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Defining Twenty-First-Century Emergencies and Disasters in Library Environments

What Has Changed?

Library and information environments still project an image and “own” the stereotype of being quiet, calm, and safe and secure locations for workers and constituents. The reality is that—historically and in the twenty-first century—libraries have aged and are not always safe and secure places to work or visit. Managers must embrace an area of management they are not used to—emergency management—and they must

• educate themselves on emergency management and emergency issues;

• educate themselves on not only prevention of emergency situations but also on safety- and security-related issues;

• identify the emergency safety and security issues;

• educate board, administration, peer managers, staff, volunteers, city/country, institution and so on;

• educate constituents;

• establish policies that cover emergencies;

• establish procedures that cover emergencies; and

• educate Board, staff, volunteers, and city/country on policies and procedures.

After my years of experience in diverse library and information settings—especially in these times—I can approach emergency and disaster discussions with some expertise. And although (luckily) I have not had the massive destruction that some librarians have had from floods and fires, my experience comes from observation and—sadly—real-life experience in handling materials, resources, and staff and the public through difficult situations. There shouldn’t be anyone today who can’t also claim experience in observation of and dealing with the effects of contemporary disasters.

Learning how to deal with emergencies in general is a complex process and applying them to library environments (academic, school, public and special libraries) is even more complex. Although there is much talk in the literature about the worst of emergencies and disasters and although libraries have been involved in and affected by these emergencies and disasters (911; Katrina, etc.), many emergencies and disasters are just as “real,” but thankfully not of the catastrophic nature. When surveying the literature, the types of situations and events that typically occur include the following:

• Theft of property/library materials

• Vandalism/mutilation of library materials

• Computer vandalism and/or data destruction

• Inappropriate, illegal area activities (unique areas such as small group rooms and restrooms)

• Facilities/resources vandalism/destructive activities

• Safety for staff and constituents (hazardous materials such as chemicals and molds)

• Fire, smoke, and ensuring water damage

• Water damage from flooding, leaks

• Constituent behavior—related to library resources and services

• Constituent behavior—related to library workers

• Pestilence/pest control

Deciding where to look and how to frame the questions is difficult as well. One can find content to assist in dealing with situations and events under lifesaving; natural disasters; fire/smoke; chemical hazards and hazardous waste; human fluids; office safety or occupational safety information; ergonomics or occupational safety information; incident management; accommodation (relating to safety); emergency management; emergency preparedness; and disaster planning.

No matter where you look or what you call it, using scenarios (often used synonymously with case method process) to frame situations and events provides administrators and managers with not only answers, but a process to replicate when faced with their own situations.

Scenarios throughout the monograph are set in a variety of types of libraries. These first two scenarios, representing a natural disaster/emergency and a man-made disaster/emergency, are set in public library environments. Immediately following each of these first two scenarios is the scenario issue/problem-solving process applied to and working through each case.

The four sections following these first two cases provide unique elements and characteristics of each type of library. This information provides the “definition” of twenty-first-century emergencies and disasters within each type of library environment.

Scenario—Natural

The weather forecast for the city had been predicting rain and storms for some time. Following a lack of any precipitation since mid-spring, community members were concerned about a strong weather front creating conditions where water might accumulate and cause flooding.

Waynesboro Public Library, faced with an active summer reading club schedule of activities for children and teens, decided to continue programming for the weekend in the absence of a formal “emergency conditions” prediction by weather/newscasters and city management. The children’s and young adult library staff continued with preparations for the teen read-in for Friday night, but decided to keep an eye on the weather.

Friday morning began as overcast and by noon the sky was grey but not ominous. While staff kept an eye on the weather, plans for the read-in went ahead, and by 4:00 p.m. the library was filled with young people and the favorite three books they wanted to share with others. At 7:00 p.m., however, the rain began—not with a drizzle—but with a major downpour. By 8:30 p.m., the streets and the sidewalks were filled with water and the library’s parking lot was flooded with over twelve inches of water.

Library phones and teen cell phones began to ring as parents called to check on their children and to say that official statements from city management indicated that everyone should stay off the streets. A few parents made it to the library but then couldn’t easily leave as the intersection near the library was completed flooded. By 9:15 p.m., police had set up roadblocks and no cars were allowed in or out of the intersection and thus in or out of the library parking lot.

Library workers were faced with an evening—possibly a sleepover—with dozens of teens! In addition, the library’s rear/staff door opened onto the parking lot at lot level and—as the front of the lot filled—water began to seep into the staff entrance area.

Scenarios—Steps to Solutions

1. Read the case, study the situation thoroughly. Take no immediate position or role. Underline what you feel are the important or relevant facts or statements.

2. List the important or relevant facts and/or statements of the situation.

• This was not an immediate or unexpected event. Rain, storms, and flooding had been predicted.

• The library made a conscious decision to continue programming.

• Library managers were waiting for an official emergency notification from the city.

