◆Setsuko Sakae, Kumiko Seki 2025/10/25-26 "Empowerment of “Books” in the Human Library: Challenges for Ongoing Support and Engagement",　障害学国際セミナー2025,　於：京都（日本）
◇障害学国際セミナー2025 ◇障害学国際セミナー
◇障害学

Setsuko Sakae, Kumiko Seki 2025/10/25-26 "Empowerment of “Books” in the Human Library: Challenges for Ongoing Support and Engagement"

1. Research Objective

This study aims to explore how individuals who serve as “Books” in Human Library (HL) events are empowered through the experience, and to identify the factors contributing to their empowerment. HL is a dialogue-based event that began in Denmark in 2000. People who are often subject to prejudice based on disability, race, sexuality, or other attributes become “Books” and engage in conversations with “Readers”(the listeners) to reduce social bias and promote understanding of diversity. The act of sharing their stories is also reported to enhance “Books’” self-understanding and self-esteem. Readers select a Book based on a brief description called a “Book List,” and engage in one-on-one or small group dialogues of approximately 30 minutes. “Librarians” (staff) are present at the venue to create a safe and supportive environment for these conversations (Tsuboi, 2020). Kudo (2018) categorizes HL practices into three types: “Public,” which is open to the public; and “Customized” and “Training,” which are designed around specific themes or target audiences to facilitate deeper understanding. This study focuses on the experiences of Books in these practices, particularly how the act of sharing their story leads to self-empowerment through enhanced self-esteem, identity reconstruction, and a sense of agency. It also examines ongoing challenges in practice that affect the empowerment of Books.

2. Method

This study draws on the authors’ HL practices and focuses on three key processes: (1) “Book List” Creation – We analyzed how “Books” reflect on and organize their experiences during the collaborative process of writing their own “Book List” with “Librarians,” and how the relationship with “Librarians” contributes to a sense of safety. (2) Dialogue with “Readers” – We observed how “Books” reconstruct their narratives and identity in response to the dialogue and feedback received during the event. (3) Meaning-Making after Dialogue – We examined how “Books” reflect on the meaning and value of sharing their story and how this relates to their motivation and willingness to continue participating.

3. Results – Human Library in Practice

(1) Structures of HL by the Authors Sakae has conducted both Public and Customized HLs since 2016, with a disability welfare service organization serving as the administrative office. Public HLs are held as community events, while Customized HLs are integrated into educational programs. Most “Books” are users of the welfare service and include individuals with psychiatric or developmental disabilities, LGBT identities, and family members of such individuals. “Readers” include local citizens and students from elementary to university level. The location and frequency of events are flexibly adjusted based on requests. Monthly meetings are held for story development and practice. Seki has organized Public HLs since 2018 as part of extension lectures at Niigata Seiryo University and Junior College and has also held Customized HLs for elementary school students and educators in collaboration with external organizations. Students and alumni from the “Seiryo Student Librarian Project” participate in management. Like Sakae, the range of “Books” is diverse. In addition, study sessions and tea gatherings for “Books” and “Librarians” are held regularly. (2) Features Observed through HL Practice 1)“Book List” Creation　　　　　　　 “Book Lists” are often created in collaboration with “Librarians.” Through interviews with “Librarians,” “Books” reflect on and make sense of their experiences, which contributes to self-understanding and emotional safety on the day of the event. In Seki’s practice, “student librarians” create “Book Lists” as part of their education. “Books” have expressed sentiments such as, “If my experience can contribute to students’ learning, I’m happy” (Seki, 2025). In contrast, in Sakae’s practice, recalling traumatic experiences during “Book List” creation sometimes led to flashbacks (Sakae, 2018). Depending on the “Book’s” emotional condition and the nature of the relationship, there were instances where the “Book” felt misunderstood by the “student librarian,” or conversely, where the “student librarian” was shocked or emotionally distressed. These cases highlighted the need to re-examine the relationship between “Books” and “Librarians.” 2)Dialogue with Readers Many “Books” reported regaining confidence and self-worth through the positive responses and empathy shown by “Readers.” Comments such as “I feel like my experience might help someone” (Seki, 2024) revealed a heightened sense of self-esteem and social contribution. Engaging with “Readers’” questions also brought new insights and deeper self-understanding, fostering positive identity formation (Seki, 2024). However, in some cases, conversations became one-way Q&A sessions, limiting the depth of dialogue. 3)Reflections and Meaning-Making “Books” shared comments such as “I want to find better ways to convey my message” and “I want to relearn about my identity,” indicating that repeated storytelling led to greater self-awareness and communication skills. When “Readers” were children, “Books” became more intentional in how they shared and what messages they hoped to leave behind. However, while many “Books” expressed appreciation toward student “Librarians” and “Readers,” very few mentioned connections with other “Books,” suggesting that peer relationships among “Books” remain underdeveloped.

4. Discussion – What Empowers the “Book”?

(1) Practical Structure of HL Empowerment arises from the recognition that one’s experience can serve as a meaningful contribution to others. When people typically viewed as “recipients of help” are positioned as educators or informants, a role reversal occurs, reinforcing self-worth and agency in alignment with lived experience–centered approaches. (2) Story-Making and Self-Understanding Through creating and sharing narratives, deeper self-understanding emerges. Particularly through “Book List” development, “Books” reflect on and reorganize their experiences and emotions, reconstructing them as a coherent story. This re-narration transforms past pain, hardship, and ongoing struggles into meaningful learning and personal growth. (3) Recognition through Storytelling Responsive engagement from “Readers” — being heard, understood, and valued — creates connectedness and empowerment. The realization of being useful to society reinforces the “Book’s” identity and motivation.

5. Challenges for Further Empowerment

(1) Connections Among Books Our HL practices intentionally included spaces for “Books” to interact and share storytelling strategies. Such peer connection prevents isolation and fosters solidarity among minorities. Developing HL into a community that nurtures lasting relationships is a future objective. (2) Reader Literacy “Readers” must approach “Books” with sincere curiosity and engaged listening — not excessive caution. However, some dialogues remained superficial due to one-way, prepared questions. Strengthening dialogue skills and “Reader literacy” is essential. (3) The Role of Librarians “Librarians” must go beyond logistical support and serve as companions who nurture and sustain “Books’” ability to speak. A sustained, trust-based relationship enhances the “Book’s” sense of value and motivation.

References

• Kudo, K. (2018). Tayouka suru HL no affordance [Affordances of diversifying HumanLibraries]. In K. Tsuboi, M. Yokota, & K. Kudo (Eds.), Human Library: Tayousei o hagukumu "hito o kashidasu toshokan" no jissen to kenkyu [The Human Library: Practices and research of a “library that lends people” to nurture diversity] (pp. 272–293). Akashi Shoten.
• Sakae, S. (2018). Yamai no katari ni yoru sousharu waaku: Enpawamento jissen o koete [Narratives of illness and social work: Beyond empowerment practice]. Kongo Shuppan.
• Seki, K. (2024, June 2). Human Library and well-being. Paper presented at the 53rd Annual Convention of the Japan Communication Association, Tohoku Branch Panel “On Wellbeing,” Sendai, Japan.
• Seki, K. (2025). Human Library and well-being: Practice and initial insights into the role of“Books.” Niigata Seiryo University Junior College Research Bulletin, 55, 55–66.
• Tsuboi, K. (2020). Human Library e no shoutai: Ikita "hon" no katari ga kokoro no baria otokasu [An invitation to the Human Library: How the stories of living “Books” dissolve mental barriers]. Akashi Shoten.