What you will need

Before I launch into how to start a TTRPG in your library, I will first provide some information on what you need to have at the ready in order to play a TTRPG. In reality, the items you need to run a TTRPG can be as complex or as simple as you like. You will need to adapt it to the needs of your players and the budget you have access to.

In my opinion all you need to get started are tables, enough to sit six people around comfortably (Figure 3.1); scrap paper; pencils (not pens); and of course dice (Figure 3.2 on the next page). In Chapter 5 there is a list of 20 TTRPGs other than D&D that you can play in your library, with short reviews and a synopsis of each game.

Most, if not all, TTRPGs require some sort of dice system to play; however, many require only standard six-sided dice which can be easily sourced. The other kind of dice, which range from four-sided up to 20- sided, can be purchased in sets for approximately £7.00 (USD 8.00).

All in all, dice should not cost you a lot. Once students become interested in TTRPGs, they will often come with their own dice. In my library I have found that students have a personal connection with their dice and, like many adults who play TTRPGs, consider some dice lucky or unlucky. One student in our school who plays in the library regularly builds his own dice jail where other players like to place their own unlucky dice that appear to be rolling consistently low numbers!

I also suggest getting a binder with clear plastic sheets. This will be a lifesaver when it comes to storing information like campaign storylines and copies of players’ character sheets. I also use binders to hold upcoming fights, so if I know players will most likely be encountering a monster, I print off all of its statistics, mannerisms and abilities and have it ready to go in the binder. The same goes for magical or important items that I think the students might come across, as well as NPCs. I discuss player backstories and more in Chapter 4.

Beginning GM: relax, and breathe

Before I launch into Session Zero, what it is and how to run it, I will provide some tips for a beginning GM.

It can feel very overwhelming to be a GM for the first time – I definitely felt huge nerves. Even when starting it with younger audiences, it can be anxiety inducing. What if I mess up? What if I forget all the information? What if the players are bored?

My advice is to throw all of those questions out of the window because it doesn't matter. What matters is that you have fun, and if you forget something, so what? Look it up, or make something up and move on. I can't tell you how many times I’ve improvised on a rule just to keep the game moving, only to find out later I had made the wrong decision. The world didn't end. My main rule is that I will be fair to the players if I don't know a rule and can't find the answer quickly. If the question being asked involves the death of a character or they are trying to solve a really difficult puzzle, then yes, I will pause things to look up the ruling, but otherwise I try to keep things flowing as smoothly as possible. My main rule is that you should always let your players’ characters try something as long as it isn't mean or harmful to real-life players in any way.

It's easy to get stressed, but you can remove all of this stress by knowing that nobody knows all of the rules by heart. Knowing all of the rules is an impossible feat unless you are some kind of robot. Have fun, let the players breathe, let yourself breathe, relax. It's just a game, and a really fun one at that, no matter what kind of TTRPG you are diving into.

Here are some other tips that I recommend.

You don't need to have an entire world created in the first session. You don't even need to have an entire world created at all. Many TTRPGs provide amazing pre-made adventures, concepts and ideas in the game box. It entirely depends on what you want to play.

Introduction

You’ve got an idea to play a TTRPG in your school or public library, you know your students or patrons want to be engaged, but you need buy-in from senior leadership, your manager or both. You might also need a budget to bring in the games, books, dice, food, whatever you think will make your gaming session a success. This chapter will deal with evidence to show managers and senior leadership why running a TTRPG in your library is a good idea.

As I mentioned in the Introduction, the number one rule you should follow when playing a TTRPG in your school or public library is to have fun. There is more to this than just a word, though. The idea of fun carries with it a lot of weight, today more than ever. Preston (2020) states that the concept of playing and having fun can have significant benefits for learning such as retaining information and being open to new ideas, for example. When someone is attempting to create something and becomes stuck, they will often abandon the framework of rules that they’ve been given and daydream, says Preston (2020). And in schools, assignments and programmes that incorporate playing will hold students’ attention for longer.

TTRPGs can be considered playing just for fun, but, as this chapter will explore, the games are much deeper than that and have many benefits. I have spoken to many teens about why they love playing TTRPGs in our library. One of the main reasons they enjoy it is that it carries with it a certain freedom to explore with their friends. The GM has created a world and they are able to exist within it as they want, with no judgement.

Why collect TTRPGs?