• Library workers were attempting to monitor the weather.

• Library workers did not address the rain situation when it began even though the rain began as a downpour and water accumulation occurred immediately.

• Parents expressed concern immediately, and several parents as well as teens were at the library.

• City administration made an official ruling later in the evening.

• City workers, thus city officials, set up roadblocks that shut off access or exit from the library.

• Library workers were faced with an evening of constituents staying overnight at a public facility.

• Library workers are faced with possible flooding of the library.

3. List the characters or “players” in the situation, and list them in relevant categories. Several categories could include those directly involved, those indirectly involved, and those affected by the situation.

Directly Involved:

• Staff in the library during this situation serving constituents

• Staff in the library during this situation and managing this event/these constituents

• Constituents in the library—mentioned in the case

• Constituents in the library—not mentioned in the case but possibly using the library in activities not connected to this event

• Teens in the library program

• Parents who came to the library when concerned

• Parents phoning teens to find out what was going on

Indirectly Involved:

• Administration/management of the library if they are not present/listed above

• Parents not coming to the library

• Parents not phoning

• Parents expected to pick up teens when the program is over

• Individuals responsible for handling building repairs

• Individuals responsible for assessing flooding conditions and closing/opening the library

Those Affected by the Situation:

• Constituents who may want to use the library but it is closed

• Library staff who may be coming to work for evening shifts

4. List the primary issues and/or problems in the situation.

• Safety issues concerning the public spending the night in a city facility

• Safety issues concerning underage teens spending the night in a city facility

• Flooding in the library/damaging resources

• Communication issues on closure, given parents needing to know about their children

• Coordinating constituents existing the library post flood conditions

5. Given what you know, prioritize the issues or problems in the situation.

• Flooding in the library/damaging resources

• Safety issues concerning underage teens spending the night in a city facility

• Safety issues concerning the public spending the night in a city facility

• Communication issues on closure, given parents needing to know about their children

• Coordinating constituents exiting the library post flood conditions

6. After review/discussion of the situation, list “what can be done” or possible solutions for each issue/problem.

Situation statements

• Should have done:

⚬ This was not an immediate or unexpected event. Rain, storms, and flooding had been predicted.

⚬ Workers should have discussed cancelling the event following discussions with city management, and, if available, city risk management. In addition, a backup plan should have been discussed/designed.

⚬ The library made a conscious decision to continue programming.

⚬ A backup plan should have been in place.

⚬ Library managers were waiting for an official emergency notification from the city.

Although this might have been a more formal process, it seems casual. There should be a communication chain/plan from the city to city facilities and there should be a plan for communicating emergency situations among library staff.

• Library workers were attempting to monitor the weather.

• City facilities should all have NOAA weather radio and staff should monitor the radio. In addition, many facilities offer two-way radio communication between city facilities and city law enforcement.

• Library workers did not address the rain situation when it began even though the rain began as a downpour and water accumulation occurred immediately.

• The backup plan should have been in place and should “kick in” when the rain becomes an issue.

• Parents expressed concern immediately, and several parents as well as teens were at the library.

• Staff should have had preprinted signs on the library front doors announcing alternative plans as well as handouts for parents to provide information should a weather emergency occur.

• City administration made an official ruling later in the evening.

• Staff should be monitoring the communication plan process that alerts the city facilities that city management has decided.

• City workers, thus city officials, set up roadblocks that shut off access or exit from the library.

• Staff should be working with maintenance to determine flood conditions and road closures.

• Library workers were faced with an evening of constituents staying overnight at a public facility.

• Library staff should have a plan of action ready for “shelter in place” plans that typically organize response and handling for up to seventy-two hours.

• Library resources should include emergency kits and “shelter in place” materials for housing, protecting, and feeding those involved in emergency activities.

• Library workers are faced with possible flooding of the library.

• Staff should have a plan for shoring up excessive water including materials to stop water (sandbags) as well as clean up water. Additional flood support resources should include plans for relocating materials near the flooded area and protective clothing for staff that need to clean up/stop water prior to city support services arriving at the library. City personnel who take care of water issues should be part of the library’s emergency communication plan and should be available through two-way radio systems.

Elements of the Situation

• What can be done:

Flooding in the library/damaging resources:

• Library administration and management should have an emergency preparedness plan that includes water and facility issues. This plan should include preliminary actions for dealing with excessive water including resources to stop water (sandbags) as well as eliminating water until experts arrive. Emergency preparedness plans also include a communication plan that covers requesting expert staff and then communicating with expert staff during the event. Additional flood support resources should include plans for relocating materials in or near the flooded area and protective clothing for staff that need to clean up/stop water prior to city support services arriving at the library.

• Plans also include recovery of facilities as well as recovery of materials and resources damaged in the event.

• Plans are accompanied by kits and/or sets of resources to assist in the event.

