, public meeting/training areas and expanded children’s area. Rural libraries must provide quality — not quantity. Collections must be radically weeded to make room for non-print areas.” “I think it is important for libraries to respond to their community needs. Not every library needs to be ran the same way or offer the same services. It is also important for libraries to offer services and programs that match the demographics of their communities. Freeing up space for children doesn't make sense when the majority of your users are 45+.” “The thing we struggle with most right now is having both a friendly, welcoming place for children and providing a place for quiet research and online classes. Our space is very small and it is difficult to fill both of these roles effectively.” “Having a separate children's area or young adults area will cater solely to those groups and make them feel that the library is theirs. They do not have to deal with adults watching them or monitoring what book they pick or what they choose to do—it's all about them and what they want with no judgment. Children and teens love having their own space so why not give them that at the library?” “We have done some of the creating of separate spaces, however in some cases it has not worked out as anticipated. For example, we have an area with 6 PCs set up for young children, with children's games and other toys and things to play with. This area is where we tell parents to sign on to the computers with their children. However, with only six stations available, it is often filled with children and the parents cannot sign on. Far too often, parents with young children have nowhere to go — there may be no computers available in children's area, forcing adults who want to use computers to bring their small children (sometimes toddlers) into the section reserved for people 16 and over. It creates an issue when the little ones quickly grow bored and get restless and noisy, and want to play in the children section. They whine and try to beg their parents to take them to the playroom. Meanwhile, the adults in the room who may be doing research, writing papers for school, or conducting business on the public computers become frustrated with a parent who may be playing on Facebook while their children are distracting other patrons. I feel like we need a separate enclosed area for parents who want to be online while their children play nearby. Currently our children's section is not really set up to provide that type of environment. Separate areas for different types of usage is a good idea, but it needs to be thought through carefully in order to be truly useful to the population segment you are trying to appeal to.” “In the past year we developed a strong model for a walk-in pre-school area in each branch library with comfortable seating, large educational toys, and a consistent program of providing a never-ending array of staff-developed self-serve literacy activities. Our children's areas have become very "sticky" and a popular destination for parents/caregivers to hang out and play—
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    pewinternet.org 72 far morethan in the past. An important part of the design has been to have numerous comfortable chairs for adults to sit near their children and either interact with them or do their own thing (i.e. role model reading and learning while the child plays). At first some of the staff were afraid it would create too many behavior problems. The areas are not tantrum/breakage free however they are not as bad as the worst fears of some of the staff.” Libraries as a general information resource for parents Many library staff members wrote about how libraries could respond to the broader needs of parents and children in the community: “Many parents who are new to the community, or even to the USA, use the library as a gateway to learning about the area. They see us as an institution that has all the answers not just about books and movies, but about schools, daycare, local parks, other groups that cater to families, etc. It's extremely valuable for many to have a free place to go that is not only fun to visit, but has benefits for all members of the family.” “I think libraries should offer services to the community that aren't already being offered by other local organizations or partner with these organizations to combine resources and offer a higher level of service. For instance, we knew there were children in our county that were hungry during the summer when they didn't have school lunches available to them. Our school system was trying to provide meals for these children, but they needed a little help. We partnered with the schools and applied for several grants that enabled us to offer summer literacy programs with free meals and free books for both children and their parents. We have hungry people in our county and no food bank, so we are partnering with a food bank in a large neighboring city. It costs $1000 each time we bring their mobile food pantry to our county. Our Outreach Specialist looks for organizations willing to fund one of the monthly food pantry visits. Our staff even donated the money to fund one of the monthly food banks.” When asked about public library’s strengths, staff members wrote: “Connecting with their users in a personal way—reader's advice, assistance in researching at critical points in a person’s life—pregnancy, how to parent, diagnosis of a disease, caring for elderly parents, etc.” “The public library's sense of "place" in the community. It is a place to meet, other parents at storytimes, classmates and tutors to do schoolwork, for recreation, to read, to do crafts, to attend a program and use the computers, a place to do all these things with family and friends. We lead people to knowledge and therefore better living.” “Libraries—especially public libraries—should be the great connector. Connecting people with information and the resources they need to make informed decisions about their lives. Connecting people with the resources they need for entertainment. Connecting children to books and the love of reading. Connecting people to their roots and their past.”
