In our experience, one of the many casualties of the COVID-19 pandemic has been teen engagement in public libraries. Since reopening in 2020, our workplace—Stark Library in Canton, Ohio—has seen a drop in teen program attendance. As we work on our new Main Library campus project, which is scheduled for completion in 2028, one of our goals is to make the building a destination, particularly for this age group. But since they’re not currently using the space much, gathering input from them is tough.
We looked to Search Institute, a nonprofit focused on positive youth development. Its Developmental Assets Framework lists supports and strengths that can help young people succeed. On that list is involving teens in decision making, a practice that already guides our programming. Why not involve them in our space planning too?
We next turned to a trusted partner: TomTod Ideas, a local nonprofit that empowers middle school students in after-school projects called Creator Clubs. Beginning in early 2024, library leadership worked with TomTod facilitators to create a unique Creator Club focused on engaging teens in the early design process.
The group included 17 students ages 12–14 from a school near our downtown location. Each weekly Creator Club session, held at the library, focused on a different element of library services and space planning. At the beginning of the session, one of our Main Library managers or librarians presented information on an area of expertise. These presentations often included a tour or activity to deepen the participants’ understanding of that library service.
The second half of the session, led by a TomTod facilitator, extended that learning through discussion. That discussion used guiding questions (such as “How can we create a draft design for a new library tech and maker studio?”) as well as hands-on activities like using Lego bricks to conceptualize spaces. The students brought insight, creativity, and enthusiasm to every session.
One highlight was the week HBM Architects visited to showcase possible design elements and connect with these young people. During the session, the architects went through a slideshow to help participants visualize possibilities. Students were able to ask questions and provide feedback directly to the architects.
"This collaboration has given us important community context: what current users value, what they worry about losing, and what they hope to gain."
That feedback helped shape our vision. The students offered thoughtful recommendations on color schemes and layout, proposed creative ways to expand maker studio offerings, and shared ideas for transforming the gaming area. Aesthetically, they were drawn to themed spaces, such as a “horror room,” with dark shelving and dim lighting, dedicated to gothic authors.
The teens also suggested spaces to accommodate music composition, robotics, and computer coding, along with artmaking and textile spaces. They recommended a flexible teen area in which visitors could play board games, hang out in comfy seats while videogaming, or explore simulated worlds using virtual reality. In addition to weekly discussions, they compiled their thoughts into an idea book, opens a new window.
Most important, they showed us what excited them, and that feedback is guiding our plans. As we continue the design process, we frequently go back to their thoughts. For example, we’ve added a recording studio and located it near the teen department and expanded maker studio. In addition to our regular computers, we will be adding designated gaming PCs to the teen area. The furniture in that zone will be easy to move so that students themselves can reconfigure it as needed.
This collaboration has given us important community context: what current users value, what they worry about losing, and what they hope to gain in the new building. With this input in hand, we feel more confident that we’re creating a space that is relevant, inclusive, and forward-thinking.
September 2, 2025
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