For my Ethnography of Literacy project I chose a municipal library. This library has been a source of literary provision for my family for decades. However, it has been several years since I have actually used the library sources since I have the ability to download books onto an e- reader, order inexpensive books online, and I have my own access to the internet and computers. However, there are those who still use the library on a regular basis and groups that support the library presence in our city. The library has evolved since I last visited, giving me a sense of being able to see the facility through “new eyes.” As I have watched and taken notes regarding those people and the building itself, I have noticed the use of technology has increased and the actual use of written library sources was diminished. Although I was not able to interact with the subjects time on the computer and the sites they were visiting, I did observe the many uses of technology and the way the use of the library itself has evolved. Users of the library were more involved in the use of computers and internet access than what is considered a more traditional use of library resources in the form of books and other written materials. 

The concepts I will be using to analyze the information I have gathered is from the book “The Elements of Literacy” by Julie Lindquist and David Seitz. The “Key Idea Stages of Literacy” (178-184), listed in that book will be the lens through which I will filter my observations. The first stage is “Restricted Communication Function” (179). The authors state, “. . . digital literacy technologies continue to change and accumulate at such a rapid rate. . . . '' The people working in information-rich environments of the knowledge economy continually require the support of those who can maintain the increasingly more complex technical infrastructures— of servers, software, hardware—necessary to keep up with these changes and opportunities” (79). Lindquist’s stage three will also be used in my analysis, “Creation of New Forms and Functions” (180). This stage discusses the gradually developing innovations of technologies that meet the needs of people as they take on more literacy technology. 

Because the Lindquist book was copyrighted in 2009, and discusses the changes to “[w]riting, in the forms of letters, books, legal documents, and so forth. . .” (180), and moves to an illustration of a “multimedia journal,” I will use the concept of social changes in literacy and technology as it pertains to what I have observed. Lindquist states regarding stage three of Literacy of Technology: “. . . [W]e must also acknowledge the larger social changes in written communication, including changing experiences of space and time, generated by the wider impact of Internet technology” (181). Although the list, Lindquist provides for us is limited due to innovations of the past ten years, and the fact that my observations were limited in written- word literacies, the concept of social changes due to user experiences and Internet technology still apply to my literacy of technology analysis. Additionally, I will apply Lindquist’s “Nostalgia and Anxiety over New Literacy Technologies' ' (181). Lindquist discusses the fear people may have of technology literacy “depersonalizing” the written word. As an example of depersonalizing, he quotes Baron, and states: “. . . [P]eople viewed the typewriter with the same anxiety we see today for computers. . . fear(ing) that the typewriter ‘depersonalized handwriting, usurping the place of “writing with one’s own hand”’” (181). This concept will be applied to the concept of actual books as opposed to “eBooks” or computerized literatures. Lindquist also explains Baron’s claim that new technology carries the worries of, “. . . fraud and authentication. . .” (181) of identities in legal and official transactions. The use of public accessible computers in the library setting gives the opportunity to observe the methods of preserving identity from possible fraud. Library areas I observed were the children’s area, adult area, book sale and book club events. I also interviewed two people who regularly visit the library. In all these areas computer technology was a key element in these experiences. 

As you will note from Appendix B, the children’s area between 3:30: p.m. and 4:30 p.m. on a weekday is very busy. I observed the older children, 8-12, mostly males, were involved in playing computer games. The library provides eight computers grouped in that area, and another placed away from the computer bank. This computer was not in use while I was observing, and the children seemed to gather at the computer bank where they were able to interact with each other. The gaming boys seemed to be playing an interactive game that they were all a part of through the provided internet. They were social with each other, however they did not make eye contact or look at each other. As they played, the conversation became louder and the play became more animated. The computers “timed out” after 30 minutes, and the boys moved to different computers to extend the limited sessions. 

