Library Love

According to what I have learned, homeschoolers love public libraries! They seem to take advantage of the wide array of benefits that libraries offer. Specifically, homeschoolers borrowed materials like books, magazines, audio books, and movies. They also participate in classes and enjoy aspects of the library that are just plain fun. One homeschooler mentioned that she liked the social time that her children enjoyed at the library. Another mother was able to borrow puppets from her town library, which were a lot of fun for her family. One interviewee highlighted the role of the library as a meta-resource: “I like that we can go to the library and ask them for information and they are always willing to help us find whatever resources we need.” Even though she wrote over 15 years ago, Kleist-Tesch’s observations hold true today. She noted that “many homeschooling families rely on the public library to provide them with resources they use in their educational endeavors” (p.231). Marquant and Parker, also writing several years ago, had the same experience with homeschoolers in the public library. What they say about their observations sums up what I was told by homeschoolers themselves just this month: “Homeschoolers are avid library users, and they already know how to use the library. Their library use has depth. They use the library as: a meeting place; a resource for learning and research; a cultural resource that provides programming and materials; a recreational reading resource; an environment where intellectual and social growth and interaction are facilitated; and a fun place to visit” (p.12).

The information resources that homeschoolers use, other than the library, seem to be sources that have been created by other homeschoolers. One source that has been mentioned a few times, HSLDA, has a strong online presence and can be seen as an information organization. The Homeschool Legal Defense Association has a searchable website. The information available there deals with laws, teaching methods, support groups and even offers classes. According to the website, “all 10 of HSLDA’s attorneys are homeschooling parents or graduates. Over 30 homeschool graduates work for us in various staff positions and many other employees are current or retired homeschooling parents. Defending homeschoolers is not just a job for us. It is our very way of life and our heartfelt conviction” (www.hslda.org). By identifying themselves as homeschoolers, the HSLDA staff align themselves with their target audience. The organization takes advantage of the concept that Flanigan, et al. describe: “salient group identification can influence an individual’s motivation of information exchange” (p. 690). Homeschooling families seem to respond to this affinity, as HSLDA comes up frequently as a resource, both in interviews and in the literature.

In addition to the HSLDA organization, interviewees pointed to groups of other homeschoolers as a resource. These groups provide classes, information, social interaction, and learning experiences. One mother listed service groups and debate groups for home educated students. In one state, “cover schools” provide “high school transcripts, student IDs and a variety of links to other useful homeschool information.” As opposed to a system or index, the group itself seems to be the nexus of information for some home educators. This aligns with Flanigan, et al.’s explanation that “information pools, then, may actually form and sustain themselves best as communities comprising similar people with similar views” (p. 693).

From a professional standpoint, I am inspired by homeschoolers’ use of the library. The depth and breadth of their interaction with the library make them a treasure. I am motivated to find ways to make home educators’ experiences at the library even more fulfilling.

References

Flanagin, A. J., Hocevar, K., & Samahito, S. (2013). Connecting with the user-generated web: How group identification impacts online information sharing and evaluation. Information, Communication & Society, 17(6), 683-694.

Kleist-Tesch, J.M. (1998). Homeschoolers and the public library. Journal of youth services in libraries, 11(3), 231-241.

Marquant, T. & Parker, V. (2008). Fable and fact: serving the homeschool population in public libraries. Indiana Libraries, 27(1), 12-18

Our history (n.d.). Retrieved from http://www.hslda.org/about/history.asp