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NATURE-BASED EDUCATION PROGRAMMING IN PUBLIC LIBRARIES:

GROWING ENVIORNMENTAL AWARENESS IN THE GARDEN
BY
JESSICA BRANCIFORTE

A Special Project Submitted to the School of Graduate Studies in Partial Fulfillment of the
Requirements for the Degree of Master of Science


Southern Connecticut State University
New Haven, Connecticut, USA
May 2014

ii
Abstract
The Essex Connecticut Library Association Long Range Planning Committee has
focused on an initiative to heighten environmental awareness among community
members. The purpose of this study is to determine whether or not a small public library
reading garden can enhance ecological awareness while offering access to nature-based
education for the community. Following the opening of the Essex Library Reading
Garden, a survey will be delivered to adult community members to determine whether or
not the garden has served to:
increase community awareness that children need access to outdoor
learning opportunities that enhance their health and wellbeing,
provide a direct experience with nature and foster a sense of community
and responsibility for the environment, and
improve the connection between the library, the community, and nature.
NATURE-BASED EDUCATION PROGRAMS IN PUBLIC LIBRARIES
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Introduction and Overview
While current research indicates a nature deficit among American children and
families, there is a growing awareness that children need access to public places and
outdoor learning opportunities that enhance their health and wellbeingpromote a direct
experience with nature, and foster a sense of community and responsibility for the
environment (Delgado-LaStella & Feinberg, 2011, p.1).
Urban and suburban community gardens have been developed on the grounds of
many schoolyards and open plots across America within the past decade, providing
access to nature within neighborhoods. A growing number of libraries have used
community resources to create gardens that are used as educational tools for patrons.
Through literacy gardens, public libraries as local community institutions can bring
together early learning, family-centered practice, nature literacy, and sustainable
communities and, at the same time, stay true to their mission of sharing local resources
for the common good (Delgado-LaStella & Feinberg, 2011, p.1). The Learning Gardens
of New Yorks GreenBranches program, for example, utilize local resources to link the
library and neighborhood. As has been shown through school studies provided by
Mackey & Stewart, science achievement has grown among students involved in school
and library gardens (2008, p.1). With space and planning, public libraries can offer
nature-based education to surrounding areas through low cost initiatives like community
gardens.
The Essex Connecticut Library Association Long Range Planning Committee has
focused on an initiative to heighten environmental awareness among library and
community members. This long-range plan emphasizes the importance of environmental
NATURE-BASED EDUCATION PROGRAMS IN PUBLIC LIBRARIES
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sustainability, collaboration among nature-based community groups, and the teaching of
the youngest demographic, the future stewards of the land. In the spring of 2013, The
Essex Library created a small reading garden for children with the purpose of
collaborating with community members to educate families on the natural world.
Through questionnaires and observation, the reaction of library users and organizational
leaders will be studied. The hope is to establish empirical evidence regarding whether or
not:
the garden has increased community awareness that children need access
to outdoor learning opportunities that enhance their health and wellbeing,
the garden has provided a direct experience with nature and fostered a
sense of community and responsibility for the environment, and
the garden has improved the connection between the library, the
community, young families, and nature.
Significance and Relevance
As our world becomes increasingly technological, there is a growing recognition
that young citizens must find ways to maintain a natural life in a virtual age. That is,
citizens need to maintain a connection to nature, in nature. Public libraries are well
positioned to help all citizens maintain a healthy balance between access to the digital
world and access to the physical world. Patrons rely on library space for resources,
information exploration and social interaction and collaboration.
The Essex CT Library Association has been a vital community institution for over
one hundred years. The librarys Long Range Planning Committee now considers how
the library will evolve in order to fulfill the educational and cultural aspirations of the
NATURE-BASED EDUCATION PROGRAMS IN PUBLIC LIBRARIES
3
community for years to come. The quest begins during a time of limited resources and
relentless change; much of it driven by technology that is reshaping the way we learn,
socialize, and play (Essex Library Association, 2013, p.6). Alongside a focus on
financial stability, community responsibility and research standards, the committee
seeks to enhance environmental awareness among young community members. Initiative
three of the plan purposefully states: Heighten environmental awareness. Collaborate
with community members to launch a major environmental initiative to heighten
awareness of the importance of environmental sustainability with particular focus on
younger generations, our next stewards of the land (Essex Library Association, 2013,
p.6).
The long range-planning document encourages the creation of nature
programming for the children of the library community. Proof is found through the work
of Delgado-LaStella and Feinberg that public libraries as local community institutions
can bring together early learning, family-centered programming, nature literacy, and
community while sticking to the widespread library mission of sharing local resources for
the common good (2011).
Through the creation and use of an outdoor reading garden, librarians can connect
children with the community and environment. Libraries, which are always searching
for new ways to connect with their communities, can offer reading gardens and outdoor
storytelling to foster a connection with nature and the environment (Delgado-LaStella &
Feinberg, 2011, p.1). Alongside the stress that accompanies change, many public libraries
struggle with funding. This project will help public libraries to create a template for a low
cost library garden alongside programs linked to literacy and Common Core State
NATURE-BASED EDUCATION PROGRAMS IN PUBLIC LIBRARIES
4