I did not speak with the children at the computers, however, I was able to observe that the availability of the games they were playing were based on the library’s public access to updated computer systems and the internet. The first stage of “Literacy Technology: Restricted Communication Functions” (179) applies to this scenario. Lindquist writes, “The people working (playing) in information-rich environments of the knowledge economy continually require the support of those who can maintain the increasingly more complex technical infrastructures. . . to keep up with these changes and opportunities” (179). The computer access for updated computer equipment and internet is essential for the interactive online games being played. Updated equipment and online service is continually changing and growing, and the library provides updated equipment and internet for children who may not have access to these technologies or at least, updated versions. The literacy of technology at the municipal library appears to be essential for providing these benefits for children, helping them to understand their world through literary technology and social relationships. 

As I watched the interaction of the boys playing games on the computers, I was surprised at their communication with each other as well as the computers. The game they were playing was a social link for them. Lindquist states in her “Stage 3: Creation of New Forms and Functions,” “. . . [W]e must also acknowledge the larger social changes in written communication, including changing experiences of space and time, generated by the wider impact of Internet technology” (181), and then makes a reference to more explanation later in the chapter. I felt it was important to note, this observation although it dealt with online video game communication and not “written communication,” Lindquist refers to this later in the chapter, as indicated (181), as “computer-mediated communication” (184). Part of “new forms and functions, I feel, includes electronic gaming literacy (212), as it also plays a part in this interaction. The boys were able to communicate with each other verbally, however, they were also communicating by the way they played the game from their computer with fellow players on neighboring computers. These children, who were an arm’s length away from each other, were finding social interaction through an internet game. Lindquist’s comment, “The act of playing (video games) encourages social relationships compared to the act of reading, which may or may not lead to social engagement” (212). They were engaging in social relationships and electronic gaming literacy was taking place. 

While observing this area, I noticed an elderly woman who was sitting quietly a few feet away from me. I asked if she would be willing to answer a few questions for me. The interview questions and answers may be seen in Appendix E. When asked about her use of library sources, she indicated that her main reason for accessing the library was for her grandchildren. She brings her grandchildren to the library three to four times a month. This grandmother apparently felt the need to expose grandchildren in her care to the social and literacy of technology on a regular basis, and thus experience electronic gaming literacy while under her care. Her sharing time with her grandchildren at the library became her watching while her grandchild played a video game with another child. 

A few days after observing the children I observed was in the adult area of the library. These notes may be seen in Appendix C. There were more computers than in the children’s section, approximately twenty in the bank. The computers were being accessed by mostly males, as in the children area. As I walked through the area, I was able to observe that several subjects were playing video games, while others were watching movies. One adult male was video chatting with another adult. The social link I observed with the children was definitely absent in this area. The subjects were not interactive with each other, but were isolated by headphones and partitions. However, as with the children, the “First Stage of Literacy: Restricted Communication Literacy” (179), was evident in that they were in need of, “. . . support of those who can maintain more complex technical infrastructures. . . necessary to keep up with these changes and opportunities'' (179). I was aware that some of the adults appeared to be homeless. They carried large backpacks, and bags as if they were carrying all their possessions with them. Another example of “Restricted Communication Function” was evident when a woman was receiving assistance in printing multiple labels for a mailing she intended to do. Although she was not happy with the service she received, she needed assistance to complete her intended purpose, using the library provided resources for her communication. From these examples, I would surmise that the municipal library provides technically updated equipment and internet that those without available resources may communicate, be entertained and access affordable printing options. 

While observing the adult area of the library, I was able to sit at the computer bank and review the literacy of instructions posted by the library. A library card number is required to log on to the computers, and there was a warning that upon completing computer use, the user must sign out to ensure his identity remains secure. Stage four of Lindquist’s “Stages of Literacy Technology” is evident as, “. . . major technological and cultural shift in literacy also provokes anxieties over issues of fraud and authentication” (181). Public access to computers may pose more threat to identity theft and misuse of authentication for patrons who use them for online access. The library provides cardholders identification numbers that give the users a secure access to internet sites and personal information, such as account numbers. Logging out of the computers before leaving the area is an important part of that security system. 

