09.02.20 BLC PacketCity of Boulder
2020 Library Commission Agenda
Meeting date: Wednesday, September 2, 2020
Location: Zoom Meeting
Meeting start time: 6 p.m.
1. Review Online Meeting Guidelines
2. Reminder: Commissioners please log monthly volunteer hours in Count Me In Boulder
3. Approval of agenda
4. Public comment
5. Consent agenda
a. Approval of August 5, 2020 minutes
b. Resolution Concerning the Acceptance of Revenue from the Warner Charitable Trust
c. Review Thank You letter for Warner Charitable Trust
6. Review and discussion of 2021City Manager’s recommended budget for the library (see Library Director’s
memo for information about this item.)
7. Library Commission update
a. Items from commission
i. Follow up on information regarding the Canyon Theater Rental Policy update
ii. Ongoing outreach efforts
b. Updates from commissioners representing the Commission in other venues (verbal)
i. Boulder Library Foundation (BLF) update (Sykes Wilson/Koenig)
ii. Joint efforts with Library Champions
c. Update on emails and phone calls to Library Commission
8. Library Director’s report
a. North Boulder Branch Library Update
b. Update on current library services
c. Library Performance Measures Q2 -2020
2020 Library Commissioners
Juana Gomez Joel Koenig Jane Sykes Wilson Steven Frost Scott Steinbrecher
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Library Commission Minutes August 5, 2020
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CITY OF BOULDER
BOULDER, COLORADO
BOARDS AND COMMISSIONS MEETING MINUTES
Name of Board/ Commission: Library Commission
Date of Meeting: August 5, 2020
Contact information preparing summary: Celia Seaton
Commission members present: Juana Gomez, Joel Koenig, Jane Sykes Wilson, Scott Steinbrecher
Commission members not present: Steven Frost
Library staff present:
Jennifer Phares, Deputy Library Director
Celia Seaton, Administrative Specialist
Laura Hankins, Collection Development Manager
Leanne Slater, Teen Librarian
City staff present:
None
Members of the public present: Stephan Hagemann, Sydney Fahn
Type of Meeting: Regular | Remote
Agenda Item 1: Reminder: Commissioners please log monthly volunteer hours Count Me In Boulder [0:00:02 Audio min.]
The Commission logged their service.
Agenda Item 2: Approval of agenda [0:01:19 Audio min.]
The meeting was called to order and Gomez asked if there were any changes to the agenda. Due to Frost’s absence, his
update regarding insurance options and performance space outreach will be an item for next month. There was a nod of
approval from the commission for this amended agenda.
Agenda Item 3: Public comment [0:01:35 Audio min.]
Fahn introduced herself as a sophomore at Boulder High School and member of the Boulder Teen Advisory Board. Gomez
welcomed her and thanked her for her service.
Agenda Item 4: Consent agenda [0:05:02 Audio min.]
a. Approval of July 2020 Meeting Minutes: Koenig moved to approve these minutes, Steinbrecher seconded, and the
motion was unanimously approved.
Agenda Item 5: Information updates [0:06:01 Audio min.]
a. Overview of Teen Advisory Boards and upcoming Teen Summit – Slater, teen librarian, spoke (see handouts.)
Pre-pandemic, the teen advisory boards were separated by location and met monthly. Merging with the virtual
environment necessitated by COVID, the new larger group has been meeting weekly. Slater highlighted
importance of social connection for teens who were suddenly isolated due to the pandemic. Microsoft Teams
transitioned to Zoom as that virtual software was more familiar an accessible for the teenage audience. Total
attendance of 116 teens, with new members recruited in last couple months. Started new book club this week,
helmed by Boulder Librarian Julianne Ingram and focused on LGBTQ themes. Sykes Wilson lauded the efforts,
she clarified that 116 were the number of total attendants, not individuals, usually 6-7 at a time. Four teens
attended this initial book club meeting just recently. Previously, around 5 would show up for the physical meetings
of the Teen Advisory Board. Fahn noted her perception that the pandemic and the time of summer, teens are
“searching for ways to spend their time that isn’t scrolling through social media.” Also, the convenience of
meeting online trumps the previous need for transportation, which can be prohibitive for a teenager. Slater notes
that she plans to continue some programs virtually into the future as this format has proven so fruitful.
She invited all to the Teen Virtual Summit, premiering this fall. The Summit will focus of the Boulder Teen Book
Club’s pick: Meredith Russo’s If I Was Your Girl; sample panelist questions were offered.
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Library Commission Minutes August 5, 2020
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Gomez asked Slater to describe the physical Teen Space in the library. Slater: space is specially reserved as a safe
and welcoming haven for teen patrons. Previously, when the library was open for regular business, a beautiful
beehive themed style engages with teens. Lots of outlets for charging right by the window seats. Entire west wall
contains maker kits (jewelry, soldering, art markers, watercolors, yarn, etc. for grab-and-go kits). Whiteboard
tables for notes and drawings. Computers are mainly used for gaming, large LCD screen offering various gaming
machine consoles. Digital foundry with MAC computer and green screen as well as various other tools. Currently,
the space has become a production studio for some of the library’s virtual programming.
Sykes Wilson: are teens considered strictly those aged 13-and-over? Are the age restrictions an impediment?
Slater: as a librarian, I try to find ways to say yes and find accommodation. More inclusive age parameters include
grades 6 through 12, but she will make exceptions (recently, she made exception for an 18-year old that was not in
school and trying to get his life “turned around.” He was allowed in the space as long as he adhered to the library
rules of conduct, thus receiving important resources and sense of belonging.
Steinbrecher suggested invitation of a commissioner to the teen chats, or to present as a sort of mentor to the teens.
Slater loved the idea of more interaction; she has spoken to Frost about leading a workshop for teens. Slater
imagines commission members could offer themselves as a resource on an array of topics. Fahn agreed that the
teen group would be receptive to visiting adult guests. She herself expressed favor toward the idea of a
commissioner visiting the teen chats, especially for any sort of career advice.
Gomez: how diverse is the teen group? Slater doesn’t know the specifics demographics, but noted a racially
diverse membership. Slater broached the idea of working with the I Have a Dream Foundation, which Gomez is
involved with, mentoring young female students. Gomez: I Have a Dream has been doing a virtual book club.