Standards. This plan will be both easy to replicate and will provide inexpensive ways to
encourage community participation and to educate citizens about the wonders of the
natural world.
Brief Review of Literature
In 2005, Richard Louv made waves with Last Child in the Woods in which he
made a case against nature-deficit disorder. With this title, he focuses on the changes
Americans have made regarding nature awareness. Including nature in library
programming for children is not only for the benefit of the land. Last Child in the Woods
reveals that contact with nature is necessary for childhood development. Louv suggests
that time spent learning in nature amplifies educational time for children. This book
promotes creative time spent in the great outdoors and delivers ideas that can be used to
build a library garden.
In The Nature Principle, Louv inspires a reconnecting with natural life in a
virtual age. He discusses a learning garden as an example of a way to tap into the power
of the natural world and writes of the restorative powers of teaching outdoors (2011,
p.161). These titles stress the need to implement nature education in appropriate learning
environments.
Todd Christopher, author of The Green Hour, mirrors Louvs theories. He
encourages adults to help children to discover and get to know nature as our society
becomes digitally driven. He reminds us that children must know the natural world in
order to learn to save and protect it, a direct correlation to the Long Range plan of the
Essex Public Library. The Green Hour does not link directly to library programming but
provides facts, activities, and programs that community members can use in natural
NATURE-BASED EDUCATION PROGRAMS IN PUBLIC LIBRARIES
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settings (Christopher, 2010).
Lets Go Outside by Jennifer Ward delivers sobering statistics about the need to
connect children with nature. She highlights research that shows a decline in outdoor
activity and average time spent using technology as a replacement. Her studies and
program suggestions make for a great supplement to library garden programming (Ward,
2009).
The Nature Connection by Clare Walker Leslie, Sharing Nature with Children
by Joseph Cornell, and Touch a Butterfly by April Pulley Sayre are three titles
emphasizing necessary approaches for nature-based education for children through
collaborative gardens. Each title reminds us that if as adults and community leaders our
interest in nature is true, children will want to join us in our endeavors to aid the planet.
Children need access to open natural space to grow to their full potential.
Gardening with youngsters is the ultimate low cost, collaborative experience. According
to Mackey and Stewart, gardens become hands-on labs for students where learning and
improved test results blossom (2008, p.34).
The described resources show the positive impact of learning gardens. With
space and planning, libraries can offer access to nature to their communities as well.
Some believe that public libraries have a responsibility to emphasize the importance of
ecological education and environmental awareness. This can be accomplished through
initiatives such as community gardens.
Discovering the Nature Explorium is one of the best sources found linking
early education, nature literacy and public libraries. Delgado-LaStella and Feinberg write
about public libraries as local community institutions and the use of gardens as a tool to
NATURE-BASED EDUCATION PROGRAMS IN PUBLIC LIBRARIES
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bring early learning, family-centered practice, nature literacy, and sustainable
communities together. The public library mission of collaboration and the sharing of
local resources are mentioned often. The work found in Discovering the Nature
Explorium can be aligned directly with the long-range mission of the Essex Public
Library.
Statistics from The Nature Explorium show immediate success among
interested patrons in the library garden. The authors describe important aspects of the
building processes such as employee education and the logistical hurdles involved in
providing a natural learning space. Both the Nature Explorium and the GreenBranches
Learning Gardens of New York make note of garden surveillance issues. Each resource
mentions the importance of staffing garden space and deciding how to monitor the garden
during closed library hours. While GreenBranches has moved to eradicate the divide
between the library and nature, it is made clear that visibility and supervision issues are a
cause for concern on garden grounds (Kuzyk, 2007, p.40).
The studies and articles reviewed mention many positive correlations with
library gardens and environmental education. A concern for the Essex Library garden,
however, is cost. Monetary contributions and volunteerism have the potential to go hand
in hand with community gardens and community members. Each of the projects reviewed
encourage partnership with non-profits and community groups in order to build a garden
project on a small budget. While the Nature Explorium has some of the most successful
statistics, the study presents an initial budget of $340,000. Through community
collaboration and the donation of wood, topsoil, seeds and plants, the Essex Library
garden project cost less than two hundred dollars. While this amount is meager in
NATURE-BASED EDUCATION PROGRAMS IN PUBLIC LIBRARIES
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comparison, it is the hope of the Essex Library Long Range Committee that the library
partner closely with local environmental organizations. With volunteerism and multiple
collaborations, a low cost garden is feasible.
Current literature encourages the Essex Library to move forward with goals
founded in environmental awareness. Studies and statistics prove that children need
natural surroundings to learn and grow to their fullest potential. Literature on gardening
with children shows that a small and inexpensive plot of land can make a significant
difference in the education of a child and strength of a community. It is clear that learning
gardens as a part of public library programming have the potential for success. For the
past half-century, librarians have consciously expanded their community role and
increased services for children, including the creation of specially designed spaces that
are developmentally and educationally appropriate. A childrens outdoor learning
environment that is contiguous with the library becomes another learning space that takes
advantage of the librarys public accessibility, trained public staff, and inclusive approach
to serving the recreational and educational needs of all families (Delgado-LaStella &
Feinberg, 2011).
Research Methods