As an observer, I was able to be present during a book club session that was provided by the library. A group of five older women, and the library facilitator who was about 30 years of age, were involved. Please see Appendix D for more detailed information. They were discussing a book by Monica Hesse, called The War Outside. The women began the discussion using their paperback books, specifically ordered by the library for this use. To this point my observations had been mostly involving computer interaction. The ladies seemed to be caught up in their memories of childhood during World War II, while they discussed the characters of the book. One woman asked a question regarding when the United States government started requiring children to attend school. After some discussion, a woman brought her cell phone out of her bag and began entering the question into the “Google Search” engine. This idea caught and soon all the participants except the facilitator were looking for information regarding the events of detention camps in the United States during World War II for Japanese and German citizens, as well as German prisoners of war. There was a balanced mixture of traditional books, and “Literary Technology.” Lindquist notes in, “Stage 4: Nostalgia and Anxiety over New Literacy Technologies,” “As people begin to create new forms and functions for a literacy technology, others begin to grow nostalgic for earlier literacy technologies. . .” (181). Evidence of the ladies preference for an actual ink-and-paper book was obvious, even though they had the means and understanding to use digital technology for their reading. After the club was over, I asked two of the ladies some general questions about their group. They informed me that they prefer to hold a book in their hands, and reading a printed book was easier on their eyes. They also felt being able to reference passages was quicker and easier in a “real” book than an online or eBook version. When the facilitator asked for orders for the next book on the list, all participants requested hard copies. Lindquist quotes a 1938 article in the New Your Times regarding fear of the technology of typewriters saying, “People viewed the typewriter with the same anxiety we see today for computers. . . fear(ing) that the typewriter ‘depersonalized handwriting, usurping the place of writing in one’s own hand’” (181). These women, perhaps, felt they were persevering the continuance of printed literature by choosing to not use online books for their club. 

My observations and analysis of a municipal library led me in a direction I had not anticipated. What I had expected to be a receptacle for written literacy contained in many books lining shelves has become a source for public computer and internet access. Technology literacy has seemingly nudged out printed literacy almost entirely. A brief tour of the library revealed shelves half stocked with books and not a soul browsing among them. The results of this Ethnography of Literacy project, has shown me that libraries, although not dying, are changing character; their main focus remains on literacy, but their agency has changed vastly. The municipal library is a basis of literacy technology, who is making these resources available to those who otherwise would not have access to modern computers and internet connections. Although this is not a traditional function of a library, it is certainly a needed and welcomed addition to the personality and resources the municipal libraries make available. 

Works Cited

Lindquist, Julie, and David Seitz. The Elements of Literacy. Longman, 2009. Pp 178-182; 212

Appendix

Appendix A Friday, November 1, 2019, 5:45 p.m. – 7:00 p.m.

Loussac Library-Friends of the Library Booksale

The Library opened their doors to allow Friends of the Library members to wait in line for the sale, out of the rain. There were many who came early. They brought bags, boxes and rolling suitcases for putting their book purchases in.

Many had The Friends of the Library card invitations for members ready and others discussed whether or not their membership had expired since the last sale. The ages ranged from what appeared to be middle age (40-55), and older people (55+). There were about 3 families, one with teenage children and two families with young children and what appeared to be a grandparent. There were few young adults in attendance. The price for a membership ranged from $10.00 for students and those over 65, $20.00 for individuals, and $40.00 (?) for family memberships.