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    pewinternet.org 73 What librariesshould change We also asked open-ended questions about what libraries could potentially improve on in the future, and pulled some of the answers relating particularly to parents and children. Some librarians wrote about how libraries can adapt to multiple learning styles and needs: “I enjoy how libraries are becoming more hands on, especially in the children's area. People are bringing in more exhibits, programs, and sensory items to make the library more interesting.” Excited about “The children's computers and book bags of learning materials. These are very helpful, especially for children who may not be able to do as well in a traditional educational system, children with dyslexia and ADD, for example. Hands on materials like flashcards and puzzles, etc. help children who have learning disabilities.” “This library system is trying to start a Story Time for special needs children in the area. We want these families to know that they are welcome at the libraries and the programs. We want it to be a place where they do not need to feel as if they must apologize for the child's behavior. Some money is set aside to purchase the resources for the program, but staff needs training in presenting a program to this audience. The library system needs to develop a partnership with a behavioral therapist and speech therapist. The cost of hiring these people to work with us would use all of the available funding and more. Staff also needs away from normal duties to plan the programs for the year.” And rather than separating patrons by age, some librarians were intrigued by the possibility of multi- generational programming: “We should consider mixed programming — not just for children or adults. We can learn from each other. It's great to see the world through the eyes of a child. Elders have a lot to share with younger generations.” “I'd like to offer more multi-generational programming so our retirement population had more access to the children and we could build a stronger sense of community.” Others wanted libraries to go to patrons out in the community, or make it easier for busy patrons to come to the library: “We just started a Daycare Delivery program that has really been embraced by the local daycares. Since transportation of young children is virtually impossible, we, along with the help of the local Literacy Committee, bring the library to them. They receive a bin of books to use for the month, then the bins are switched from daycare to daycare, bringing new titles each month. We still don't have a book club for adults. Time, space for meetings, and expenses are all problems we are hoping to solve in the near future.” “The extension of library hours until 7 p.m., affords working parents an opportunity to come to the library with their children and assist in research and completion of assignment. Homework
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    pewinternet.org 74 help isa valuable program for students whose parents may not be able to provide that assistance to them. Our library utilizes Tumble Books for children which young mothers adore. Computer labs assist the public in applying for employment, benefits if they are unemployed, composing resumes, contacting relatives free of charge. Encouraging families to read and utilize the library programs to create lifelong learners and readers.” “We would love to work on some Mommy and Me types of classes or early literacy classes because we feel that this is a need for our community, but it is difficult to get commitment from working parents who don't want to give up their little bit of free time on Saturdays. During the week they are at work and children are in daycare. We did try having the city daycare bring some of their children over to the library one morning a week, but that was difficult when the weather became a problem.”
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    pewinternet.org 75 Survey Questions LibraryServices Survey Final Topline Data for October 15 – November 10, 2012 Princeton Survey Research Associates International for the Pew Research Center’s Internet & American Life Project Sample: n=2,252 people age 16 or older nationwide, including 1,125 cell phone interviews Interviewing dates: 10.15.2012 – 11.10.2012 Margin of error is plus or minus 2.3 percentage points for results based on Total [n=2,252] Q4 Next I have some questions about reading... During the past 12 months, about how many BOOKS did you read either all or part of the way through? Please include any print, electronic, or audiobooks you may have read or listened to.3 current Feb 2012 Dec 2011 % 23 None 23 18 7 1 book 6 6 14 2-3 books 17 13 12 4-5 books 13 12 15 6-10 books 14 15 13 11-20 books 11 14 14 More than 20 books 13 17 1 Don’t know 2 3 1 Refused 1 1 Q5 Thinking about all of the books you have read in the past 12 months, were any of those... [INSERT ITEMS IN ORDER]? Were any of those... [INSERT NEXT ITEM]? Based on those who read any books in the past 12 months yes no Don’t know Refused Printed books Current [N=1,754] 89 10 1 * February 2012 [N=1,377]4 90 10 * * December 2011 [N=2,474] 93 7 * * Audiobooks Current 17 83 * 0 February 2012 15 85 * * December 2011 14 86 * 0 Electronic books, also called e-books Current 30 69 * * February 2012 29 71 * * December 2011 21 78 * * 3 In February 2012, the question was added after interviewing began and trend results are based on Total respondents who were asked the question [N=1,850]. 4 In February 2012, the question was added after interviewing began and trend results are based on respondents who were asked the question and who read any books in the past 12 months.