A written questionnaire will be used to determine whether or not local families
and community members feel that after one year of availability, the Essex Library
reading garden has served to:
increase community awareness that children need access to outdoor
learning opportunities that enhance their health and wellbeing,
NATURE-BASED EDUCATION PROGRAMS IN PUBLIC LIBRARIES
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provide a direct experience with nature and foster a sense of community
and responsibility for the environment,
improve the connection between the library, the community, young
families, and nature.
Subjects
The population to be studied through this research includes adult community
members that visit the Essex Library Association. The study will be available to local
parents/guardians, adult library patrons, members of the Essex Garden Club, and
members of the Essex Land Trust. Research will be open to adult individuals with the
hope that at least 25 participants will complete and return the survey either digitally, via
mail or library drop box.
Research I nstruments
A sixteen-question survey consisting of two open-ended questions and fourteen
fixed-answer questions was developed in order to survey the attitude of community
members regarding the impact of the library garden on nature-based education at the
library. These questions focus on experiences had among users of the reading garden,
awareness of nature-based education, and sense of environment and local community.
Please see the cover letter and questionnaire provided in Appendix A for details.
Procedure

The included survey became available on November 15, 2013. An announcement
informed community and library members of availability and noted the duration of time
allotted for participation. The announcement and survey link were publicized on the
Essex Library website and through Library-E-Lations, the Essex Library monthly email
NATURE-BASED EDUCATION PROGRAMS IN PUBLIC LIBRARIES
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newsletter. A print version of the letter and questionnaire were made available at the
adult and childrens reference desks for those who preferred a paper document. A
stamped, self-addressed envelope accompanied each survey to increase anonymity upon
survey return. Questionnaire results were collected through mail return, the library
survey box and Survey Monkey until December 15, 2013. Results were calculated in
order to determine awareness of the reading garden, garden use among participants and
interest in future garden programs.
A data analysis plan for survey results includes a calculation of yes versus no
answers on fixed questions. This analysis plan also considers and documents the results
of the two open-ended questions. If the majority of participants answer with a larger
number of positive responses, the library garden will be proposed to the Long Range
Planning Committee of the Essex Library Association as a specific initiative to heighten
environmental awareness among library and community members. If the majority of
participants answer with negative or unsure responses, the garden initiative will have to
be better publicized and programmed before being proposed to the Long Range Planning
Committee as a specific initiative. In either case, this research will provide a template of
information for public libraries with strategies for creating, publicizing, and using a
working reading garden.
Project Results
Twenty-five adult individuals completed the reading garden survey in the allotted
month open to participation. One hundred percent of survey participants believed that
time spent in nature can improve the mental and physical health of family members. On
average, participants felt more positive than negative about the implementation of the
NATURE-BASED EDUCATION PROGRAMS IN PUBLIC LIBRARIES
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Essex Library Reading Garden and the potential for plant cultivation, programming, and
community involvement and education. While data specific to each of the sixteen
questions can be found in Appendix B at the end of this document, generalized responses
to the survey can be categorized into five areas of information. The survey helped
participants to express thoughts on: nature-based education in the community, awareness
and use of the reading garden, direct garden experience, interest in future use, and
suggestions and recommendations. The majority of participants felt that there is
opportunity for families to learn about nature in the community, yet 16% answered that
there were not or were unsure about this. 92% of participants were aware that the library
had a reading garden but within this percentage a lack of needed publicity was noted.
When asked to comment on how participants became aware of the reading garden, 17
individuals mentioned the library, a librarian, a program or library media as a primary
source of information. Five individuals found the garden while passing by and one
learned about it after sampling produce grown at the library. Please see the Appendix B
for specific answers to each question as documented by respondents. While most
participants had visited the garden, many believed that not all family members were
aware that it existed. Data shows that participants who sampled produce from the reading
garden were more invested in the cultivation and longevity of the project. 20 of 25 survey
participants answered, Has your family had any specific experience in the Essex Library
Reading Garden? 10 of these respondents explained that yes, positive experiences
included: reading, attending programs, eating and watching plant progress in the garden.
