‘Legends’ teaching and learning with technology in teen space

Abstract

ABSTRACT This case study explores how young adults (aged 18–24) taught and learned with and around technologies in a teen library space in Hartford, Connecticut. These young adults, called Legends by library staff, were technically not supposed to be present in the teens-only space. In this paper, I argue that Legends uniquely contributed to opportunities to learn for themselves and for teens using the space, in a way that complemented formal mentorship roles already in place. This research suggests that further attention should be given to creating spaces that are thoughtfully inclusive of models for near-peer mentorship and opportunities to learn and create with media and technology for young adults. Further, this research suggests positive youth development value in creating a continuum of opportunity and belonging in free public spaces such as libraries for young adults.