Gomez: what age range determines a “young reader?” Slater: juvenile chapter books, 5th/6th/7th grade. Teen books
with more mature themes are more for the high school level. Steinbrecher referenced the importance of discourse
between the left and the right and maintaining both points of view in the range of materials. “The library is there to
present the whole array of perspectives.” Gomez: dozens of sides to every argument. Slater: One Book One
Boulder’s focus on Ijeoma Oluo’s So You Want to Talk About Race specifically gears conversation toward
exploring these issues. Slater invited commission to reach out if any further input or questions arise. She also
invited commission to arrange a visit to attend an upcoming teen chat.
b. Impacts of the pandemic and 2020 budget reductions on library collection development – Laura Hankins,
collection development manager spoke next (see handouts). She referenced the early days of the pandemic,
pivoting services (busy keeping up with responses on Ask-A-Librarian), and how her team is now buying for the
collection around COVID-19, Black Lives Matter, etc. Some of the books that are on the top of the list again were
older releases (e.g., How Not To Be A Racist). She is primarily stocking the collection with items that will assist
public in understanding current social issues. Gomez asked about impact of budget reduction. Hankins: rather
deep cut necessitated decision to buy less best-sellers, supporting more of the community’s interest in nonfiction.
Koenig asked about overall spending now vs. last year – 60% spent on paper items, and the rest going to
information databases. Now, more than flipped in percentage, likely 90% electronic purchasing and a very small
amount of paper purchasing at this point.
Steinbrecher wondered about the possibility of donated books being placed in the collection? Also, would there be
any work with Boulder Library Foundation to acquire more funds for the collection? Responding to the second
question, Hankins noted that BLF has been very generous, but it doesn’t tend to fund the operating costs of the
collection. Regarding the former, if Hankins has been searching for a specific title, she will relay to Kate Kelsch
who manages the volunteers that handle the donation flow. Some vendors help with the materials needed for a
book to be placed in the library (stickering, cataloguing records, etc.) – donated materials have to be put through
this high-touch and pricy procedure to get an item “shelf-ready.” Generally, the Foundation does not fund physical
materials, computers, and staff time as these are items that they feel should be covered by the city. Due to the
recent budget cuts, BLF has stepped up tremendously to assist (HALO fund, monies for the north Boulder branch).
Sykes Wilson doesn’t sense that they “feel great” about the way the city has been stepping up to fill the gaps.
Sykes Wilson asked Hankins how she as a neighbor can communicate what a 17% cut means for the average
patron? Hankins: one of the things that frontline staff have been grateful for is that the community has not been
feeling the impact. The effect may be more felt a couple months down the road as library practices normalize
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Library Commission Minutes August 5, 2020
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beyond the current soft opening and the heavier users come back. She will relay any pertinent updates through
staff to commission.
c. Library reopening: report on current library services – reopened 7 days a week with a reduced schedule – permitted
ten staff in building at any one time along with up to 50 patrons. Antonia Gaona managed modifications and
logistics (spaced out computers, mask offerings, etc.) – public has been conscientious and compliant. Quarantining
materials for three days before return to the collection. Sanitizing items that are on display in the limited browsing
areas. Meadows branch is open for pickup and have moved a self-check machine alongside the holds pick-up in the
meeting room; a small unadvertised browsing collection also offered. Home Delivery program expansion kicked off
last week with 15 additional patrons on top of the usual users. In response to Koenig’s query, patrons are able to
self-sanitize their stations around the computer stations at Main. Sykes Wilson asked about temperature checks.
Phares: staff required to do temperature checks either before leaving home or upon arrival at the library. If any
symptoms arise, staff is asked to stay home. To maintain capacity guidelines, employees are asked to log when they
come into the library so that the number of people in the building at any one time can be tracked. Privacy issues
surround testing/temperature taking of the public. To reduce the amount of money being handled by staff, credit
cards now accepted for copies and patrons are allowed 10 free copies.
Agenda Item 6: Library Commission Update [1:32:56 Audio min.]
a. Items from Commission
i. Ongoing outreach efforts – Joni Teter, former Library Commission chair, and Gomez will be
meeting with Council Woman Junie Joseph to discuss budget.
b. Updates from commissioners representing the Commission in other venues (verbal)
i. Boulder Library Foundation (BLF) update (Sykes Wilson/Koenig) – update on HALO they have
stopped collecting money for this effort, not as much of an ask as expected. Keeping fund open
as anticipation of further staff layoffs looms in the future.
ii. Library Champions – joint efforts
c. Update on emails and phone calls to Library Commission – none.
Agenda Item 7: Library and Arts Director’s Report [1:40:41 Audio min.]
a. North Boulder Branch Library Update – August 20th meeting with the Planning Board.
b. Library Performance Measures Q2 -2020 – in a forthcoming packet.
c. Key dates for 2021 City budget development – August 20th – the library will be part of the Capital Improvement
Plan discussions with Planning Board before going to City Council for budget discussion (whose first reading is
planned for October 6th). George Reynolds branch library space reconfiguration will be considered.
d. Update on library staff reassignment – see revised organization charts in packet. Using staff in creative ways to
meet the needs of the community meant that some staff is temporarily assigned to new supervision, or involved in
special teams.
e. Update on One Book One Boulder program kick-off – information and highlighted dates found here.
Discussion of next year’s budget request to redirect monies typically used to contract a security firm to instead
secure an in-house peer navigator and security team. Hope to hire and train people with a high level of customer
service. Clarification that this would not be a request for new money, just a request to get the FTE in place to go
forward. If approved, there will be commission input requested regarding the scope of those posts. Gomez
approved of this change to the security image/job description.
Agenda Item 8: Adjournment [2:09:15 Audio min.]
There being no further business to come before the commission at this time, the meeting was adjourned.
Date, time, and location of next meeting:
The next Library Commission meeting will be at 6 p.m. on Wednesday, September 2, 2020, through a virtual setting.
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Library Commission Minutes August 5, 2020
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APPROVED BY: ATTESTED:
_________________________________________ ________________________________________
Board Chair Board Secretary
_________________________________________ ________________________________________
Date Date
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To: Boulder Public Library Commission
From: David Farnan, Library and Arts Director
Jennifer Phares, Deputy Library Director
Date: Aug. 28, 2020
Subject: Resolution Concerning the Acceptance of Revenue from the Warner Charitable Trust and
Background Information.
Boulder Public Library Commission
September 2, 2020
A Resolution Concerning the Acceptance of Revenue
From the Warner Charitable Trust
Whereas, the Warner Charitable Trust (hereinafter, “ the trust”) has designated the Library Commission
for the City of Boulder (hereinafter, “the Commission”) as the recipient of income in its trust agreement
dated August 16th, 1965, and;
Whereas, according to the terms of the trust agreement, payments to recipients commenced in December
2005, and;
Whereas, the trust agreement specifies that said income payments are to be expended in equal parts for
acquisition of books in the Children’s Section and the Adult Section of the Boulder Public Library, and;
Whereas, the Boulder Public Library has received a payment on behalf of the Commission in the amount
of $5,994 on July 20, 2020.
Now, therefore, the Commission authorizes the Boulder Public Library Director to accept the income on
behalf of the Commission and to expend said income for the purposes designated in the trust agreement.
