{"id":3986,"date":"2012-03-20T08:51:27","date_gmt":"2012-03-20T12:51:27","guid":{"rendered":"https:\/\/www.alsc.ala.org\/blog\/?p=3986"},"modified":"2012-03-20T08:51:27","modified_gmt":"2012-03-20T12:51:27","slug":"what-can-the-childrens-library-learn-from-susan-cains-quiet","status":"publish","type":"post","link":"https:\/\/www.alsc.ala.org\/blog\/2012\/03\/what-can-the-childrens-library-learn-from-susan-cains-quiet\/","title":{"rendered":"What Can the Children’s Library Learn from Susan Cain’s Quiet?"},"content":{"rendered":"

I’ve been reading Susan Cain’s Quiet: The Power of Introverts in a World That Can’t Stop Talking<\/em><\/a> and every chapter feels like an “Ah-ha!” moment. Besides being a fascinating look into the introvert-extrovert personality spectrum<\/a>, Cain’s emphasis on appreciating the intuitive listeners, the quietly creative, and the sensitive mentors among us is inspiring. Cain’s central point is that we live in a culture that places inordinate value upon extroversion and we tend to overlook those unique qualities that introverts bring to the table. Quieter types are often the deep thinkers who revolutionize with creative new ideas and methods. Introverts can be highly intuitive and their attention to body language, small details, and interpersonal relations make them surprisingly adept negotiators, analysts, and leaders. Cain finds value in both extroverted and introverted types and makes the case that each have skills and talents to contribute. It’s gotten me thinking deeply about how library space is organized, how staff members and patrons communicate amongst each other, and how we can help create an environment within the Children’s Library that is stimulating enough to motivate the extroverts while also offering peaceful retreats for the introverts to tap into their creative centers.<\/p>\n

Children’s Spaces and Programs<\/strong><\/p>\n

Cain explains that introverts typically need time and space to be on their own. This does not necessarily indicate an anti-social personality. Rather, solitude allows introverts to reflect, ponder, and think creatively. What does your children’s library look like? In addition to communal spaces, open play areas, and collaborative workstations, are there tucked away corners and nooks for children (and their grown-ups) to settle in and read, draw, or just think in relative peace? What about your after-school crowd? Are there tables and areas for both team-oriented assignments and private study?<\/p>\n

For children on the more introverted end of the spectrum, joining a new storytime or book group can be a nerve-wracking experience. Remember the child who absolutely refused to set foot into the storytime room? What about the child who never speaks up or engages in dialogic reading. Cain suggests that these children need small doses of social interaction, increasing over time to slowly build up confidence. She also suggests that introverts flourish in small groups of two or three- in which conversations can be deeper and more meaningful. So that boy who comes faithfully to every single book discussion group but hasn’t yet said a single word? Don’t sweat it- he may just be taking it all in. Perhaps next time, break up the larger group into bite-sized discussions. Chances are he’ll be more likely to engage with one or two of his peers than hold forth in front of a dozen.<\/p>\n

The Back Office<\/strong><\/p>\n

Besides taking a newer, more sensitive look at our spaces and programs for children, Cain’s book made me question the arrangement and practices in our children’s library office. This is the space shared by multiple staff members- both full-time and part-time librarians. It is supposed to be the place where we get all of our work done, when we are not on desk, doing a program, attending a meeting, or chatting with our patrons. It’s a chaotic, busy, often messy space. The truth of the matter is, getting even simple projects accomplished is sometimes as challenging to get done in our office as it would be to do in the middle of Toddler Tales. As staff prepares for storytimes, there might be music playing, puppets being flung about, and conversations sailing over the tops of semi-transparent cubicle walls. Interruptions are par for the course. It made me wonder if we are working in an environment hostile to focused thinking, creativity, and ultimately, efficiency. And then I wondered, can anything really be done about it?<\/p>\n

The children’s staff will be meeting to discuss some ideas in the next few weeks about rethinking our back office. So far, here are a few of the suggestions that have been offered to create a quieter, more productive space for all:<\/p>\n