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    pewinternet.org 76 [READ TOALL:] Next, I have some questions about public libraries. In answering these questions, please think only about public libraries, NOT school or university libraries. Q6 First, overall, would you say public libraries are VERY important to... [INSERT FIRST ITEM], SOMEWHAT important, NOT TOO important, or NOT important AT ALL? Next, are public libraries VERY important to [INSERT NEXT ITEM IN ORDER], SOMEWHAT important, NOT TOO important, or NOT important AT ALL? very impt. some- what impt. not too impt. not impt. at all (vol.) community doesn’t have public library Don’t know ref. You and your family Current 46 30 11 12 * 1 * December 20115 38 31 17 13 * 1 1 Your community as a whole Current 63 28 4 3 * 2 * Q7 Have you, personally, EVER...[INSERT ITEMS IN ORDER], or is this something you’ve never done? yes, have done this no, have never done this Don’t know Refused Visited a public library or used a public library bookmobile IN PERSON 84 16 * 0 Gone on a public library WEBSITE 39 61 * * Q8 Do you recall anyone else in your family using public libraries as you were growing up, or is that something no one in your family did? current % 77 Yes, a family member used library 20 No one in family used library 3 Don’t know * Refused Q9 Overall, would you say your experiences using public libraries have been very positive, mostly positive, mostly negative or very negative? Based on those who have ever used a public library [N=1,981] current % 57 Very positive 41 Mostly positive 1 Mostly negative * Very negative * Don’t know * Refused 5 In February 2012, question was a standalone question.
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    pewinternet.org 77 Q10 I’mgoing to read you a list of services that public libraries often provide to the public. Please tell me how important, if at all, you think it is for public libraries to provide each to the community. (First/Next) How about... [INSERT ITEM; RANDOMIZE]? [READ FOR FIRST ITEM, THEN AS NECESSARY: Is it very, somewhat, not too, or not at all important that public libraries offer this service to their communities?] very impt. somewha t impt. not too impt. not impt. at all Don’t know ref. Item A: Based on Total Borrowing books 80 15 2 2 1 * Items B thru E: Based on Form A [N=1,119] Free access to computers and the internet 77 18 2 2 1 * Programs and classes for children and teens 74 21 2 2 1 * Quiet study spaces for adults and children 76 19 2 2 1 * Free public meeting spaces 49 36 9 4 1 1 Items F thru I: Based on Form B [N=1,133] Job, employment and career resources 67 22 5 2 4 1 Free events and activities, such as classes and cultural events, for people of all ages 63 30 4 2 1 * Research resources such as free databases 73 20 2 2 3 * Librarians to help people find information they need 80 16 2 1 1 * Q11 Now thinking just about the past 12 months... In the past 12 months, have you VISITED a public library or bookmobile IN PERSON? Based on those who have ever visited a public library [N=1,920] current % 64 Yes 36 No * Don’t know 0 Refused Q12 How often do you visit public libraries or bookmobiles in person? Would you say everyday or almost everyday, at least once a week, several times a month, at least once a month or less often? Based on those who visited a public library in person in the past 12 months [N=1,238] current % 3 Everyday or almost everyday 12 At least once a week 19 Several times a month 28 At least once a month 38 Less often * Don’t know * Refused Q13 People visit public libraries for different reasons. In the past 12 months have you visited a public library IN PERSON to...[INSERT FIRST TWO RANDOMIZED ITEMS]? How about to [REMAINING ITEMS]? [READ IF NECESSARY: Have you visited a public library IN PERSON for this reason in the past 12 months?] yes no Don’t knowrefused Items A thru C: Based on those who visited a public library in person in the past 12 months [N=1,238]
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    pewinternet.org 78 Borrow printbooks 73 27 * 0 Get help from a librarian 50 50 * * Just sit and read, study, or watch or listen to media 49 51 * 0 Items D thru H: Based on Form A who visited a public library in person in the past 12 months [N=616] Use a research database 46 53 * * Borrow or download an audio book 17 83 0 0 Attend a class, program or lecture for adults 21 79 * 0 Borrow a music CD 16 84 * 0 Attend a meeting of a group you belong to 23 77 * 0 Items I thru M: Based on Form B who visited a public library in person in the past 12 months [N=622] Research a topic that interests you 54 45 1 * Borrow a DVD or videotape, such as a movie or TV show 40 60 0 * Read or check out print magazines or newspapers 31 68 1 * Attend yourself or bring a younger person to a class, program or event designed for children or teens 41 58 * * Browse