BACKGROUND:
The Boulder Public Library receives a donation each year from the Warner Charitable Trust. As per the
agreement, the contributions are divided into equal parts for the acquisition of books in the Children’s and
Adult sections of the library. The expenditure of the funds must be exclusively applied for these purposes
only and any funds not so expended are to be returned to the trust.
Alex H. Warner was a longtime Boulder educator, library supporter and activist for seniors and youth.
The Warner Charitable Trust was established upon his death in May 1990 to support the library’s
collection of children and adult materials for the community. Mr. Warner served as a library
commissioner from 1969 to 1973 and later as a member of the Boulder Library Foundation. For more
information about Mr. Warner, please read the attached articles and letters from the Carnegie Branch
Library for Local History Archives.
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September 3, 2020
Dear Warner Charitable Trust,
The Library Commission is grateful for your generous donation to the Boulder Public Library.
Your continual financial support allows us to carry out the library’s mission and serve the
community. Your donation is used to purchase much needed materials in the children’s and
adult sections of the library.
The community is thankful for your generous donation and continuing the Warner’s legacy
within the library.
2020 Boulder Public Library Commission
Juana Gomez
Joel Koenig
Jane Sykes-Wilson
Steven Frost
Scott Steinbrecher
“Books are the quietest and most constant of friends; they are the most accessible and wisest of
counselors, and the most patient of teachers.”
— Charles W. Eliot
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Commission Memo
Meeting Date: Sep 2, 2020 – via Zoom
1. Items from Commission (verbal)
a. Ongoing outreach efforts (All)
i. Outreach to community –
Gómez along with Joni Teter met with Councilwoman Joseph.
Frost and Gómez attended Planning Board Meeting and spoke during NoBo public
hearing.
b. ALA – Engaging Library Supporters During COVID-19 Pandemic – ongoing webinars
2. Updates from Commissioners Representing the Commission in other Venues (verbal)
a. BLF Update (Jane / Joel)
i. Update on HALO
b. Champions – joint efforts
3. Update on Emails & Phone Calls to Library Commission
_____________________________________________________________________________________________
As yet we have not replied. Gómez emailed a question to Library administration to formulate an answer.
Date: Sunday, August 9, 2020
To: Library Commission
Via Formstack from: Gabe Manner
me@gabemanner.com
I would like to bridge a potential partnership, between Boulder Public Library and a sports league I own in Central
Africa. This would specifically be the second library I have an interest in, regarding the idea - due to myself soon
residing in this part of Colorado.
The idea comes from bringing additional opportunities to youth and any members of the library, pertaining to
education - while at the same time - in a shared network of sporting relationships abroad.
CSR Multisport (my entity) is nine months old, and caters to Local Olympic Development, for multisport. Our
current relationships relevant to this inquiry, include World Vision USA and Kigali Public Library.
CSR Website: www.csrmultisportleague.com
I'll be happy to share more details, answer any questions and express over like minded ideas - behind the scenes,
I'm transparent. Thank you in advance for your consideration and review.
Kindest Regards,
Gabe Manner
+1 303 210 4596
me@gabemanner.com
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SEPTEMBER 2020 LIBRARY DIRECTOR’S REPORT
2021 City Manager’s Recommended Budget
A memo and draft of the City Manager’s Recommended Budget is scheduled to be issued to City Council
on Monday, August 31, 2020. The memo will be available on the City Council Documents page. Library
staff will email a link to the memo and document to the Library Commission after it is available.
North Boulder Branch Library
The north Boulder branch library design team presented the site review plan to the Planning Board on
Aug. 20, 2020. After public comment and board deliberation, the Planning Board members voted
unanimously to accept the site review application.
If you are interested in information about the youth engagements for the project, The Growing Up
Boulder report for the project is Attachment A.
The project team plans to submit Technical Documents packet to Planning and Development Services on
September 14, 2020. This timing is dependent upon receiving information from the civil engineers and
landscaping consultants. The project is scheduled for call-up by City Council on September 15, 2020.
Update on Current Library Services
More than 19,000 patrons visited the Main Library since re-opening in a limited capacity on August 3,
2020!
Dial A Patron
A total of 815 calls have been made by staff to older adult patrons through the Dial a Patron
Program. Of those calls:
• 694 were conversations, voice messages left, and/or emails sent
• 121 were no answers, bad phone numbers or other issues
About forty patrons have requested more information about the Home Delivery program
during these calls.
Library Performance Measures Q2 – 2020 Delayed
Links to the library performance measures reports will be in included in the October Library Commission
packet. The digital services and the programs and use reports are under revision to incorporate the
change in focus to virtual programs that occurred with closure of the library in Q2 due to the COVID-19
pandemic. Staff layoffs and furloughs specifically of the programming staff have also delayed the
collection and analysis of program and use statistics.
Public Art Installations
The Main Library is getting a new art mural on the side of the building! Priming began on August 26,
2020 on the northwest corner of the north building. The mural painting will begin Monday, August 31,
2020.
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Below is the rendering (as seen from the bus stop at 9th and Canyon). Below is also some info on the
mural as well as a link to learn more about the artist.
Boulder Public Library Mural, Thomas “Detour” Evans, portrait of
former mayor Penfield Tate II, ($5,000 funded through Office of
Arts + Culture Creative Neighborhoods (OAC CN), city-owned site
has approval from Library, Landmarks, and City Manager):
• Location detail: north building façade, visible from 9th and
Canyon
• Penfield Tate II was Boulder’s first and only black mayor
known for his humanitarian efforts and outspoken LGBTQ activist
• Detour is a Denver-based artist and leader in the “Spray Their
Names” movement
• Project supports the city’s desire to visually articulate the
recently adopted Racial Equity Resolution 1275
This fall, the Civic Area (right in front of the Main Library Canyon entrance) will undergo construction to
welcome Boulder’s newest public art commission titled 55 Degrees by artist Adam Kuby.
Adam Kuby and his concept for 55 Degrees were specificly selected by a community selection panel and
the Boulder Arts Commission from more than 280 qualified applications. Kuby used his background
in landscape architecture, sculpture, urban forestry and zoo habitat design to design 55 Degrees. Three
steel sculptures will be placed in the Civic Area, matching the north-south orientation of the
Flatirons. The artist hopes to foster a sense of connectedness with the built and unbuilt world through
this abstraction of our city's iconic backdrop. The sculptures will function as interactive windows,
framing the sky, the park and the mountains beyond.
Surveying on the site will begin Sept. 8, 2020, with construction following in mid-September.
Construction is anticipated to take roughly 8-10 weeks, culminating with the sculptures around
Oct. 15. The construction team will be following construction guidelines with strict COVID-19 health and
safety protocols. During this construction period, the city and construction crews will do everything
possible to ensure safety and minimize impact to park visitors and neighbors. The park and library will
remain open, although intermittent disruptions to the Boulder Creek Path and Canyon parking lots will
occur. Traffic on the path or in this lot will be detoured or diverted to another parking location.
