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Abstract
This two-part article addresses the outcomes of art programs in public libraries by examining the literature, and by asking teens how these programs can affect their civic engagement. The literature review synthesizes previous research on art, libraries, teens, and civic engagement, and positions this case study in relation to the theoretical constructs of adult researchers.
The case study generates a grounded theory of the teen experience of art programs and its correlating shifts in civic engagement. Fourteen teens joined in six weekly arts programs, responded to surveys, and participated in interviews on art, libraries, various measures of civic engagement, and the ways in which these three concepts intersect. Teens were research partners. The resulting teen-generated and validated theory describes how library art programs can directly and indirectly affect teen civic engagement by facilitating the development of social capital, offering opportunities to engage, and allowing teens to guide their own actions and decisions regarding the sorts of civic engagement in which they want to participate. Overall, participants believed that these programs can positively affect empathy, a sense of belonging, social networks and connections, creativity, a sense of being listened to and valued, and other cognitive and emotional shifts.
Document Type
Article
Publication Date
9-2012
Funding Information
Frances Henne/VOYA Research Grant
Related Content
Graffiti, Poetry, Dance: How Public Library Art Programs Affect Teens Part 2: The Research Study and Its Practical Implications
Repository Citation
Crawford Barniskis, Shannon, "Graffiti, Poetry, Dance: How Public Library Art Programs Affect Teens Part 1: Introduction & Literature Review" (2012). Communication Faculty Publications. 33.
https://uknowledge.uky.edu/comm_facpub/33