the shelves for books or media 73 27 * * Q14 When you visit the public library, how often do you get help from staff, such as help finding something or answering a research question? Would you say you get help from library staff frequently, sometimes, hardly ever or never? Based on those who visited a public library in person in the past 12 months [N=1,238] current % 31 Frequently 39 Sometimes 23 Hardly ever 7 Never * Don’t know * Refused Q15 In general, would you say public library staff are very helpful, somewhat helpful, not too helpful or not at all helpful? Based on those who visited a public library in person in the past 12 months [N=1,238] current % 81 Very helpful 17 Somewhat helpful 1 Not too helpful 1 Not at all helpful 1 Don’t know * Refused Q16 In the PAST 12 MONTHS, have you used a public library’s WEBSITE, for any reason? Based on those who have ever gone on a public library website [N=895] current % 64 Yes 36 No * Don’t know * Refused
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    pewinternet.org 79 Q17 Howoften do you use a public library website, for any service? Would you say everyday or almost everyday, at least once a week, several times a month, at least once a month or less often? Based on those who have gone on a public library website in the past 12 months [N=587] current % 3 Everyday or almost everyday 9 At least once a week 15 Several times a month 27 At least once a month 46 Less often * Don’t know * Refused Q18 In the past 12 months, have you used a public library WEBSITE to do any of the following? (First,/Next,) in the past 12 months, have you use a public library website to [INSERT FIRST TWO ITEMS; RANDOMIZE]? Next, how about to... [INSERT ITEMS; RANDOMIZE REMAINING ITEMS]? yes yes (VOL.) can’t do this on website Don’t know refused Items A thru F: Based on Form A who have gone on a public library website in the past 12 months [N=299] Search the library catalog for print books, audiobooks, e- books, CDs or DVDs 82 18 0 0 0 Reserve or place holds on print books, audiobooks, e- books, CDs or DVDs 62 38 0 0 0 Check for or pay overdue fines 30 70 0 0 0 Renew a book, DVD or CD 51 48 1 0 0 Get basic library information such as hours of operation, locations or directions 72 28 0 * * Read book reviews or get book recommendations 30 70 0 0 0 Items G thru L: Based on Form B who have gone on a public library website in the past 12 months [N=288] Borrow or download an e-book 22 78 * 0 0 Use an online database 51 49 0 1 0 Look for information about library programs or events 48 52 0 * 0 Get research or homework help 44 56 0 0 0 Reserve a meeting room 6 94 0 0 0 Sign up for library programs or events 27 73 0 0 0 Q19 Now thinking about cell phones and other handheld mobile devices... In the past 12 months, have you used a cell phone, e-reader or tablet computer to visit a public library’s website or access public library resources? current % 13 Yes 86 No * Don’t know * Refused
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    pewinternet.org 80 Q20 Doyou have a library card for a public library?6 current dEC 2011 % 63 Yes 58 36 No 42 * Don’t know * * Refused * Q21 Now thinking about the past five years... over the past five years, has your own use of the public library, either in-person or online, [ROTATE: increased, decreased] or stayed about the same? Based on recent library users [N=1,361]7 current % 26 Increased 22 Decreased 52 Stayed about the same 1 Don’t know * Refused Q24 Next I have some questions about using computers and the internet at public libraries. First, in the past 12 months, have you used computers, the internet, or a public WI-FI network at a public library? Based on those who have ever visited a public library [N=1,920] current % 31 Yes 69 No * Don’t know * Refused Q25 In the past 12 months, have you used a public library computer, internet or WI-FI connection to... [INSERT ITEMS; RANDOMIZE]? yes no Don’t knowrefused Items A thru F: Based on Form A who have used computers or internet at a public library in the past 12 months [N=285] a. Check or send email 54 46 * 0 b. Do research for school or work 66 34 0 0 Visit a social networking site, such as MySpace or Facebook 35 64 1 0 Take an online class or complete an online certification program of some kind 16 84 0 0 Get health information online 47 52 * 1 Visit a government website or get information about government services 41 59 0 0 6 December 2011 question wording was: “Next, I have some questions about public libraries ...Do you have a library card?” 7 For this poll, recent library users are defined as those who visited a public library in person in the past 12 months, OR those who have gone on a public library website in the past 12 months, OR those who have used a cell phone, e-reader or tablet to visit a public library website or access public library resources in the past 12 months.
