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Queens Public Library expanded its library service in two local correctional facilities: the Queensboro Correctional Facility prison and the Rikers Island jail complex. Our expanded programming included creatively oriented programming, which was broadly concentrated on three themes: our Creative Outlet series, hip hop and other musical programming, and literacy, meditation, and mindfulness programming. These types of programs can create goodwill toward the library by: offering effective programming; generating trust between the library and the facility; and providing opportunities for presenters. After discussing the specifics of this programming, this chapter provides tips for a library to create their own expanded services in a correctional facility and then presents the participant, staff, and presenter responses to Queens Public Library’s expanded programming.

This study aims to examine library programming for active older (“third age”) adults and give suggestions for future improvements. In addition to covering research specific to library programming for these adults, which is limited, this review will also survey the literature on lifelong learning for this population.

This paper includes a literature review on library programming geared specifically to active, older adults and a survey of literature on lifelong learning for the “third agers”.

Demographics show that older adults are a growing population, not only in the USA, but worldwide. Many baby boomers have already entered or soon will be entering the “third age”. Most libraries are not providing specific programming to support these older lifelong learners. In the USA, baby boomers have the highest net worth of any generation, and as such, are an important fundraising source. Research indicates that older adults participate in lifelong learning activities and will attend library programs of interest. Topics of interest include hobbies/leisure pursuits, humanities, social/international issues, religion/philosophy, arts, technology and nutrition/health/stress management.

Libraries are missing a prime opportunity to expand services, develop library advocates and fundraise by ignoring the growing population of active older adults. Suggestions are given for how both public and academic libraries can take advantage of these opportunities.

Older adults are a rapidly growing population. Providing library programming for this group benefits both older adults and libraries.

There are no known previous comprehensive literature reviews on library programming for older adults. Offering specific programming to this population has benefits for older adults, libraries and their communities.

The purpose of this article is to explore the outreach programming and support services offered at academic libraries during final exams week. The article discusses the need to provide this specialized programming, and its impact on the role of the librarian, and the use of library space.

A 21-question online survey was sent to nine library listservs. Respondents were asked about their library’s planning, implementation and assessment of their programming. Participants described their library’s final exams week outreach activities and offerings.

The survey garnered 279 responses. Nearly 40 per cent of respondents collaborate with campus and non-campus partners to provide programming. Most common offerings include extended library hours; therapy animals; as well as games; and arts and crafts. Nearly 90 per cent of respondents reported utilizing virtual media outlets for communication of final exams week events. Most common challenges included lack of funding and staffing issues.

The survey results reflect the efforts of librarians and library staff members who are addressing the study break needs of students during the most stressful time in the semester.

This paper provides an overview of academic library final exams week outreach initiatives and activities at institutions located in the USA and Canada.

A category of humanities public programming which forms a unique type of “readers' advisory” service has developed in the United States in the past 20 years. Encouraged by funding provided by the National Endowment for the Humanities, readers' discussion groups have grown in number and variety in the 1980s. This article reviews the history of humanities public programming, explores the nature of the readers' discussion groups, and examines the effectiveness and impact of these programs.

This article aims to describe the many ways academic library outreach practices are evolving through online formats. It underscores the implications of moving communications and resources online for educational opportunity program (EOP) students when considering these students' specific technology usage patterns and the need for face‐to‐face mentoring. The article seeks to make recommendations for libraries that intend to develop successful programming and interactions with transitional students online; and to bring to light the need for future research concerning the creation and usage of online educational support structures that specifically serve the EOP community.

A literature review discusses technology and academic library outreach programming as well as the historic and current digital divide and learning styles of EOP transitional students. Recommendations are made for how to best meet EOP student needs online to support the traditional in‐person programming in which these students succeed.

Identifying successful learning structures and potential technology usage patterns of EOP students provided the foundation for this article. Developing library outreach and programming within the online platforms EOP students access and utilize is necessary to support continued face‐to‐face interactions in an academic setting. More research is necessary in order to support transitional students in a digital format.

This article describes digital outreach efforts targeting non‐campus and campus communities, in particular within EOP transitional programming. It inquires about how to best meet transitional students in a digital format when they have historically succeeded in face‐to‐face educational interactions and settings.

Public libraries are vibrant and trusted community hubs that provide services, support, and resources in a variety of ways that impact the well-being of their communities. The Network of the National Library of Medicine (NNLM) partnered with the National Institute of Health (NIH) All of Us Research Program (All of Us) to support libraries to serve as health information resources for their patrons and provide All of Us awareness through community engagement. The NNLM All of Us National Program provides infrastructure and resources to public libraries, such as free training for library staff, health information outreach funding, connections with other organizations, and free programming tools to expand health programming beyond fitness to boost digital and health literacy in their communities.

Beginning with a detailed analysis of 24 published surveys and programmes of library and information science curricula from 1969–1975, the article discusses the professional continuity in changing courses. A particular problem is maintaining the identity of ‘core studies’ in professional curricula. The content and objectives of computer courses are listed and discussed. The coverage of the author's own survey is explained. All 17 schools in the U.K., 1 in Dublin and 13 in eastern U.S.A. and Canada were visited in 1978 involving interviews with over 130 people individually or in groups. Ten schools overseas provided further data in questionnaires. The results of the survey begin by summarising the various stated objectives for computer courses. There follows a review of the structure of such courses and the views on options in this subject. Outlining the titles, content, duration and staffing, the article reviews, with supporting tables, courses for computer appreciation, programming and library automation. Separate tables and commentary cover the data from the questionnaires. In the conclusions, it is emphasised that computing is now an essential part of professional education, though how much and for whom is not yet decided. Advanced courses will soon be needed for those wishing to specialise.

Library programs for developmentally disabled adults are essential for community enrichment. When the author created a program for her local library in 2014, she was a little alarmed by how few programs existed. Over the past few years, the author has seen a greater interest in programming for adults with developmental disabilities, but librarians have questions about where to get started. There are programs currently that are already available for those who want to engage developmentally disabled adults; however, librarians may also opt to create a program from scratch. For librarians who have never worked with developmentally disabled adults, there is some training available although it may not be what librarians really desire or need. The best opportunity to create beneficial programs is to collaborate with community partners such as local day training centers and schools.