The crowd was led into a back area where they were divided into three rough lines: Paid members with invitation, expired membership holders, those who wanted to become new members. The organization seemed to be lacking as there was only one way to pay for membership, and that was cash. Most of the people waiting did not have cash. There was only one volunteer on hand, and the lines broke down as people tried to get the attention of the one person. Eventually another volunteer came with a card reader and forms for those who wanted to become or renew membership. This relieved the congestion and the general mood of the group. As the group was admitted, they followed a hallway to a backroom with industrial style shelving. The book categories were written on paper and taped to the shelves. There were also videos in different categories. The books were divided into fiction: Science Fiction, Romance, Novels, Classic Literature, Travel, Animals, Science and other divisions. There were also large picture books (table books), graphic novels, children and tween literature, and young adult.

Once the crowd was in the books area, there was not a lot of conversation. The books took up most of the attention. Most of the crowd milled around the fiction/novel section. Some were picking very carefully, while others placed several books into bags and boxes. Some were more focused on videos and audio books while others concentrated on hardcover or paperbacks. There were some women who seemed to be strangers to each other, who recommended books that they had already read. The ages ranged from what appeared to be middle age (40-55), and older people (55+). There were about 3 families, one with teenage children and two families with young children and what appeared to be a grandparent. There also appeared to be teachers looking for children’s books, literature and classics as well as reference books.

Light food was being served, cold cuts, cheese, fruit, cookies and crackers. The food was mostly ignored.

Check out was two processes. The first line was to count your books, divide them into paperback, hardbound, videos and music CDs. The items were tallied. Next the participants stood in line to pay for their selections. Most brought their own boxes, bags and suitcases.

Appendix B November 8, 2019, Friday 3:30 p.m.-4:30 p.m.

Before entering the child’s area of the library, I watched the entrance for a few minutes. There were electronic “return” areas and “checkout” areas. I noticed there was a learning period while new or infrequent patrons had to read all the instructions (usually after trying without reading the instructions) and find the right “slots” and scanners for each item. Then there was the decision to request a receipt with the book, video titles and due dates. Also the amount of late fees owed previously (I owe 3 bucks, but they won’t let me pay until I owe $10.00). Some people used key fob style cards, while others had the more traditional library cards with a scan code imprinted on them. The kiosks seemed to be in good working order.

The children’s area for the library is very busy at this time of the afternoon. There are a few toddlers, early childhood age and several preteen children, boys more than girls.

The older children are playing video games on the computers and are louder than most of the children.

There is a mother reading a picture book to a young girl and toddler boy. The children are very engaged. She completes the book and the children choose another book and they continue to read.

A young woman and her preteen “son” are working on a homework project on a computer. She is making suggestions regarding books for what appears to be book reports or a library project. She points to the screen and instructs him on what he needs to do to format his report.

A “Grandmother” assists a toddler into a chair at a computer set up for preschool children. She shows him what he needs to do, however, he is more taken with the mouse and bangs the mouse on the screen. Grandmother shows him how the mouse moves the cursor. The mother joins the two. She has been at an appointment and she discusses her Dr. appointment and shows pictures of a baby sister. The toddler loses interest in the computer and happy to be picked up by mom.

The boys playing video games are getting louder, and are banging the mouse and using language that is not appropriate.

A mom dropped her young boy (11?) off at a computer and tells him she will be around the corner. She instructs him to talk to the assistant at the desk if he has any questions. There is a tussle at one of the computers. I actually intervened and pointed one little boy toward an empty chair.

A librarian assistant asked the boys at the computers to lower their voices.

There is a “father” and “mother with a young toddler. The mother brings animal puppets and begins to entertain the toddler with a little song. The child is not interested and she gives up and they exit.

A young girl (5) enters and heads toward the books with a bag.

One of the boys playing games tells his companion that since he is only 12 he cannot work at Starbucks due to labor laws (interesting).

Later in the afternoon the younger children were exiting the area and older children were more prevalent. There were more early teen kids looking through the books and videos. They were being assisted by library volunteers.

The preteen boys were still playing video games. They changed computers to avoid the thirty minute session for the games. Two of the boys exited.

There was an (I presume) autistic preteen who was very concentrated on a computer game. He wore headphones and when his 30 minutes were up, requested help from the librarian’s desk. They extended his time for him.