  • 81.
    pewinternet.org 81 Items Gthru K: Based on Form B who have used computers or internet at a public library in the past 12 months [N=287] Buy a product online 16 84 0 0 Look for or apply for a job online 36 64 0 0 Pay bills or do any banking online 16 84 1 * Browse the Internet for fun or just to pass the time 63 37 0 0 Download or watch online video 26 74 0 0 Q26 Have library staff ever helped you use a computer or the internet at a public library? Based on those who have ever visited a public library [N=1,920] current % 36 Yes 63 No * No computers/No internet at library (VOL.) * Don’t know * Refused Q27 Now thinking more broadly...overall, how well-informed do you feel you are about the different services and programs your public library offers? Do you feel like you know...[READ 1-4]? current % 22 ALL or MOST of the services and programs your library offers 46 SOME of what it offers 20 NOT MUCH of what it offers 11 Nothing at all 1 (DO NOT READ) Don’t know * (DO NOT READ) Refused PARREAD How often, if ever, do you read aloud to your young (child/children)? This could include books, magazines, news stories or something you read together online. Would you say you do this everyday, a few times a week, about once a week, a few times a month or less often? Based on parents of children age 11 or younger current dec 2011 % 50 Everyday 45 26 A few times a week 31 9 About once a week 7 6 A few times a month 6 7 Less often 7 2 Never (VOL.) 3 0 Don’t know 0 * Refused * [n=434] [n=617] Q30 How important is it to you, if at all, that your (child/children) read PRINT books, in addition to reading digital content... very important, somewhat important, not too important or not important at all? Based on parents of children under age 18 [N=584] current
  • 82.
    pewinternet.org 82 % 81Very important 13 Somewhat important 3 Not too important 3 Not important at all * Don’t know * Refused Q31 In the past 12 months, (has your child/have any of your children) visited a public library or bookmobile? Please do not include school libraries. Based on parents of children under age 18 [N=584] current % 70 Yes 29 No 2 Don’t know 0 Refused Q32 How often (does your child/do your children) visit a public library or bookmobile? Would you say everyday or almost everyday, at least once a week, several times a month, at least once a month or less often? Based on parents whose children under age 18 have visited a public library in the past 12 months [N=418] current % 5 Everyday or almost everyday 19 At least once a week 24 Several times a month 28 At least once a month 23 Less often 0 Don’t know * Refused Q33 In the past 12 months, (has your child/have any of your children) used the public library for any of the following? (First/Next) How about... [INSERT ITEMS; RANDOMIZE]? Based on parents whose children under age 18 have visited a public library in the past 12 months [N=418] yes no Don’t knowrefused For school research or assignments 55 45 1 0 To use the internet or computers at the library 37 61 1 0 To attend organized activities, classes or events at the library 46 54 1 0 To participate in a library-sponsored reading program or club 32 67 1 * To borrow books 87 12 * 0 To borrow movies or CDs 46 53 1 0 To socialize with friends 37 62 1 * Q34 (Does your child/Do any of your children) have their own library card?
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    pewinternet.org 83 Based onparents of children under age 18 [N=584] current % 55 Yes 43 No 1 Don’t know 0 Refused Q35 In general, do you think having access to a public library is very, somewhat, not too, or not at all important for (your child/your children)? Based on parents of children under age 18 [N=584] current % 79 Very important 15 Somewhat important 4 Not too important 2 Not at all important * Don’t know * Refused Q36 Please tell me if each of the following is a MAJOR reason, MINOR reason, or not a reason you think it is important for your (child/children) to have access to a public library. (First/Next) How about... [INSERT ITEM; RANDOMIZE]? Is this a MAJOR reason, MINOR reason, or NOT a reason you want your (child/children) to have access to a public library? Based on parents of children under age 18 who feel that access to a public library is important for their children [N=552] major reason minor reason not a reason Don’t know refused To have access to information or use resources they can’t get at home or school 81 14 4 * * The public library helps children develop a love of reading and books 84 12 3 1 * The public library is a safe space for children to be71 19 9 1 * Q37 Now thinking about some different ways public libraries could change the way they serve the public... Please tell me if each of the following is something you, personally, think public libraries should DEFINITELY do, should MAYBE do, or should definitely NOT do. (First/Next) How about... [INSERT ITEMS; RANDOMIZE]? [READ IF NECESSARY: Is this something you think public libraries should DEFINITELY do, should MAYBE do, or should definitely NOT do?]