Seven participants were aware of but had no experiences in the garden. Three participants
were unsure or felt that the question did not apply to them. This data shows that while
NATURE-BASED EDUCATION PROGRAMS IN PUBLIC LIBRARIES
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most believe the garden can provide positive experience for community and local family
members, it is imperative that memorable experiences are had in order to increase the
worth of the project to the library and town. When asked about using the garden as a tool
to foster environmental responsibility, answers were divided among participants. Almost
as many respondents felt that it did not yet foster responsibility. Some were unsure that
the garden had implemented a sense of environmental protection. Most participants felt
that the garden had the potential to improve the connection between the library, the
community and nature for families, but a small percentage remained unsure. About 80%
of participants responded with interest in attending programs in the reading garden. When
asked about types of programming, most respondents asked for science and art-based
opportunities. 18 of 25 participants answered the final question on the survey regarding
potential for success, significance to the community and suggestions. Many noted an
interest in increased participation within the next year and most described the garden as a
beautiful and important implementation of nature study as an extension of the library.
Some included ideas for future programming that involved child participation while
others noted enjoying the space as an open natural area for relaxation and reading. While
everyone that commented supported the reading garden concept, a handful of participants
insisted that more garden publicity would be necessary in the future. Many patrons
exclaimed that they loved the library and thanked the childrens department for the new
natural space designated for nature-based education.
Conclusions and Recommendations
The intent in conducting this study is to present concrete data regarding the use
and awareness of the Essex Library Reading Garden as a response to community need for
NATURE-BASED EDUCATION PROGRAMS IN PUBLIC LIBRARIES
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environmental education. Libraries have the opportunity to assist communities with
nature-based literacy program development. This study will aid the Essex Public Library
and other libraries in that task.
The results from this study demonstrate an interest in nature-based education at
the library among patrons. Survey results helped to determine library user awareness of
the garden. Patron feedback will help to implement the publicity changes and program
updates needed to fulfill the request made by the Essex Long Range Plan Committee. A
number of participants noted a need for better on-ground publicity in the front of the
library building as well as a need for a walkway that leads to the garden. Others
explained that they were unaware that the garden existed. Interestingly, only one
participant noted finding garden information on the library website. The garden will be
more likely to succeed if it is publicized properly in upcoming years. Almost all of the
individuals aware of the garden became aware at the library. It will be important to
develop a publicity campaign among users in order to inform families that do not
frequent the library. Study results will be used for program development in the following
years. The information gained by this research will help to create a template of program
replication for other public libraries.






NATURE-BASED EDUCATION PROGRAMS IN PUBLIC LIBRARIES
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References
Christopher, T. (2010). The green hour: A daily dose of nature for happier, healthier,
smarter kids. Boston, MA: Trumpeter.
Delgado-LaStella, T., & Feinberg, S. (2011). Discovering the nature explorium: Learning
in the out-of-doors as part of a library visit. American Libraries, 42(3/4), p34
47.
Essex Library Association. (2013). The Essex Library: The community center for lifelong
learning framework for strategic planning 2013-2018. Essex, CT: Essex Library
Association Long Range Planning Committee.
Flett, M., Moore, R. W., Pfeiffer, K. A., Belonga, J., & Navarre, J. (2010). Connecting
children and family with nature-based physical activity. American Journal Of
Health Education, 41(5), 292-300.
Kahn, P. H., & Kellert, S. R. (2002). Children and nature : psychological, sociocultural,
and evolutionary investigations. Cambridge, Mass: MIT Press.
Kuzyk, R. (2007). Learning gardens: New Yorks GreenBranches program links the
library to the street. Library Journal, 132(17), p40 43.
Leslie, C.W. (2010). The nature connection: An outdoor workbook for kids, families and
classrooms. North Adams, MA: Storey Publishing.
Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit
disorder. Chapel Hill, NC: Algonquin Books of Chapel Hill.
Louv, R. (2005).The nature principle: Reconnecting with life in a virtual age. Chapel
Hill, NC: Algonquin Books of Chapel Hill.
Mackey, B., & Stewart, J. (2008). Grow science achievement in your library with
NATURE-BASED EDUCATION PROGRAMS IN PUBLIC LIBRARIES
14
school gardens. Library Media Connection. 27(3) p34-37.
Sayre, A.P. (2013). Touch a butterfly: Wildlife gardening with kids. Boston, MA: Roost
Books.
Ward, J. (2009). Let's go outside! : outdoor activities and projects to get you and your
kids closer to nature. Boston, MA: Random House.
Wilson, R. (2012). Nature and young children: Encouraging creative play and learning
in natural environments. Second Edition. Routledge, Taylor & Francis Groups.



