If you are hoping to collect TTRPGs and start a programme in a school or public library, you will be filling a public need. Like the programme or not (and I haven't met anyone who doesn't like it), Stranger Things has, in my opinion, catapulted TTRPGs like D&D into a new realm. I have spoken to both public and school librarians who have said this is the number one thing on their young patrons’ minds when asking about playing a TTRPG: I’m going to be playing the same game as my heroes on Stranger Things.

Chapter 2 discussed the importance of reflecting on face-to-face interactions with people with dementia in the library and, if necessary, developing better communication skills to improve their experience of library services. This chapter focuses on communications about the library and its services in written formats, as this is how people with dementia and their carers are initially likely to find out about services available to them through their library. This includes print materials but also, of course, digital commun - ications. In many cases there is room to improve communications. For instance, as research involving Scottish public libraries pointed out, if the public only used library web pages as their source of information, they would not know that many services are dementia friendly as this is rarely mentioned (Tyler, 2020). On the other hand, whilst researching this book, I came across several instances where dementia-friendly services advertised on library websites did not reflect what happened in practice. This included facilities that were advertised as being accessible for people with dementia in promotional materials, but which I was told were not in fact suitable when I enquired about them.

Whilst the guidance below offers some general suggestions to take into consideration when designing marketing and communications materials, it is important to consult with people with dementia, and other groups such as carers, to ensure these meet the needs of local library audiences. Chapter 9 suggests some consultation methods that may be helpful.

This chapter starts with a discussion of some of the key terminology used when discussing dementia. Much of this applies to both written and verbal communication, but it is particularly important in materials promoting library services to ensure that, as far as possible, the ways in which they are described is inclusive of people with dementia and carers. The second section of the chapter focuses on the design of materials intended to be accessible for people with dementia – both in print and online – and also discusses the inclusion of images and considerations such as the translation of resources into community languages.

Language and terminology

Words matter. The words we use, in both speech and writing, can influence the mood, self-esteem and feelings of others.

Ensuring your library is dementia friendly can feel like an enormous task, especially if you are located in a poorly designed building and have limited time and resources. This book therefore concludes by describing ten relatively simple steps that libraries can take to ensure their services and environments cater for the needs of people with dementia and their carers. Exactly how each suggested action is implemented will vary from library to library, depending on its customer base, resources, local partnership possibilities and a range of other factors. Naturally, it is not necessary to do everything at once; in fact, it is better to take small steps and then ask for feedback from customers affected by dementia on ways to improve further.

• 1 Support all library staff to gain a basic understanding of dementia and how they can best support customers, colleagues and other members of the community who may have dementia or are caring for someone with the condition. This includes staff such as caretakers and cleaners who may interact with customers with dementia within their role and are likely to be responsible for tasks such as arranging furniture. (See Chapter 2 for examples of training provision.)

• 2 Explore ways to involve customers living with dementia and their carers in decisions about service development. This could initially be on an informal basis; for example, simply chatting to them about how easily they can find their way around the library, borrow resources, etc. (See Chapter 9 for more suggestions of consultation methods.)

• 3 Find out where there are gaps in provision locally. Making sure information on local services is up to date means that libraries can effectively signpost customers to relevant services and allows library staff to consider where they might be able to help fill gaps, perhaps in partnership with other organisations. (See Chapters 4 and 5 for examples of the types of services and activities libraries might offer.)

• 4 Develop partnerships with a range of organisations to raise awareness of the ways in which the library can offer support for people with dementia and their carers and to explore ways of working collaboratively to improve services. (See Chapter 7 for advice on working in partnership.)

• 5 Consider simple ways in which the library environment can be made more dementia friendly; for example, decluttering entrance areas and noticeboards. (See Chapter 3 for more ideas.)

This chapter explores the use of technology in support of activities for people with dementia and their carers. This can take a variety of forms: some activities involving technology take place within the library, but technology can also make activities and services more accessible for people who might not be able to visit a library easily. The COVID-19 pandemic has accelerated the use of technology in many fields, including library services, and has prompted libraries to pilot more ambitious online activities for people with dementia as it became impossible to run face-to-face activities. Restrictions imposed due to COVID-19, and the understandable reluctance of some older and more vulnerable people to attend in-person activities even when restrictions had been lifted, mean that many library services have placed a stronger focus on delivering online activities than was previously the case. This chapter therefore reflects on some of these Covid-related initiatives, the challenges faced and how they might inform the development of dementiainclusive online activities on a long-term basis.