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    pewinternet.org 84 Should definitely do should maybe do should definitely notdo (vol.) doesn’t matter to me Don’t know refused Items A thru E: Based on Form A [N=1,119] Make most services automated, so people can find what they need and check out material on their own without help from staff 41 36 20 * 2 1 Have more comfortable spaces for reading, working, and relaxing at the library 59 28 9 1 2 1 Have completely separate locations or spaces for different services, such as children’s services, computer labs, reading spaces, and meeting rooms 61 27 9 * 2 1 Move some print books and stacks OUT OF public locations to free up more space for things such as tech centers, reading rooms, meetings rooms, and cultural events 20 39 36 1 4 * Offer more interactive learning experiences similar to museum exhibits 47 38 12 * 3 * Items F thru J: Based on Form B [N=1,133] Help users digitize material such as family photos or historical documents 43 39 14 1 3 1 Offer a broader selection of e-books 53 30 5 3 9 * Offer free early literacy programs to help young children prepare for school 82 14 3 * 1 1 Coordinate more closely with local schools in providing resources to children 85 11 2 * 1 * Move most library services ONLINE so users can access them without having to visit the library 42 34 19 1 3 1
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    pewinternet.org 85 Q38 Ifpublic libraries offered [INSERT ITEMS; RANDOMIZE] would you be very likely, somewhat likely, not too likely, or not at all likely to use this resource? How about if public libraries offered... [INSERT NEXT ITEM]? [READ IF NECESSARY: Would you be very, somewhat, not too, or not at all likely to use this resource?]8 very likely some- what likely not too likely not at all likely (vol.) library already offers Don’t know refused Items A thru E: Based on Form A Classes or instruction on how to use handheld reading devices like e-book readers and tablet computers Current [N=1,119] 23 28 17 31 * 1 * December 2011 [N=2,874] 11 21 19 47 n/a 2 1 Library kiosks or redboxes located throughout the community where people can check out books, movies or music without having to go to the library itself Current 33 30 14 20 * 1 1 E-book readers already loaded with the book you want to read Current 26 32 15 24 0 1 1 December 2011 18 28 15 37 n/a 1 * A cell phone application or “app” that allows you to access and use library services from your mobile phone and see what programs the library offers Current 35 28 12 22 * 1 1 Personalized online accounts that give you customized recommendations for books and services based on your past library activity Current 29 35 15 19 * 1 1 very likely some- what likely not too likely not at all likely (vol.) library already offers Don’t know refused Items F thru J: Based on Form B A digital media lab where you could create and upload new digital content like movies or your own e-books Current [N=1,133] 26 32 17 23 0 1 * A program that allowed people to try out the newest tech devices or applications Current 35 34 13 16 0 2 * Classes on how to download library e-books to handheld devices Current 28 29 17 24 * 1 1 December 2011 [N=2,874] 12 20 19 47 n/a 1 1 A cell phone application or “app” that helps you locate material easily within the library by guiding you with GPS Current 34 28 14 22 0 1 1 An online research service where you could pose questions and get responses from librarians 8 December 2011 question wording was: “If your public library offered [INSERT ITEMS IN ORDER], would you be very likely, somewhat likely, not too likely, or not at all likely to use this resource?” Trend question was asked Mof those who do not read e-books or e-book readers who do not get e-books at the public library [N=2,874].
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    pewinternet.org 87 Methodology Library ServicesSurvey Prepared by Princeton Survey Research Associates International for the Pew Research Center’s Internet & American Life Project November 2012 SUMMARY The Library Services Survey, conducted for the Pew Research Center’s Internet & American Life Project, obtained telephone interviews with a nationally representative sample of 2,252 people ages 16 and older living in the United States. Interviews were conducted via landline (nLL=1,127) and cell phone (nC=1,125, including 543 without a landline phone). The survey was conducted by Princeton Survey Research Associates International. The interviews were administered in English and Spanish by Princeton Data Source from October 15 to November 10, 2012. Statistical results are weighted to correct known demographic discrepancies. The margin of sampling error for results based on the complete set of weighted data is ±2.3 percentage points. Results based on the 1,945 internet users9 have a margin of sampling error of ±2.5 percentage points. Details on the design, execution and analysis of the survey are discussed below. DESIGN AND DATA COLLECTION PROCEDURES Sample Design A combination of landline and cellular random digit dial (RDD) samples was used to represent all adults in the United States who have access to either a landline or cellular telephone. Both samples were provided by Survey Sampling International, LLC (SSI) according to PSRAI specifications. Numbers for the landline sample were drawn with probabilities in proportion to their share of listed telephone households from active blocks (area code + exchange + two-digit block number) that contained three or more residential directory listings. The cellular sample was not list-assisted, but was drawn through a systematic sampling from dedicated wireless 100-blocks and shared service 100-blocks with no directory-listed landline numbers. Contact Procedures Interviews were conducted from October 15 to November 10, 2012. As many as 7 attempts were made to contact every sampled telephone number. Sample was released for interviewing in replicates, which are representative subsamples of the larger sample. Using replicates to control the release of sample ensures that complete call procedures are followed for the entire sample. Calls were staggered over times of day and days of the week to maximize the chance of making contact with potential respondents. Interviewing was spread as evenly as possible across the days in field. Each telephone number was called at least one time during the day in an attempt to complete an interview. 9 Internet user is defined based on those accessing the internet occasionally, sending or receiving email, and/or accessing the internet on a cell phone, tablet, or other mobile handheld device.