There were, what appeared to be, teen volunteers who were replacing books on shelves and perhaps filling orders for video requests. They were attempting to figure out how the videos were filed and whether they were stocked correctly. They seemed to have a sheet of instructions with them. They both seemed to be frustrated and eventually gave up and took their cart to another section.

The room was set up around a central area where there were a few toys, and several comfortable adult-sized chairs. The were and chairs around child-size tables. There was a table that had a blackboard top and chalk which allowed children and parents to draw on the table top. The wall had an out-of-doors scene with a tree that had leaves from all seasons and the words on the wall read, “Read, Write, Sing, Play.”

One smaller wall had a visual of a technological vehicle of some sort, a rocket or submarine type look. Above the area was a “Tetras” type wall painting of yellow back blue and red.

There was a large “flower” display with the names of donors and partners. The flower had 15-20 petals with names engraved on them. (Sponsor).

Around 4:15 the area began to be less busy. There were a few children playing with toys while caregivers read or used their phones. The librarian reminded children to keep their feet on the floor while they played.

A young toddler attempted to use the computer next to me. She knew the mouse was a key component, but couldn’t seem to figure out how to get past the “Start Session” screen.

A mom helped her child log onto a computer, but reminded her that she would only be able to use 20 minutes of her 30 minutes of time. The child seemed to be compliant.

The librarian picked up toys and straightened chairs.

A person attempting to check out videos and books requested help with the machine. Her English was somewhat lacking, however, the librarian managed to help her get through the process and she seemed pleased with herself and the experience.

A preteen boy and girl came in looking for resources of some sort and one of the assistants helped them find books that they needed. She also showed them how to find and locate books.

There was a group of young teens wearing name tags, straightening books in the play area and making sure the area was neat.

At 4:30 p.m. a new group of children seemed to arrive. They were elementary age children with mostly female (mothers?) care givers.

Appendix C Friday November 15, 2019 4:00 p.m.

Loussac Library 3rd floor

I arrived at the Library at 4:00 p.m. I entered the adult area by taking the elevator. A woman came off when the door opened looking as if she was disoriented and confused about where she was.

I entered the Adult Services area and was greeted by rows of computers. All computers were occupied. I briefly glanced at some of the computers as I walked by. There were several playing games, and a few watching movies. I didn’t see any documents open.

The people are a mixed group of men and women. The ages are mostly young adult to about 30 something. One man is talking softly as if he might be on a video call with someone. The young man sitting next to me is watching a movie on YouTube. His audio is loud enough for me to hear some of the noises coming from his headset.

There is an elderly man in a wheelchair who is using a “Search” computer. He has an assistant/caregiver helping him as it is difficult for him to reach the computer keypad due to the cabinet and the wheelchair not being compatible.

To the left are rows of books, however, I have not seen any browsing or people among the books.

There is a sign on the table where the computers are located that reads, “I don’t know who you are. I don’t know what you want. But if you are eating at our new computers, I will find you.” There is a scene from a movie scene with Liam Neeson on the card. That is the only sign other than the computer numbers on plaques above the computers themselves. On the tables there is a sign reminding the users to be sure to sign out of the computer before leaving to ensure their identity remains secure.

There have been several people that have come by looking for an available computer, but the changeover is minimal.

A woman is trying to help another person log on to his computer, but he needs an “ID card” (Library Card?). A woman with a basket on wheels is putting books back on shelves.

There is very little interaction with books or literature other than computers. There are several people in cubicles with their cell phone, evidently making use of the internet. A few others on their phones seem to be waiting for available computers.

The man next to me was almost to the end of his movie when his computer logged out. He left immediately.

There have been several people who have come by, looking for an available computer that has gone to the elevators.