Delivering online activities for people with dementia can be extremely challenging for practical reasons: people may lack digital skills or have limited confidence using new technology. There can also be additional challenges in engaging and communicating with people with dementia via a screen where it can be more difficult to convey body language and establish eye contact. Nevertheless, many activities have met with some success.

This chapter starts with a brief overview of some of the considerations around digital and online provision for people with dementia. It then describes a number of online activities offered via libraries, as well as other ways in which technology is being used by libraries to support activities for people with dementia. The chapter concludes by outlining some of the considerations around online provision for those caring for someone with dementia. The focus in this chapter is on library services and activities. Examples of how technology can be incorporated into library design, for instance through the creation of sensory spaces, are discussed in Chapter 3.

Dementia is a condition that can have a profound impact on an individual and on their family and friends. Traditionally, the focus for dementia care has been medical treatments and care services. Increasingly, however, there is a focus on how we can enable people who have been diagnosed with dementia to live as full a life as possible, and encourage communities to work together to help people to stay healthier for longer. This means that libraries, alongside other services and organisations, have a potentially critical role to play in supporting people with dementia and their carers. This book aims to help library staff across a variety of sectors to gain a better understanding of the different ways in which library customers may be affected by dementia, and how people with dementia can continue to contribute positively to their communities. It presents ideas for ways in which libraries can better support people with dementia and their carers through approaches to customer service, design, resources, reading interventions and a range of other activities, as well as prompting more positive and inclusive attitudes towards people living with dementia amongst library staff, customers and communities more widely.

History and prevalence of dementia

Although there is evidence of an awareness of dementia since ancient times, the first modern recorded use of the word ‘dementia’ as a medical term is thought to be by Dr Philippe Pinel in 1797 (Torack, 1983). In 1906, German physician Alois Alzheimer made a significant breakthrough in understanding dementia. He inspected the brain of a deceased woman whom he had known to experience aggression, paranoia and memory problems that began when she was 50. Alzheimer discovered there was damage to the cerebral cortex of her brain from what he called ‘tangles’ and ‘plaques’. This type of dementia was named Alzheimer's disease in 1909 (Ryan et al., 2015). Around the same time, German-born American neurologist Frederic Lewy discovered abnormal protein deposits in the brains of people with Parkinson's disease and identified what would become known as Lewy body dementia (Rodrigues e Silva et al., 2010).

However, despite these important breakthroughs, for the first threequarters of the 20th century, there was relatively little interest in dementia in scientific circles. The person who probably did most to change perceptions was neurologist Robert Katzman.

Chapter 4 focused on reading-related resources and activities that libraries might offer for people with dementia and their carers. This chapter considers a wider range of activities that libraries might also provide. Broadly speaking, these fit under three themes: health-related or therapeutic initiatives; activities emphasising the importance of social connections; and arts-related activities that encourage involvement in a variety of art and cultural activities. Each of these three areas is underpinned by a distinct set of research literature that explains how and why these activities might be helpful for someone with dementia. Some of this research is outlined briefly within each section and, for each of the three themes, there are a number of examples and case studies illustrating the types of practical activities that libraries can offer. Activities specifically for people with dementia are of course important, but libraries also need to consider adjustments that can be made to enable people with dementia to join in activities aimed at a broader population. As far as possible, both approaches are reflected in the case studies described.

Health and therapy-informed activities

The first theme covers activities that have been developed on the basis of health-related research and established therapeutic techniques. This can include a range of areas, and the examples below are just some instances of how knowledge from this field can be incorporated within library activities.

CST group work, Norwich Prison Library, UK

Cognitive Stimulation Therapy (CST) is a technique that research has found to be suitable for people with mild to moderate dementia. According to a Cochrane review (a systematic review of primary research in health care and health policy prepared and maintained using specific methodologies described in the Cochrane Handbook) on the potential benefits of CST for people with dementia, programmes were found to bring cognitive benefits in people with mild to moderate dementia over and above any medication effects. Other outcomes from this approach need more exploration, but improvements in self-reported quality of life and wellbeing were promising (Woods et al., 2012).

Group CST treatment involves 14 or more sessions of themed activities, which typically run twice weekly. The initial sessions may be followed by longer-term ‘Maintenance CST’.

Most library staff understand the importance of evaluating their services in order to develop and improve the levels of service and types of provision they offer to customers. However, many of the methods commonly used to gather user feedback on library services are not well-suited to the needs of people with dementia. This chapter explores ways in which libraries can ensure that the views of people with dementia and their carers can be taken into account in their evaluation, research and service development activities.