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    pewinternet.org 88 For thelandline sample, interviewers asked to speak with the youngest male or female ages 16 or older currently at home based on a random rotation. If no male/female was available, interviewers asked to speak with the youngest person age 16 or older of the other gender. This systematic respondent selection technique has been shown to produce samples that closely mirror the population in terms of age and gender when combined with cell interviewing. For the cellular sample, interviews were conducted with the person who answered the phone. Interviewers verified that the person was age 16 or older and in a safe place before administering the survey. Cellular respondents were offered a post-paid cash reimbursement for their participation. Weighting and analysis The first stage of weighting corrected for different probabilities of selection associated with the number of adults in each household and each respondent’s telephone usage patterns.10 This weighting also adjusts for the overlapping landline and cell sample frames and the relative sizes of each frame and each sample. This first-stage weight for the ith case can be expressed as: ( ) ( ) Where SLL = size of the landline sample SCP = size of the cell phone sample ADi = Number of adults in the household R = Estimated ratio of the land line sample frame to the cell phone sample frame The equations can be simplified by plugging in the values for SLL = 1,127 and SCP = 1,125. Additionally, we will estimate of the ratio of the size of landline sample frame to the cell phone sample frame R = 0.60. The final stage of weighting balances sample demographics to population parameters. The sample is balanced by form to match national population parameters for sex, age, education, race, Hispanic origin, region (U.S. Census definitions), population density, and telephone usage. The Hispanic origin was split out based on nativity; U.S born and non-U.S. born. The White, non-Hispanic subgroup is also balanced on age, education and region. The basic weighting parameters came from a special analysis of the Census Bureau’s 2011 Annual Social and Economic Supplement (ASEC) that included all households in 10 i.e., whether respondents have only a landline telephone, only a cell phone, or both kinds of telephone.
  • 89.
    pewinternet.org 89 the UnitedStates. The population density parameter was derived from Census data. The cell phone usage parameter came from an analysis of the July-December 2011 National Health Interview Survey.1112 Weighting was accomplished using Sample Balancing, a special iterative sample weighting program that simultaneously balances the distributions of all variables using a statistical technique called the Deming Algorithm. Weights were trimmed to prevent individual interviews from having too much influence on the final results. The use of these weights in statistical analysis ensures that the demographic characteristics of the sample closely approximate the demographic characteristics of the national population. Table 1 compares weighted and unweighted sample distributions to population parameters. Table 1: Sample Demographics Parameter (16+) Unweighted Weight Gender Male 48.7% 47.0% 48.7% Female 51.3% 53.0% 51.3% Age 16-24 16.0% 14.2% 16.5% 25-34 17.3% 13.2% 16.9% 35-44 16.6% 12.3% 15.6% 45-54 18.3% 16.6% 18.0% 55-64 15.4% 18.5% 15.3% 65+ 16.3% 23.6% 16.5% Education Less than HS Graduate 16.4% 11.3% 16.0% HS Graduate 29.4% 27.1% 29.2% Some College/Assoc Degree 27.5% 25.0% 26.6% College Graduate 26.8% 36.1% 27.6% Race/Ethnicity White/not Hispanic 67.4% 69.8% 66.4% Black/not Hispanic 11.6% 10.8% 11.5% Hisp - US born 7.0% 7.1% 7.1% Hisp - born outside 7.3% 5.2% 7.0% Other/not Hispanic 6.7% 5.6% 6.5% Region Northeast 18.3% 16.6% 18.9% Midwest 21.7% 22.6% 21.6% South 36.8% 36.5% 36.7% West 23.2% 24.3% 22.8% 11 Blumberg SJ, Luke JV. Wireless substitution: Early release of estimates from the National Health Interview Survey, July-December, 2011. National Center for Health Statistics. June 2012. 12 The phone use parameter used for this 16+ sample is the same as the parameter we use for all 18+ surveys. In other words, no adjustment was made to account for the fact that the target population for this survey is slightly different than a standard 18+ general population survey.