Staff will update the community on this project through various tools, including a press release, signage
at the construction site, social media and website support.
Attached is a rendering of Adam Kuby’s 55 Degrees (click on image to see enlarged version):
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For more information on this 55 Degrees project, visit the project page at
https://boulderarts.org/public-art/in-progress/civic-area/
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North Boulder (NoBo) Branch Library Report
Growing Up Boulder’s Summary of Findings
Published May 2020
Attachment A: Growing Up Boulder NoBo Library Final Report
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Table of Contents
Overview 2
About Growing Up Boulder 2
North Boulder Branch (NoBo) Library 2
NoBo Library Project Description 2
COVID-19 Arrival 3
By the Numbers (All Engagements)4
Summary of Findings 4
Most Salient Elementary Student Recommendations 5
Infographics for Students Recommendations 11
How Will Kids FEEL in the Library Area?11
What Do You Want to DO there?11
GUB’s Engagement Partners and Engagement Process 14
Boulder Valley School District Partners 14
Crest View Elementary School: 5th Grade 14
By the Numbers 14
Engagement Description 14
Foothill Elementary School: 3rd Grade 17
By the Numbers 17
Engagement Description 17
Foothill Elementary School: 5th Grade 18
By the Numbers 18
Engagement Description 18
Boulder Journey School: Preschoolers 20
By the Numbers 20
Engagement Description 20
Summary of BJS Findings 21
GUB Staff’s Engagement Reflections 21
Conclusion 24
Partners and Appreciation 25
Appendix 26
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Attachment A: Growing Up Boulder NoBo Library Final Report
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Overview
About Growing Up Boulder
Growing Up Boulder (GUB) is Boulder’s child and youth-friendly city initiative
established in 2009 as a formal partnership between the City of Boulder, Boulder Valley
School District, and University of Colorado. GUB is a program of the University of
Colorado’s Community Engagement Design and Research (CEDaR) Center and is
housed in the Environmental Design Program. GUB’s mission is to make Boulder an
exemplary child and youth-friendly city by empowering Boulder’s young people with
opportunities for inclusion, influence, and deliberation on local issues that affect their
lives. Since its inception, GUB has engaged with more than 5,500 young people on
more than 100 projects.
North Boulder Branch (NoBo) Library
The need for a full-service library branch in North Boulder with hours consistent with
other branch facilities has long been identified as a goal for the community. In 2017,
Boulder voters passed a ballot initiative that included funding for the future library, and a
North Boulder Branch library became a primary goal of the 2018 Library Master Plan.
Planning for the library began in 2018. Phase one outreach began in August 2018, and
continued into the design phase in 2019. Prior to the arrival of the Coronavirus,
construction was anticipated to begin in late 2020 or early 2021, with an opening in
2022. See the project webpage for details and updates here.
“CONNECTING PEOPLE, IDEAS, AND INFORMATION TO TRANSFORM LIVES
AND STRENGTHEN OUR COMMUNITY.”
--Mission of the Boulder Public Library
NoBo Library Project Description
In February 2020, GUB began
conducting phase two site design
engagements with four school
groups within the North Boulder
Library catchment area: Crest View
Elementary School fifth grade
students, Foothill Elementary
School third and fifth grade
students, and Boulder Journey
School preschool students. GUB also co-designed activities to solicit parent input for
the library, especially from the Latinx parent community.
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Attachment A: Growing Up Boulder NoBo Library Final Report
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Library staff specifically requested students focus on five spaces within the library’s
campus: an outdoor plaza, an outdoor playground, an outdoor community learning
garden, and indoor and outdoor culinary makerspaces. Due to high levels of project
interest, GUB staff tested a new engagement model to reach more classrooms. GUB
developed a curriculum that teachers could teach or adapt as desired; the goal was for
GUB staff to serve as curriculum designers and consultants, and then allow teachers to
implement the curriculum with support from GUB staff coaches (behind the scenes) and
GUB interns (in the classroom). GUB created extensive resources that students used
to guide their inquiry into global precedents, to apply their knowledge to the NoBo library
setting, and to design and recommend materials, equipment and programming for each
space.
COVID-19 Arrival
When classes shifted to home learning due to the arrival of the Coronavirus, teachers
and students were in various early stages of their NoBo library inquiry. GUB staff
devised plans for working remotely with Crest View and Foothill teachers who
expressed a desire to continue. Most teachers continued to engage with the project
throughout April and May--some kept their original plans, while others adapted to
lessons for the new realities of the home learning setting. Regretfully, the COVID
interruption prevented GUB staff from engaging with LatinX parents, many of whom are
residents of the nearby Boulder Meadows and Ponderosa manufactured home
communities. In early 2020, GUB had virtually convened a coalition of engagement
professionals and educators working at Crest View Elementary School, Foothill
Elementary Schools, and at the City of Boulder, to plan meetings and a site visit/picnic
for Latinx families at the current Nobo Corner Library and the future Nobo Library
location. Unfortunately, all of these plans were cancelled due to COVID-19. GUB staff
still feel such a site visit paired with a picnic for Latinx families would be beneficial, and
we hope that such plans will be resurrected at a future time when it is safe to convene in
person.
COVID-19 Adaptation
Despite the challenges presented by home learning, the majority of teachers and
students adapted and continued to engage with the project (only one classroom
declined to continue). As a result, GUB collected a wealth of student
recommendations--ideas included everything from early, investigation-stage thinking to
well-researched, slide deck presentations that demonstrated deep knowledge. This
report includes the thinking of ALL students who shared their ideas with us. Here’s a
breakdown of who was involved:
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Attachment A: Growing Up Boulder NoBo Library Final Report
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By the Numbers (All Engagements)
●262 Students, ages 3-11
○90 Foothill Elementary School, 3rd grade
○92 Foothill Elementary School, 5th grade
○75 Crest View Elementary School, 5th grade
○5 Boulder Journey School, Preschool
●15 Teachers
○12 Boulder Valley School District (BVSD) teachers
○3 Boulder Journey School (BJS) staff
●3 BVSD administrators
●2 GUB staff
●3 GUB University of Colorado Undergraduate Interns
●3 City of Boulder staff, Community Engagement and Boulder Public Library
●3 Library Commission members
●3 Boulder City Council members
●4 Architects connected with the project
●1 CU Professor Emeritus
●97 Engagement hours by young people
"The NOBO Library Project provided the students the opportunity to tackle real-life
problems using the “Design Thinking” process. It was so powerful to see students
research, collaborate, communicate, and design as they worked together to create
spaces for our new community library. Teachers dream of opportunities like this when
their students work on tasks that are authentic, meaningful, and community-based!"
