After-School Activities Policy and the Atlanta Fulton Public Library System

After-School Activities Policy and the Atlanta Fulton Public Library System by Vincent Chukumah MSLS, Clark Atlanta University, 2002 MBA, University of Benin, 1993 BSC, University of Benin, 1986 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy and Administration Walden University September 2016 Abstract Public libraries are evolving from their traditional role as promoters of literacy to a new role as providers of community resources, including after-school activities for teenagers. A policy mandate for such activities appears to be lacking though, which might impact negatively their effectiveness. The purpose of this study was to get a better understanding of the existing policy and implementation mechanisms of after-school activities offered by the Atlanta Fulton Library System in Georgia to at-risk teenaged patrons. Moore’s theory of innovation and public value provided the theoretical framework for the study. An embedded case study research design was used to explore the perceived role of the public library, guiding policy framework, and factors constraining the implementation of after-school activities in 3 of the system 20 branches serving at-risk youth; semistructured interviews with 21 participants comprising teenagers engaged in after-school activities, parents, librarians, library managers, and members of the Friends of the library; observations of teenagers’ behaviors in the library setting; and publicly available document on the subject. The data were inductively coded and then subjected to a content analytical procedure, which revealed 5 after-school themes: bridging a digital divide, teen and community needs, public policy, and public service. The key finding of this study indicates an absence of a system-wide formal policy in how after-school services are provided across library branches for at-risk teenagers. The study concludes with recommendations to reexamine the existing after-school programs in a way that better incorporates the unique needs of library patrons and to align policies with these needs in order to better serve at-risk youth within the context of their communities.Public libraries are evolving from their traditional role as promoters of literacy to a new role as providers of community resources, including after-school activities for teenagers. A policy mandate for such activities appears to be lacking though, which might impact negatively their effectiveness. The purpose of this study was to get a better understanding of the existing policy and implementation mechanisms of after-school activities offered by the Atlanta Fulton Library System in Georgia to at-risk teenaged patrons. Moore’s theory of innovation and public value provided the theoretical framework for the study. An embedded case study research design was used to explore the perceived role of the public library, guiding policy framework, and factors constraining the implementation of after-school activities in 3 of the system 20 branches serving at-risk youth; semistructured interviews with 21 participants comprising teenagers engaged in after-school activities, parents, librarians, library managers, and members of the Friends of the library; observations of teenagers’ behaviors in the library setting; and publicly available document on the subject. The data were inductively coded and then subjected to a content analytical procedure, which revealed 5 after-school themes: bridging a digital divide, teen and community needs, public policy, and public service. The key finding of this study indicates an absence of a system-wide formal policy in how after-school services are provided across library branches for at-risk teenagers. The study concludes with recommendations to reexamine the existing after-school programs in a way that better incorporates the unique needs of library patrons and to align policies with these needs in order to better serve at-risk youth within the context of their communities. After-School Activities Policy and the Atlanta Fulton Public Library System by Vincent Chukumah MSLS, Clark Atlanta University, 2002 MBA, University of Benin, 1993 BSC, University of Benin, 1986 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy and Administration Walden University September, 2016 Dedication This work is dedicated to Almighty God for his grace in making my dream come true. I would also like to dedicate this research work to my wife, Fidelia Oluwafunke Chukumah; my children, William Olisa Chukumah, Wendy Oluchi Chukumah, and Wesley Oputa Chukumah, whose family time was greatly impacted by my doctoral studies. I would also like to dedicate this research work to the memory of my late father, Joseph Olisa Chukumah, who was looking forward to the completion of my dissertation but suddenly passed away May 1, 2015. Acknowledgments I would like to acknowledge Almighty God, who made my being possible. I want especially to acknowledge my chair, Dr. Morris Bidjerano, whose support, help, and guidance proved to be invaluable throughout the dissertation process. He was my pillar of strength. I am especially indebted to committee member Dr. Anthony Fleming, who was the first to identify the need for my current study after a final paper in a course he taught; he provided the needed support throughout the entire dissertation process. I also want to thank Dr. Paul Rutledge, university research reviewer (URR), for his contributions in ensuring that the study is a quality research work. In this great scholarly journey, there were people close to me to whom I owe gratitude and thanks for their support. First on this list is my wife and love of my life, Fidelia Oluwafunke Chukumah, and also my children, William Olisa Chukumah, Wendy Oluchi Chukumah, Wesley Oputa Chukumah, and godson, Manuel Chidozie Atunwa; they allowed me to go to the public library during the many hours I would otherwise have spent as quality time with them. I thank them for their understanding, patience, prayers, and love in making this journey a reality. Next are my mother, Esther Chinnia Chukumah, and my siblings, Pat Okesanya, Dr. John Chukumah, Dr. Bridget Obiokolo, Tony Chukumah, Maureen Ibe, and Evelyn Ndego. Thank you all for your brotherly love and support. I am also grateful to my parents-in-law, Attorney Daniel and Theresa Ossai, and all my brothersand sisters-in-law. Last but not least, I want to extend my deep appreciation to Dr. Owen Imachukwu for editing and proof reading my work. I thank all my friends, coworkers, and the great space called the public library. i Table of