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    pewinternet.org 90 County Pop.Density 1 - Lowest 19.9% 23.2% 20.2% 2 20.0% 18.8% 19.8% 3 20.1% 21.7% 20.2% 4 20.0% 19.8% 20.2% 5 - Highest 20.0% 16.5% 19.6% Household Phone Use LLO 7.0% 5.6% 6.8% Dual - few, some cell 39.0% 49.8% 39.5% Dual - most cell 18.8% 20.3% 18.9% CPO 35.2% 24.1% 34.6% Effects of Sample Design on Statistical Inference Post-data collection statistical adjustments require analysis procedures that reflect departures from simple random sampling. PSRAI calculates the effects of these design features so that an appropriate adjustment can be incorporated into tests of statistical significance when using these data. The so-called "design effect" or deff represents the loss in statistical efficiency that results from systematic non- response. The total sample design effect for this survey is 1.24. PSRAI calculates the composite design effect for a sample of size n, with each case having a weight, wi as: In a wide range of situations, the adjusted standard error of a statistic should be calculated by multiplying the usual formula by the square root of the design effect (√deff ). Thus, the formula for computing the 95% confidence interval around a percentage is: where pˆ is the sample estimate and n is the unweighted number of sample cases in the group being considered. The survey’s margin of error is the largest 95% confidence interval for any estimated proportion based on the total sample— the one around 50%. For example, the margin of error for the entire sample is ±2.3 percentage points. This means that in 95 out every 100 samples drawn using the same methodology, estimated proportions based on the entire sample will be no more than 2.3 percentage points away from their true values in the population. The margin of error for estimates based on form 1 or form 2 respondents is ±3.3 percentage points. It is important to remember that sampling fluctuations 2 1 1 2            n i i n i i w wn deff formula 1           n pp deffp )ˆ1(ˆ 96.1ˆ formula 2
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    pewinternet.org 91 are onlyone possible source of error in a survey estimate. Other sources, such as respondent selection bias, questionnaire wording and reporting inaccuracy, may contribute additional error of greater or lesser magnitude. Response Rate Table 2 reports the disposition of all sampled telephone numbers ever dialed from the original telephone number samples. The response rate estimates the fraction of all eligible respondents in the sample that were ultimately interviewed. At PSRAI it is calculated by taking the product of three component rates:13  Contact rate – the proportion of working numbers where a request for interview was made14  Cooperation rate – the proportion of contacted numbers where a consent for interview was at least initially obtained, versus those refused  Completion rate – the proportion of initially cooperating and eligible interviews that were completed Thus the response rate for the landline sample was 11.4 percent. The response rate for the cellular sample was 11 percent. Table 2:Sample Disposition Landline Cell 27,813 23,844 Total Numbers Dialed 1,100 404 Non-residential 1,120 45 Computer/Fax 8 ---- Cell phone 13,815 9,183 Other not working 1,577 321 Additional projected not working 10,193 13,891 Working numbers 36.6% 58.3% Working Rate 526 107 No Answer / Busy 3,296 4,073 Voice Mail 27 11 Other Non-Contact 6,344 9,700 Contacted numbers 62.2% 69.8% Contact Rate 373 1,504 Callback 4,749 6,630 Refusal 1,222 1,566 Cooperating numbers 19.3% 16.1% Cooperation Rate 40 42 Language Barrier ---- 375 Screen out / Child's cell phone 13 PSRAI’s disposition codes and reporting are consistent with the American Association for Public Opinion Research standards. 14 PSRAI assumes that 75 percent of cases that result in a constant disposition of “No answer” or “Busy” are actually not working numbers.
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    pewinternet.org 92 1,182 1,149Eligible numbers 96.7% 73.4% Eligibility Rate 55 24 Break-off 1,127 1,125 Completes 95.3% 97.9% Completion Rate 11.4% 11.0% Response Rate