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This chapter introduces Building Back Better Libraries (BBBL) as a critical concept for improved library planning both prior to and following a disaster or other emergency. Building Back Better, an idea widely discussed in the disaster recovery literature, seeks to use the difficulty of a disaster as an opportunity to go beyond the status quo and to promote changes that result in stronger, more resilient communities. The authors will define BBB elements and frameworks, building upon those to create a model for library disaster planning and recovery, and applying it to cases involving space and facilities, collections, services, and people.

Literature on the Building Back Better concept and frameworks, as well as library emergency response, was reviewed. This source material was used to develop a modified framework for improved library disaster planning and recovery. The Building Back Better Libraries framework is discussed and applied to cases involving library facilities and spaces, collections, and services, and its implementation through a disaster planning team is reviewed.

Though all libraries hope to avoid disaster, few succeed. One survey found that as many as 75% of academic library respondents had experienced a disaster or emergency. Evidence also suggests that few libraries are prepared, with as many as 66–80% of libraries reporting that they have no emergency plan with staff trained to carry it out. Even when plans are in place, the rush to respond to immediate needs following a disaster can overwhelm the ability to pursue effective long-term planning. Building Back Better, when framed for libraries, provides a planning tool to balance short-term response with long-term recovery and resilience. The Building Back Better Libraries framework focuses on the areas of risk assessment for library collections and spaces; recovery and rejuvenation for facilities, collections, and services; and implementation and monitoring, with particular discussion of the human element and the role of a library disaster planning team.

The proposed framework, Building Back Better Libraries (BBBL), can be used to strengthen disaster planning in a manner that balances meeting immediate needs with implementing longer term plans to create stronger and more resilient libraries.

Although aspects of BBB ideas are present in existing library literature, the concept is not formally defined for the library context.

This chapter describes the complexity of large-scale disaster recovery programs in the United States, the challenges faced by these programs, and the importance of multiteam systems in overcoming these challenges.

This chapter is a case study based on the experience of the authors in hurricane recovery programs.

Multiteam systems provide the range of expertise and experience needed to implement complex large-scale disaster recovery programs. For such disasters, responsibility for recovery work needs to be divided among specialized teams with unique expertise, some of which act as checks and balances for others. Challenges facing these teams include ensuring compliance with multiple Federal and state requirements, providing sufficient training to program staff, modifying procedures in response to changing program policies, and communicating changes for all pressure to move quickly, while at the same time facing intense pressure to process applications for assistance as rapidly as possible.

This chapter provides organizations responsible for disaster recovery important information about the scope of work and challenges they are likely to face following a large-scale disaster.

In response to a critical need for uniform school crisis preparedness and response efforts across districts, the National Association of School Psychologists developed PREPaRE, a model and training curriculum aimed to equip school-based professionals to engage in comprehensive school crisis prevention and intervention practices. The PREPaRE acronym stands for: Prevent/Prepare for psychological trauma; Reaffirm physical health, security, and safety; Evaluate psychological trauma; Provide interventions (and) Respond to psychological needs; and Examine the effectiveness of prevention and intervention efforts. The model spans four crisis preparedness phases: Prevention, Mitigation, Response, and Recovery. This chapter provides a detailed overview of the development and structure of the PREPaRE model's core components and the organizational framework of the Incident Command System. It delineates elements of the basic school crisis response plan, assessment of mental health risk following a crisis event, and the provision of crisis interventions within a multitiered system of support framework. Additionally, it summarizes ongoing effectiveness and implementation research used to evaluate and improve the model based on immediate training outcomes assessed through pre and postmeasures and training transfer to applied school contexts. Implications for research and public policy regarding school safety and crisis prevention and intervention, as well as the future of PREPaRE curriculum development, are discussed.

The Morgan Library at Colorado State University in Fort Collins suffered catastrophic flooding as the result of a historic rain storm and flood that swept through the town on July 28, 1997. This study examines this single library's organizational disaster response and identifies the phenomena that the library's employees cited as their motivation for innovation.

Purpose – This study provides an example of a library where a pre-disaster and post-disaster organizational environment was supportive of experimentation. This influenced the employees’ capacity and motivation to create a new tool meant to solve a temporary need. Their invention, a service now called RapidILL, advanced the Morgan Library organization beyond disaster recovery and has become an effective and popular consortium of libraries.

Design/methodology/approach – This is an instrumental case study. This design was chosen to examine the issues in organizational learning that the single case of Morgan Library presents. The researcher interviewed employees who survived the 1997 flood and who worked in the library after the disaster. The interview results and a book written by staff members are the most important data that form the basis for this qualitative research.

The interviews were transcribed, and key phrases and information from both the interviews and the published book were isolated into themes for coding. The coding allowed the use of NVivo 7, a text analysis software, to search in employees’ stories for “feeling” words and themes about change, innovation, motivation, and mental models.

Three research questions for the study sought to learn how employees described their lived experience, how the disaster altered their mental models of change, and what factors in the disaster response experience promoted learning and innovation.

Findings – This study investigates how the disruptive forces of disaster can influence and promote organizational learning and foster innovation. Analysis of the data demonstrates how the library employees’ feelings of trust before and following a workplace disaster shifted their mental models of change. They felt empowered to act and assert their own ideas; they did not simply react to change acting upon them.

Emotions motivate adaptive actions, facilitating change. The library employees’ lived experiences and feelings influenced what they learned, how quickly they learned it, and how that learning contributed to their innovations after the disaster. The library's supervisory and administrative leaders encouraged staff members to try out new ideas. This approach invigorated staff members’ feelings of trust and motivated them to contribute their efforts and ideas. Feeling free to experiment, they tapped their creativity and provided adaptations and innovations.

Practical implications – A disaster imposes immediate and often unanticipated change upon people and organizations. A disaster response urgently demands that employees do things differently; it also may require that employees do different things.

Successful organizations must become adept at creating and implementing changes to remain relevant and effective in the environments in which they operate. They need to ensure that employees generate and test as many ideas as possible in order to maximize the opportunity to uncover the best new thinking. This applies to libraries as well as to any other organizations.

If library leaders understand the conditions under which employees are most motivated to let go of fear and alter the mental models they use to interpret their work world, it should be possible and desirable to re-create those conditions and improve the ability of their organizations to tap into employees’ talent, spur innovation, and generate meaningful change.

Social implications – Trust and opportunities for learning can be central to employees’ ability to embrace change as a positive state in which their creativity flourishes and contributes to the success of the organization. When leaders support experimentation, employees utilize and value their affective connections as much as their professional knowledge. Work environments that promote experimentation and trust are ones in which employees at any rank feel secure enough to propose and experiment with innovative services, products, or workflows.

Originality/value – The first of its kind to examine library organizations, this study offers direct evidence to show that organizational learning and progress flourish through a combination of positive affective experiences and experimentation. The study shows how mental models, organizational learning, and innovation may help employees create significantly effective organizational advances while under duress.

An original formula is presented in Fig. 1.