The furniture in the room is very utilitarian. There are wooden and metal chairs around the computer area, for those waiting for a computer, and the chairs at the computer are wheeled, plastic, stackable chairs. The lighting is bright over the computer area and a bit dimmer and yellow over the book area. It appears that the lighting above the computer has been upgraded and the lighting over the book area has not been updated yet. There are several teal and red step stools at various places among the bookshelves. They look as if they have been there a long time.

The shelves seem to be about 2/3 empty. Some of the shelves see more empty. The books I can see from where I am sitting are medical books. Around the corner are novels. They are fairly empty as well.

At 4:30, there seemed to be several computers open.

Around 4:35 There seemed to be a bit of turnover. There were people exiting, a “father” a young man joined a man as he played video games. The dad was on his phone.

The man talking on his computer seemed to get louder and more emotional.

There was a woman who was making copies either from a computer or a copier, she was unhappy due to the expense of the copies.

Next to the elevator doors, there were bulletin boards with a heading that read: “Library News & Events” and Support Your Library.” There were 7-8 posters on each board. One board asked, “Do you Heart your library”. The lady at the copier lost her temper with the technician helping her with the copy machine. She asked to talk to a manager as the technician was, “disrespectful and incompetent.” The technician tried to explain the problem to her and she asked him to walk away. The room sensed the tenseness.

At 4:50 p.m. I moved to a different part of the Adult Services area. I walked through the novels and young adult books. The shelves were still about half filled. I looked for a staff person to ask why, but there were none available.

The area I went to was a more comfortable sitting area. Padded arm chairs with wide arms. The lighting still needed to be upgraded. There were two men using their own computers as cubicles, and the man down from me read a newspaper. There appeared to be several homeless people using the computers and wandering around the floor.

Under the windows there were bookshelves with Alaska reference books. Most were binders. There were fewer people in this area.

Appendix D November 16, 2019 Loussac Library Book Club 3:00-4:30

I attended a Library Sponsored book club. There are six women in attendance. The women, except for the facilitators, were older women (over 60) The facilitator seemed to be about 30.

The ladies were discussing The War Outside by Monica Hesse.

General talk about weather and homelife were bantered around until about 10 minutes after 3:10 p.m. The facilitator brought the discussion around to the book. A date regarding when school was required was being debated. A woman brought out her cell phone and was looking it up. However, another woman used her laptop computer and found the answer first. She read the information about the bill that made schooling mandatory in the 1920’s. One of the ladies (wearing a knit animal hat) brought a file folder of notes.

They discussed the quote, “Terrible choices come out of terrible situations.” The facilitator has notes and sticky notes in her book. The ladies used their phones quite often to look up war facts.

The room was a small room with gentle lighting off of the second floor lobby. There was no art in the room, black, tan and brick walls. There was a smart TV in the room as well as a slick board. Neither were being used.

Some of the ladies remembered WWII as children. One woman discussed living in Canada with German neighbors. Her parents worried about hearing the neighbors speaking and listening to German radio. Another woman remembered having a German neighbor that was taken to an internment camp in Minnesota. The discussion regarded the internment of Japanese and Germans.

ISIS was brought into the conversation and compared to the Nazis.

The facilitator discussed foreshadowing. The ladies expounded on the subject. They discussed the characters were attempting to normalize being in a Nazi camp. The women seemed to comment equally. One person commented on a part of the book where some girls died swimming in a pool, she didn’t care for, another woman told her that that was taken from a true story.

The facilitator asked about parallels of the book and current events. The facilitator related the American internment camps to the immigration camps on the Mexican borders.

The idea about propaganda, and the suspicion of “foreigners” and those who speak other languages. They discussed the idea of immigrants choosing or being forced to give up their home language.

There was discussion about the hopelessness of the mother and her plight of no choices.

One woman brought up that the girls of the book became friends even though one was Japanese and one was German.

Someone suggested that those two young women could look for each other later, using the internet and computers.

They discussed the fact that there are more women than men graduating from college. The concern was that a role reversal might change where women become dominant over men.