• Safety issues concerning underage teens spending the night in a city facility

• Library staff should have a plan of action ready for “shelter in place” plans that typically organize response and handling for up to seventy-two hours. This plan should have sections for adult “shelter in place” as well as for underage constituents.

• Library resources should include emergency kits and “shelter in place” materials for housing, protecting, and feeding those involved in emergency activities.

• Although staff must adhere to HIPAA guidelines, care must be taken to assess any unique health issues and needs of those staying in the library.

Safety issues concerning the public spending the night in a city facility:

• Library staff should have a plan of action ready for “shelter in place” plans that typically organize response and handling for up to seventy-two hours. Library resources should include emergency kits and “shelter in place” materials for housing, protecting, and feeding those involved in emergency activities. Staff should work with teen parents to organize activities, seek support, and establish guidelines for “sheltering in place.”

• Although staff must adhere to HIPAA guidelines, care must be taken to assess any unique health issues and needs of those staying in the library.

Communication issues on closure, given parents needing to know about their children:

• If possible, the city should have emergency notification on television and radio channels. While staff monitor those and NOAA weather radio, staff should have a series of preprinted signs posted on the library front doors announcing closure and plans for those in the library overnight. Standardized messages on library phones should be utilized, and scripts for what to tell parents when they call should be available for those set up to answer phones. Teens and parents of teens in the library should be given handouts with standardized information to tell parents when they call. Handouts for individuals in the library should be available with information on sleeping, eating, and safety guidelines as well as guidelines for behavior until the event is over.

• A phone and email chain (if all resources are working) should be established for informing staff of event issues as well as a phone tree to inform city administration of the situation. Rescue/responders in the area such as community police and firefighters should be notified of alternative uses of city facilities.

Coordinating constituents exiting the library post-flood conditions:

• Staff designated as incharge of the event should inventory those in the library and keep a running tally of who is in the library and who is leaving and when they leave. In addition, library managers should coordinate the use of “shelter in place” kits.

7. List what can’t be done, given any limitations or relevant facts. As needed, match what can’t be done with the relevant issues.

Elements of the Situation

• What can’t be done:

Flooding in the Library/Damaging Resources

• Staff cannot ignore the flooding nor choose to only handle themselves and not notify city support services.

• Staff cannot choose to ignore resources affected by water.

• Safety issues concerning underage teens spending the night in a city facility

• Staff should not allow anyone other than staff to take charge. Staff should not—if possible—allow any teens to leave the library unattended/with their parent or guardian.

• Safety issues concerning the public spending the night in a city facility

• Staff should not allow anyone other than staff to take charge of the situation.

• Staff should not allow adults to remove teens without permission of teen parents.

Communication Issues on Closure, Given Parents Needing to Know About their Children

• Staff should not communicate everything verbally and have no written instructions/guidelines. Staff—if possible—should speak with parents who call rather than only letting teens communicate what is happening. Staff should gather phone numbers and follow up with phone calls post event to see if everyone is “okay.”

Coordinating Constituents Exiting the Library Post Flood Conditions

• Staff should not let individuals leave without an inventory of who was there and when they left as well as gathering emails, home addresses, and phone numbers.

8. Choose the best one or two solutions, matching up any solutions with “can’t be done” as well.

Although how the situation is handled is relatively clear-cut and simple, the two most important things to be aware of and to handle include the flooding of the library even though it appears to be minor and they must take charge of the underage constituent situation.

Situations

• Flooding in the library/damaging resources

⚬ Staff cannot ignore the flooding nor choose to only handle themselves and not notify city support services.

⚬ Staff cannot choose to ignore resources affected by water.

⚬ Safety issues concerning underage teens spending the night in a city facility

• Staff should not allow anyone other than staff to take charge. Staff should not—if possible—allow any teens to leave the library unattended/with their parent or guardian.

9. Speculate on the outcome if the solutions are used/put into effect.

Elements of the Situation

• What can be done/possible outcomes

• Flooding in the library/damaging resources:

⚬ Library administration and management should have an emergency preparedness plan that includes water and facility issues. This plan should include preliminary actions for dealing with excessive water including resources to stop water (sandbags) as well as eliminating water until experts arrive.

⚬ Emergency preparedness plans also include a communication plan that covers requesting expert staff and then communicating with expert staff during the event. Additional flood support resources should include plans for relocating materials in or near the flooded area and protective clothing for staff that need to clean up/stop water prior to city support services arriving at the library.

⚬ Plans also include recovery of facilities as well as recovery of materials and resources damaged in the event.

⚬ Plans are accompanied by kits and/or sets of resources to assist in the event.

⚬ Workers participating in the recovery should be protected.

⚬ Water should be stopped before much damage is done to the facility.

⚬ Facility flooring, and so on should be recovered.

⚬ Damage to resources should be minimal and wet resources should be recovered and restored.

• Safety issues concerning underage teens spending the night in a city facility:

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