The chapter starts by outlining key concepts to consider, based on Tom Kitwood's model of person-centred care, which was described in detail in Chapter 1. It also discusses why it is important to involve both carers and people with dementia directly in evaluation activities. This is followed by descriptions of research and evaluation methods, including interviews, focus groups and visual methods, outlining how, with some adaptations or extra considerations, they can be effectively used to gather feedback from people with dementia, as well as their carers. The chapter finishes by reflecting on some of the ethical issues that need to be taken into account when undertaking research generally and with people with dementia in particular.

The aim of this chapter is to focus on aspects of evaluation and service development that are most important to consider when working with people with dementia. There are links to more general guidance on research and evaluation methods in the annotated bibliography.

Key concepts

As outlined in Chapter 2, a dementia-friendly business or service ‘is responsive to the needs of people affected by dementia and makes efforts to understand the impact of dementia in their community by ensuring that people living with dementia and their care partners are included and consulted in conversations about becoming dementia friendly’ (Alzheimer Society of Saskatchewan, 2019, 4). If a library wishes to be dementia friendly, it is important that it involves both people with dementia and their carers in decisions about new services or about changes to existing library provision.

Living with dementia has a major impact on people's lives – and the lives of those who care for them. This book focuses on ways in which libraries can support people to live well with dementia, but what does this actually mean? A wide range of factors can be thought of as contributing to a good life. Accord - ing to Age UK, these can be broadly grouped under the following headings: personal wellbeing, positive relationships and active daily lives (Jopling, 2017).

As well as being difficult to pin down, the notion of ‘living well’ is highly individual. The National Dementia Declaration for England has laid out seven quality outcomes, as described by people with dementia and their carers that indicate they are living well with dementia (DAA, 2010). These are:

• 1 I have personal choice and control or influence over decisions about me.

• 2 I know that services are designed around me and my needs.

• 3 I have support that helps me live my life.

• 4 I have the knowledge and know-how to get what I need.

• 5 I live in an enabling and supportive environment where I feel valued and understood.

• 6 I have a sense of belonging and of being a valued part of family, community and civic life.

• 7 I know there is research going on which delivers a better life for me now and hope for the future.

However, in practice people with dementia often find it challenging to continue with activities they enjoyed previously. A survey by the UK Alzheimer's Society found that:

• • 35% of people with dementia said that they only go out once a week or less, and 10% once a month or less

• • people said that they had to give up activities such as getting out of the house (28%), shopping (23%), exercise (22%) and using transport (16%)

• • 9% of people with dementia said they had had to stop doing all the things they used to do

• • 63% of people with dementia did not want to try new things. (Green and Lakey, 2013)

These are worrying statistics.

This chapter explores the ways in which library spaces and environments can be organised with people with dementia in mind. Aspects of design discussed include signage, colour schemes, layout, furnishing and lighting. A series of case studies illustrate how these principles have been put into practice in libraries. Some of the examples discussed are the result of large-scale building or refurbishment projects. Whilst not all libraries are in a position to make such dramatic changes to their building structure, many of the ideas described are small changes that can be introduced, often at minimal cost, in existing library environments. As the quote above from Mari Gudim Torp at Deichman Oppsal Library in Norway emphasises, creating a dementiafriendly library is not purely a task for architects and designers. These professionals can do a great deal to put the initial building blocks in place, but in the longer term, it is down to library staff and managers to ensure that library environments remain dementia friendly on a day-to-day basis.

Of course, a library should feel friendly and welcoming to everyone. However, this can be particularly important to people with dementia. It is crucial to remember that, although an accessible building is helpful, people with dementia say that it is the people in the building who make all the difference. Friendly, welcoming staff can override many design problems (DEEP, 2013).

There is detailed guidance available relating to the design of dementiafriendly public spaces. In the UK, for instance, the Dementia Services Development Centre (DSDC) at the University of Stirling has produced a set of standards for dementia-friendly design and runs a building accreditation scheme. Whilst these standards are not written specifically with libraries in mind, much of the following advice, as summarised by the UK Dementia Action Alliance (DAA, n.d.), is likely to be applicable to library buildings.

• 1 A person with dementia in the building will feel calm and relaxed.

• 2 The building is familiar: consideration has been given to age- and culturally-appropriate design.

• 3 The layout of the building is easy to understand.

• 4 There are high levels of visibility.