--Teacher librarian, Crest View Elementary Summary of Findings
Of the 282 students and 13 teachers who participated in GUB’s project introduction
sessions, 262 students and 12 teachers continued with project lessons after home
learning took effect. Because of the large amount of data collected, this section
focuses on data highlights and the story it tells. The data analyzed here originates from
elementary school student share-out event recommendations, design sketches, 3D
models, SketchUp designs, Lego models, and Minecraft models, student-researched
and created digital presentations, and and student videos. It also includes insights from
BJS preschool’s independent study.
Student work samples and links are embedded throughout this report and also housed
in the Appendix at the end of the report. For a complete collection of engagement
documents, contact: growingupboulder@gmail.com.
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Attachment A: Growing Up Boulder NoBo Library Final Report
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Most Salient Elementary Student Recommendations
Students viewed the proposed NoBo Library as an asset with great potential to bring
people together in community: an opportunity to connect, learn, play, celebrate, and
develop new talents. Students generated design recommendations by researching one
of the five library spaces: outdoor plaza, outdoor playground, outdoor community
learning garden, and indoor and outdoor culinary makerspaces. Young people’s most
frequently recommended themes, along with detailed examples of each theme, are
listed below with photos:
Outdoor Plaza
●Water—either a fountain (water play frequently requested), stream, small pond
or playing in the nearby creek
●Nature—trees, plants, bushes, flowers, large grassy areas
●Latinx culture—showcase through events, art, culture, food, music
●Community building—events, performances, food gatherings, time spent with
family and friends, year-round use/extended hours to attract different user groups
●Art—colorful murals, sculptures, playful lighting
●Seating—benches, tables, bean bag chairs, circular seating around trees, tree
swings
●Interactive elements--plaza feature that allow children to move their bodies and
climb, play, balance, and more
LatinX Heritage Mural (student) Circular Tree Seating (student)
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Attachment A: Growing Up Boulder NoBo Library Final Report
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Curved Seating (student)Waterfall Stairs (student)
Outdoor Playground
●Water and nature play—splash pad, play in 4 mile creek (when water is there),
open grassy areas to run
●Gross motor skills—climbing wall, monkey bars, slides, play structure, zip line
●Relaxing—at picnic tables, comfortable chairs, or hammocks in order to enjoy
the view and read books
●Creative & interactive—moveable games, a castle, something adventurous,
allow for social play dates, freedom to use imagination in the space
Paco_Santi's Minecraft Movie.mov (click to watch)
Playground structure (student)
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Moveable Games (student) Shade Coverings for Playgrounds (student)
Indoor Culinary Makerspace
●Connectivity—to the outdoor spaces (garden, plaza, etc.), shared events
●Educational and inclusive programming—cooking classes BY and FOR kids,
BY and FOR parents, Spanish-speakers and English speakers (multicultural idea
of cooking exciting), inclusive of different ages so that cooking surfaces would be
at lower heights for younger kids and childcare might be offered
●Equipment—indoor greenhouse and hydro-gardening, tables and seating for all
ages and abilities, sinks, ovens, refrigerators, large whiteboard to teach
Well-Stocked Equipment (student) Cultural Cooking Classes (student)
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Outreach Plans for the Community (student created)
Sketch Up Plans (student created)
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Outdoor Culinary Makerspace
●Connectivity—between indoor and outdoor space, allow for overflow from
indoor space, stone pathway
●Active and interactive—allow for messiness
●Amenities—sink, grill, ovens, table to prep food and then picnic on
Creating Foods from the Garden (GUB) Minecraft Design (student created)
Outdoor Community Learning Garden
●Educationally and sustainably-minded—worm farming, composting, bee
boxes, signs explaining what’s planted, gardening tools and magnifying lenses,
use recycled materials, attract animals to the area
●Interesting plants in the garden—edible and eye-catching flowers, flowers that
attract pollinators, plants for Mexican cooking, variety of veggies and flowers,
vertical garden wall
●Fun—interactive garden games
●Artistic—painted mailboxes, Mexican artwork, community-painted rocks lining
the garden beds
●Community-minded—donate produce to EFAA and other food banks, create a
mini-market whose proceeds go to charity, have the community tend to the
garden
●Programming—offer yoga camps, classes, farmers’ markets, events like Tea in
the Garden, celebrations of Mexican culture
●Relaxing—cozy corner, comfortable chairs, tables and seating, blankets, water
feature, twinkle lights
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Carbondale, CO’s Folk Art Garden (student) Native Bee Boxes (student)
Water Fountain, Vertical Garden, Flowers, and Twinkle Lights (student created)
Overarching themes from students
In summary, six themes surfaced across the recommendations from the 262 students
with whom we worked: water play, interactivity, learning, sustainability and nature
(plants, animals, and recycling), inclusivity (of cultures, ages and abilities), and
community (bringing together and giving back).
“Something I want to remember about today is a positive moment in a
challenging time.”
--City Council member
“Something that I want the students to remember is that we may not be able to
implement every idea, but you will definitely see some of them when the library is
fully operational. Your voice matters!
--Community Engagement Manager, City of Boulder
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Infographics for Students Recommendations
Information collected from students is further visualized in the following infographics.
The word clouds include all of the responses received from young people (as opposed
to the summary responses above).
How Will Kids FEEL in the Library Area?
What Do You Want to DO there?
Outdoor Culinary Makerspace Themes Chart: Connectivity (50%), Interactive (50%)
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Outdoor Plaza Themes Chart: Interactive (28%), Water Play (24%), Nature (14%),
Educational (10%), Social (10%), Entertainment (7%), Cultural (7%)
Indoor Culinary Themes Chart: Accessibility (28%), Educational (21%), Cultural (21%),
Programs (14%), Resources (10%), Connectivity (6%)
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Outdoor Community Learning Garden Themes Chart: Educational (20%), Interactive
(17%), Sustainability (17%), Nature (13%), Animals (13%), Water Play (8%), Connectivity (4%),
Equipment (4%), Cultural (4%)
Outdoor Playground: Interactive (46%), Movement (17%), Nature (15%), Relaxing (8%),
Water Play (6%), Colorful (4%), Cultural (4%)
For a better understanding of GUB’s engagement partners and process, please
continue on to the next section.
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GUB’s Engagement Partners and Engagement Process
Boulder Valley School District Partners
In February and March 2020, GUB staff introduced the NoBo Library project to 282 3rd
and 5th grade students from Crest View and Foothill Elementary Schools. The
presentations included essential library project background information and described
the goal of the work: to provide researched design recommendations to the city for five
proposed library spaces.
Prior to the presentations at each school, GUB prepared several key documents for the
students’ inquiry: a detailed lesson plan outline, slideshows for each of the 5 spaces
(including definitions of each space and global precedents), note-taking “packets” to
support students’ research, and a series of SketchUp lessons. Crest View and Foothill
project models at both schools were intended to be showcased at their respective
Innovation Fair and Maker Faire events.