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Appendix
APPENDIX A: Research Instruments
Questionnaire Cover Letter
Dear Participant,
My name is Jessica Branciforte and I am a graduate student at Southern Connecticut State
University. I am conducting a survey as part of the special project requirement for my
Master of Library Science degree. The attached survey will help me to gather
information on the Essex Library Reading Garden and the potential for nature-based
education in public libraries. Your input will also help to improve our gardening
programming for next year. The link below will take you to a survey created in Survey
Monkey.
https://www.surveymonkey.com/s/ReadingGarden
If you would prefer to answer this survey via the Word document you may do so. Please
email, fax (860-767-2500), or mail the completed survey to the address listed below.
The survey should take less than 10 minutes to complete. Your responses will be kept
anonymous and confidential. All data collected will be kept for a period of three years in
a secure location. There is no known risk to the participants of this study. You may exit
the survey at any time, for any reason. Return of the survey indicates your consent to
have your data used in this research. Eventually these results may be used to help other
libraries replicate our nature-based education strategies.
This research has been reviewed and approved by the Institutional Review Board at
Southern Connecticut State University. If you have any questions or concerns please feel
free to email me.
Thank you in advance for your time and participation.
Jessica Branciforte
Director of Childrens and Young Adult Services
Essex Library Association 33 West Avenue, Essex, CT 06416
My work hours Mon. 10-6 Tues. 10-6 Wed. 10-6 Thurs. 10-5 Fri. 10-5 860 573-8350
Fax 860 767-2500.







NATURE-BASED EDUCATION PROGRAMS IN PUBLIC LIBRARIES
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Questionnaire
1. Do you believe that time spent in nature can improve the mental and physical
health of your family?
Yes No Unsure
2. Do you feel that there are opportunities for families to learn about nature in this
community?
Yes No Unsure
3. Are you aware that the Essex Library has a childrens reading garden? (If no,
please skip to question #11.)
Yes No
4. How did you become aware of the reading garden?
5. Have you visited the garden?
Yes No
6. Are your children aware of the reading garden?
Yes No Unsure
7. Have you or your family sampled produce from the reading garden?
Yes No Unsure
8. Has your family had any specific experience in the Essex Library Reading
Garden? If yes, please explain.
9. Has the reading garden provided a direct experience with nature for your family?
Yes No Unsure
10. Has the reading garden fostered a sense of community and responsibility for the
environment for your family?
Yes No Unsure
11. The Essex Library Reading Garden is an intimate quiet outdoor garden and
seating area where patrons can bring a book and sit among nature and enjoy
reading. The design, construction, and maintenance of the Reading Garden is an
activity of the youth of local families. In planning and maintenance, youth and
their families learned about the environment and relationship between the quality
of individuals health and well-being. Do you think the reading garden has
potential for improving environmental awareness among community members?
Yes No Unsure
NATURE-BASED EDUCATION PROGRAMS IN PUBLIC LIBRARIES
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12. Has the garden increased or do you feel it has the potential to increase community
awareness that children need access to outdoor learning opportunities that
enhance their health and well being?
Yes No Unsure
13. Has the reading garden improved the connection between the library, community,
and nature for your family?
Yes No Unsure
14. Would you be interested in attending programs in the Essex Library Reading
Garden?
Yes No Unsure
15. What types of programs would your family be most interested in attending?
Check all that apply.
Science Based Programs Art-Based Programs Literacy Based
Programs
16. Please add additional comments on your feelings about the reading garden, its
significance or potential significance in the community, and/or its meaning for
your family. Thank you for your time?

















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APPENDIX B:
Survey Results as Provided by the Survey Monkey Database Attached