A discussion started about women and men and the difference of school debt between men and women. Few women are economists. One woman said her advisor is a woman.

The facilitator discussed “Workplace Bias.” There are only 4 men who are Librarians in the city. There are about 40 women librarians. Perception and reality was discussed.

The discussion quickly turned to politics. There was discussion regarding books written by economists, women versus men.

There was no further discussion. The new title and dates were introduced. The Fighter in Velvet Gloves, about women’s advocacy in Alaska, was announced. The books have been ordered.

The ladies turned in their books, packed up their books and started talking about dogs’ digestive systems.

The meeting ended at 4:00 p.m.

Interview #1, November 8, 2019

Appendix E

Subject was 79 years old. Female, has a Ph. D. She was with her 12 year old grandson. She was checking out crafting books, mostly knitting. She was very friendly and accommodating.

1. How often do you use the Library resources:

2-3 times a month. Sometimes more. I come with my grandchildren most Friday afternoons. 2.What different areas of the library do you use?

Always the Children’s due to grandchildren. I do read magazines, reference books, and newspapers.

3. What is your favorite or most “go to” sources?

I use the internet to download books for my book club. If I can’t get the book online, I check out a hard copy.

4. How were you introduced to the library and at what age?

Because I lived in a one-horse town, it wasn’t until I was in my late 20’s. I guess that would be 59 years ago.

5. What is your purpose in visiting the library? (study, pleasure reading, instruction internet access, etc.)

My house burned down a couple of years ago, I look for resources to help me figure out how to repair and build things around my house.

The subject said she would like to see a knitting group started at the library and tried to figure out what she needed to do to get permission to start a group.

Appendix F Interview #2, November 9, 2019

Subject was a 52 year old female with no secondary education. 1. How often do you use Library resources?

I use the library on a regular basis to check out videos, and find books that are not available on Libby (free audible/Ebook app connected to the municipal library). I try to make the book sales twice a year for videos and the occasional book. I have so many books at home, I try not to add too many.

2. What different areas of the library do you use?

Mostly the video section. I have gone to an art class (clay modeling), and to hear authors speaking about their books.

3. What is your favorite or most “go to” sources (books, video, computer/internet, music, events)?

It has to be the videos. I watch a lot of them, especially in the winter. 4. How were you introduced to the library and at what age?

I was in elementary school. I had an adult sister than I would visit every summer. We went to the library to check out books once or twice a week all summer long. One of my favorite memories.

5. What is your purpose in visiting the library (study, pleasure reading, instruction, internet access, etc.)?

Definitely the videos, so I guess that would be pleasure watching or entertainment. Books I check out or listen to on Libby are mostly for entertainment.

Ethnography of Literacy Report Reflection:

1. I chose my topic by trying to think what would be a place that had obvious literacy events going on that would fit into my busy schedule. I have been visiting the library on a weekly basis due to another class, so extended my visits by an hour or a little longer. I also love the library and it has been a while since I have frequented our nearest location. Since my children have grown and I have access to computer and internet, it has made the library less needed in my life. I also liked the idea of being able to observe without being too obvious.

2. I feel I did a good job of taking notes while observing. When being read, the notes seem to be a little tedious, but I found myself very interested in what was going on around me. Although I didn’t use a huge amount of my notes and interviews in my project, I felt the time spent in observation and writing was beneficial overall.

3. My essay could be improved if I had more time to really “stew” over my notes and how they relate to what we have read and discussed. Life continues to stack assignments, events and living in general and there just isn’t enough hours in a day.

4. I worked on making my opening paragraph less open ended and more focused. The peer review helped me secure my thesis and which direction my analyses should take. They were also very encouraging when I was wondering if I was going in the wrong direction. The group pointed out my strong points and I used some of their ideas to help me focus on those areas.

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MELANYA BERG is a senior pursuing a Baccalaureate degree in English with a minor in Creative Writing. This piece was selected by Professor Jennifer Stone.