Crest View Elementary School: 5th Grade
By the Numbers
●75 Crest View 5th grade students
●3 classroom teachers
●1 Teacher librarian
●70 engagement hours
Engagement Description
February - May 2020
Students and GUB share ideas
Following the GUB project introduction, 5th grade classes took a walking field trip to the
NoBo Library site to gain perspective and inspiration. From there, students used the
GUB slideshows and resources to complete research and brainstorming about which of
the 5 areas most appealed to them. Students chose one area they wanted to focus on,
and teachers assembled students into groups based on these areas.
At this point, teachers collaborated with the school’s teacher librarian, who posted the
slideshows and other research links on a Google Classroom. Students spent 1 hour a
week in the library, as well as multiple hours during their classroom work time,
researching, recording notes, and designing their areas. Shortly after students were
tasked with building a prototype of their learning area, the Coronavirus arrived.
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COVID-19 Interruption & Adaptation
As teachers and students transitioned to home learning, three learning options
emerged: 1) to continue the project as originally planned via video conferencing, 2) to
continue with an alternative approach, or 3) to not continue. Crest View’s 5th grade
team went in different directions based on the needs of their individual students. One
teacher took option 1, two teachers took option 2 and worked with the teacher librarian,
and one teacher took option 3.
Option 1 classroom highlights: Students infused their project research with the
concept of giving back to the community and
with learning design software. They
(virtually) met with GUB interns who shared
design tips, Sketch Up lessons, and other
engineering concepts, and then
incorporated what they learned into their
group digital slide decks. As time passed,
students narrowed their focus and looked
more deeply at details. Cross-curricular
connections were made to the following:
measurement, research, language arts,
technology, and hands-on building in 3-D
and digital models using Sketch up and
Google Draw. Time spent: approximately
30 hours. See slide deck presentations:
Community Learning Garden, Indoor
Culinary Makerspace, Outdoor Plaza, and
Outdoor Playground.
GUB intern teaches 5th graders Sketch Up Lesson
“I had never seen my students work harder on a project, and I fully believe it was
because they knew that it was real--not just a slideshow about the American Revolution
or a famous mathematician. This was real life work that city leaders were listening to and
wanted their input on...I look forward to more collaborative projects with GUB in the
future. This was a tremendous project for fifth graders.”
--Fifth grade teacher, Crest View Elementary
“Something that impressed me was the team's ability to use their project to solve
multiple social and environmental goals beyond the baseline requirements.”
--Landscape Architect
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Option 2 classroom highlights: Teachers incorporated a kid-friendly design thinking
process to teach students how to create their models: Empathize, Define, Ideate,
Prototype, Test, and Share. A key step in their process was sharing their ideas with
classmates, collecting feedback, and then working to improve their models. Students
spent four weeks and approximately 20 hours each, and created slide decks in Google
Slides or videos using Flipgrid and Minecraft. Projects were submitted via a Google
Form.
Finally, all three 5th grade classrooms integrated persuasive writing into project lessons.
Students were encouraged to develop an argument for or against the building of the
library. One classroom incorporated their opinions into their slide deck presentations,
while two classrooms initiated a letter writing campaign. Letters like the excerpt below
were sent to civic leaders from the City Council, Planning Board, and Library
Commission:
“Libraries provide a quiet place for kids to read and learn, whether they’re learning how
to cook in the culinary makerspace or exploring a new place that they’ve never been in a
good book. Libraries provide a safe haven for people of different cultures to express and
celebrate their differences through food, art, music and many other ways. That is
extremely important for everyone, especially those who live in Boulder. This library
would also provide a place for kids and adults to find new interests and follow previous
interests. Many people would love a library as it has a place for everyone. I would also,
like many other kids who live in North Boulder, love to be able to bike on a bike path to a
library rather than drive. This library wouldn’t just be fun, it would get kids outdoors and
be more environmentally friendly than driving to the Boulder Public library. It would also
give kids like me a lot more freedom to go to the library by themselves.”
--5th grade student, Crest View Elementary
“This project was great! We were really impressed with how the kids persevered and
followed through even though they had to work from home. Many kids used technology
in new ways to create and share their projects. The students (and teachers) LOVED the
civic engagement as it created authenticity and buy-in!”
--5th grade teacher, Crest View Elementary
"Growing Up Boulder was by far the most rewarding experience in my college career.
Through exposure and guidance, I learned the importance of community engagement
and participation from ALL ages in the community. I hope to carry these values with me
for the rest of my life"
--CU Environmental Design student and Growing Up Boulder Intern
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Foothill Elementary School: 3rd Grade
By the Numbers
●90 3rd grade students, ages 8 and 9
●3 classroom teachers
●1 teacher librarian
●18 engagement hours
Engagement Description
March - May 2020
GUB project introduction Students’ research folders
Foothill Elementary’s teacher librarian coordinated the NoBo project for several
classrooms, and he taught library lessons to students during their library instruction
time. Students were placed into small research groups to explore and research their
favorite library space. A series of research workshops helped students understand the
area they were exploring and investigate various features using Google Image
Searching. Students took notes on these features, highlighting information they liked,
the materials they needed to build a model, and how to identify the benefits of each
recommended element. The models were to be showcased at Foothill’s annual Maker
Faire in May.
A key feature of the research process involved students using tape measures and traffic
cones to map out each area so they could see the actual physical size of the area they
were designing. The project provided multiple avenues to embed 3rd grade curriculum:
community, government, math, persuasive writing, mapping, working together,
problem-solving, and research.
COVID-19 Interruption
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Unfortunately, due to the closing of schools, the above mapping lesson was the last
in-school lesson. Had students had the opportunity to continue, the next three tasks
would have been to a) draw a plan/map of their area--see drawing samples below, b)
make a model of the area using the school’s makerspace, and c) film themselves and
their models, thereby creating a NoBo Library “commercial” for city and library staff.
Post in-person learning, students were encouraged to think about their favorite idea for
the NoBo library and share that during a virtual share-out event with guests from the city
and library staff, city council, planning board, library commission, and the community.
Virtual share-out meetings for each classroom were scheduled and well attended by city
leaders. After sharing their ideas, students took comments and questions from adult
stakeholders. You can read about the students’ ideas here.
Sample student sketches shared during virtual meetings: Playground and Indoor Culinary
Makerspace
“Something that impressed me was the lengths GUB and the city went to reach
out and get feedback from the kids, the stakeholders, who will use this
building/area for years to come.”
--3rd grade teacher, Foothill Elementary
Foothill Elementary School: 5th Grade
By the Numbers
●12 5th grade students, ages 10 and 11 (who met at lunchtime)
○5 English Language Learners (ELL)
○7 non-ELL
●1 English Language Development (ELD) teacher
●8 engagement hours
A mixed working group of 5th grade students met during lunch periods to learn about
the library project and develop recommendations. Students watched GUB-created
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slideshows on each library space (plaza, playground, garden, and makerspaces) to
learn about them. Then, students formed partnerships and researched the spaces.
GUB interns met with students to answer questions, provide design support, and to lend
an extra hand. Students presented their slide decks to adult stakeholders in May.
COVID-19 interruption
Students were intending to create recipes for, and models of the indoor culinary
makerspace, but that was not possible when school moved online. Instead, children
shared their most important ideas for the project with adult stakeholders during an
online share-out session.
Sample slides from mixed-class 5th grade presentation
“Something that impressed me was the students' bravery in speaking up and
sharing on Zoom!”
--City Council member
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Boulder Journey School: Preschoolers
Boulder Journey School and GUB have enjoyed a long-time partnership, whereby GUB
communicates current city projects to BJS staff, and BJS staff in turn chooses a
relevant city project to incorporate into their curriculum.
By the Numbers
●5 students, ages 3 and 4
●2 teachers
●1 engagement hour
Engagement Description
March 12, 2020
Two BJS teachers and their preschool students took a walking field trip to explore two
plazas near their preschool and the future Nobo Library site: the plaza at Amante Coffee
at Broadway and Yarmouth, and the plaza next to 4580 Restaurant. By observing what
the children were attracted to and how they used the space (along the way and within
the plaza areas), teachers drew conclusions about what elements the NoBo Library
plaza might include to meet the needs of our very youngest residents.
One of the students’ favorite activities was walking along a cement ledge of a planter
bed. Designers working with children have noticed this behavior before, and they call
these features “walkable edges.” The children immediately climbed up on raised ledges
and were drawn to the various
levels offered. Students walked
in straight lines, navigating their
way around it for the majority of
the time they were there.
Children called it the “Balance
Line” and the “Walking Wall
Seat." A unique quality of this
particular structure was that it
had multiple entry points--no
beginning or end.
The children were also drawn to another ledge
walking around the plaza. This ledge circled around
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a small area of rocks and water. One student exclaimed, "This looks like a bug bath.
We can find things in here. Look, a bottle!”
Some of the students took advantage of the
nearby tables and chairs to sit and relax (left).
They propped their feet up and stretched out.
As they were leaving, students discovered
some checkered squares painted on the
concrete (right). These provided the
opportunity to jump from square to square.
COVID-19 Interruption
BJS staff and students had planned to visit more plazas and playgrounds to see how
the children interacted with the spaces, and then share their findings with GUB staff, but
unfortunately, this was cancelled due to COVID-19.
Summary of BJS Findings
Children saw tiered ledges, a water feature, painted squares, and plazas in general as
places for engagement. This is an excellent reminder to city planners that a
child-friendly city is not just about designated play spaces, such as playgrounds; a
child-friendly city includes playable elements throughout the city. The children moved
their bodies in a variety of ways--they walked and hopped and put their arms out to
balance. They were curious and happy in each space. Although their inquiry was
interrupted by home learning, teachers’ keen observations about young people’s use of
space provides a meaningful contribution to the planning of the library’s outdoor plaza
space.
“It was super fun and intriguing to explore our city through the children's eyes. I
personally have been to these places countless number of times and never really took
the time to notice a fun walking arena, a rock pond that offers treasures to be found, or
windows that offer entry into an explored world (Amante). I typically think of plazas as a
gathering place to relax but never as a place for engagement like the children saw today.
They discovered multiple ways to use their bodies to bring life into these plaza spaces.”
--Boulder Journey School Teacher
GUB Staff’s Engagement Reflections
After completing a project, GUB staff finds it useful to reflect upon what we have
learned. The North Boulder Library project offered even more reflections than usual,
due to the nature of the changes in our environment due to COVID-19.
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Adaptability: When the Coronavirus impacted in-person learning almost overnight,
teachers, students, and GUB staff were required to shift the entire plan for the Nobo
Library project. Stakeholders’ (teachers, children, GUB undergraduates, and GUB staff)
extraordinary flexibility, collaboration, and resilience lead to a curriculum that continued
to be rigorous, meaningful, and authentic until the end.
Partnering with Latinx families and underserved communities:
Challenges to parent engagements
The GUB team had envisioned the Nobo Library project as a model for engaging Latinx
families in meaningful, culturally responsive ways. Because the Nobo library is planned
to have more Spanish-language resources and bilingual staff than any other Boulder
library site, and because it is adjacent to two manufactured home parks with large
Latinx populations, it was the perfect opportunity for parent engagement. However, the
in-person engagements we had planned for a Families and Educators Together (FET)
meeting and a family picnic-field trip to the site were cancelled abruptly due to
COVID-19. We strongly encourage the City to engage with these groups prior to the
library's opening.
Challenges to diverse student engagement
Classroom student engagement with underserved communities, many of whom are
Latinx, was also interrupted by COVID in several ways. Many lower-wealth families had
less access to technology (fewer devices with worse or little internet connection), less
knowledge about how to use the technology, and fewer quiet/private home learning
spaces than higher-wealth families; the result was that it was harder for our children
from lower-income backgrounds to have as robust digital engagements as their
wealthier peers. For example, it was more challenging to program in SketchUp or to
participate via videoconference for some children during our share-out events.
Concurrently, some of our English Language Learner (ELL) students were less vocal
about their ideas than their native English-speaking peers when presenting together.
We believe that if the ELL students had had more time to work with their teachers on
both curriculum content (they had only a few weeks to work on the curriculum before
COVID interrupted them) and more time for group dynamics work (some of the students
had just started working together during lunchtime meetings), the ELL students might
have felt more comfortable sharing their ideas verbally during share-out events.
Successes in diverse student engagement
When teachers did have a full semester to support students, ELL students thrived as
fully as their English-speaking counterparts in their share-out presentations. We believe
this success was due to a cohesive classroom culture cultivated over an entire school
year, and also due to extensive teacher-to-child outreach for this project in particular. It
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takes courage to present your ideas to unfamiliar adults in your first language, no less a
second language.
Students of all backgrounds also successfully offered their ideas for the library via
written documentation. Whether through letter writing to the city’s elected officials,
completing written prompts with survey questions, or designing digital presentations and
physical drawings, a diverse group of children shared their input for the library. This is a
reminder that while we cannot repair all learning inequities, we do have tools to mitigate
factors which contribute to the achievement gap. Offering multiple methods for
meaningful engagement is one such tool.
Based upon these reflections, we recommend using the following principles for future
projects, especially when home learning:
Build strong relationships: share-out events were successful when the GUB team,
students, and teachers developed a well-established learning community. GUB staff
and interns met and talked with children repeatedly and were able to build positive
rapport over time. Students felt respected and appreciated, which leads to effective
teaching, learning, and the creation of meaningful outcomes for everyone involved.
Offer community-embedded, project-based learning with voice: The authentic
concept of students giving back to their community was especially impactful. That their
voices would be heard, and their ideas would possibly come to fruition, was very
powerful for them. They learned about giving back to the community and working
together as a team.
Employ a variety of learning methods--the power of choice: Students were given
multiple ways to engage in the NoBo Library project work in order to allow participants
to choose what worked best for them. Methods included digital presentations, class
discussions, small group lessons, whole group lessons, field trips, drawing and planning
activities, research and note taking sessions, persuasive writing, model-making, and the
use of technology. GUB-created learning tools, such as outlines, slideshows, and
research packets, provided a useful framework for the extended work and set students
up for success.
Create extended classroom inquiry for more thorough and blended
recommendations: GUB staff noticed that the most well-thought out design solutions
for the five library spaces came from elementary students and student groups who
experienced deep classroom inquiry. Connectivity between library spaces was
recommended often in extended-learning classrooms; for example, children suggested
growing and harvesting foods in the learning garden, cooking it in the culinary space,
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and then donating it to a local food bank or having a mini farmers’ market. These
blended ideas demonstrated that children understood the connections throughout the
spaces and their connections to the community as a whole. Additionally, students who
spent more time working on the Nobo library project thought about more diverse needs,
including details like varying countertop heights for chefs of all ages and
differently-abled chefs and offering culturally-responsive cooking classes.
“Something that Impressed me was the class I sat in was extremely thoughtful, thorough
and comprehensive in their approach. I was impressed with the level of detail they
provided for how the services could be used by all ages and abilities of people.”
--Boulder Public Library Director
Conclusion
Engaging children is an important part of public participation as children are active
members of the community. Engaging youth in participatory planning outreach with a
relevant project like this plays a key role in helping students understand the dynamics of
city decision-making, in addition to contributing valuable ideas to the city from key
users. GUB consistently finds that children, youth and their families are willing and able
participants in community projects if the projects are presented in a sensitive and
engaging manner. During this turbulent, pandemic era, teachers who engaged fully with
this project told us it offered mooring and meaning to children’s learning and sense of
community.
Given the number of students, teachers, and city staff and community experts involved,
this project was GUB’s largest semester-long project in its 11 year history. 262 young
people, 15 teachers, 17 city staff and community experts participated. Students
demonstrated persistence for learning and a keen interest in participating in this
community-based project, even in the midst of home learning and COID-19. Student
recommendations included design elements from 6 key themes:
1.Water Play
2.Interactivity
3.Learning
4.Sustainability and Nature (plants, animals, and recycling)
5.Inclusivity (of culture, age, ability)
6.Community (giving back, bringing together)
Students recommended water play and water features in nearly every space. They
expressed a strong desire to interact with people, nature, playable structures, and the
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garden. Young people consistently viewed the library as a place to learn new skills and
develop new interests. They reported that sustainability was essential and that it should
be present in all aspects of the library campus--in design materials, programming, and
the overall built environment of each space. Students emphasized the importance of
inclusion; specifically, that the North Boulder Branch Library should include and benefit
everyone--across culture, age, and ability. Lastly, youth saw this library as a place for
community. From growing, harvesting, cooking, and donating food to underserved
communities and hosting farmer’s markets to celebrating culture and art through plaza
events, students clearly want to give back and bring people together for the common
good. While recognizing that the students’ visions will take significant fundraising efforts
over time, library staff and community members wishing to support the future library
have a wealth of youth voices to inform library design and programming decisions. The
students have offered well-researched, creative, and feasible ideas for this future
community resource. In conclusion, Professor Chawla summed it up best when she
stated:
“Something I want to remember about today is the variety of interactive
suggestions from students--the library has the potential to be a national model
for all the different kinds of learning that a library can support.”
--Louise Chawla, Professor Emeritus, University of Colorado
Partners and Appreciation
This project was the result of a collaborative process. Several key partners made this
possible including City of Boulder staff, including staff from Boulder Public Library,
Library Commissioners, City Councilors, and WORKac architects. GUB would like to
especially thank the partners who directly gave their time and energy to make this
engagement possible, including the 3rd and 5th grade teachers and students at Crest
View and Foothill Elementary Schools, and our young friends at Boulder Journey
School. Antonia Gaona, North Boulder Library Project Manager, was an especially
helpful partner, who made herself available to GUB Staff for meetings and updates as
needed.
●City of Boulder
○Aaron Brockett, City Councilor
○David Farnan, Director, Boulder Public Library
○Rachel Friend, City Councilor
○Steven Frost, Library Commissioner
○Antonia Gaona, Library Project Manager
○Juana Gomez, Library Commissioner
○Sarah Huntley, Community Engagement Manager
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○Junie Joseph, City Councilor
○Jane Sykes Wilson, Library Commissioner
●Community Experts
○Amale Andraos, Architect, WORKac
○Nevin Blum, Architect, WORKac
○Jamison Brown, Landscape Architect, JBFieldworks
○Louise Chawla, GUB Co-Founder, CU Professor Emeritus
○Troy Lacombe, Architect, WORKac
○Dan Wood, Architect, WORKac
●Crest View Elementary School, Boulder Valley School District
○Monica Boykoff, 5th grade teacher
○Jess Bracken, Assistant Principal
○Hollene Davis, Principal
○Katie Fitzcallaghan, 5th grade teacher
○Bobby Lehman, Teacher librarian
○Erin Shea-Bower, 5th grade teacher
●Foothill Elementary School, Boulder Valley School District
○Megan Hanauer, English Language Development teacher
○Holli Hoskins, 3rd grade teacher
○Shannon VanScotter, 3rd grade teacher
○Jonathan Warshaw, Teacher librarian
○Natalie Warshaw, 3rd grade teacher
●Growing Up Boulder Staff/Team
○Stephanie Andersen, ENVD Undergraduate GUB Intern
○Oliver Brooks, ENVD Undergraduate GUB Intern
○Cathy Hill, Education Coordinator
○Mara Mintzer, Program Director
○Ayushi Patel, ENVD Undergraduate GUB Intern
Appendix
If you would like more detailed data, please email growingupboulder@gmail.com.
A.Crest View Elementary School, 5th grade classroom work:
a.Option 1 classroom share-out Video
b.Option 1 classroom slide deck presentation links:
i.Playground
ii.Plaza
iii.Community Learning Garden
iv.Indoor Makerspace
c.Option 1 class log
d.Option 2 classrooms student projects
e.Option 2 classrooms class log
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f.Option 2 classrooms Sample Council Letters
B.Foothill Elementary School, 3rd grade classroom work:
a.Student share-out event recommendations (all 3 third grades)
b.Class log (all 3 third grades)
C.Foothill Elementary School, 5th grade classroom work:
a.Slide deck presentation
b.Class log
D.How will it FEEL in your (library) area?
E.What do you want to DO in your library?
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