New Workshop: "10 Great Ways to Use AI for Library Outreach"

 

10 Great Ways to Use AI for Library Outreach
A Library 2.0 AI Workshop with Reed Hepler

OVERVIEW

Library outreach requires creativity, consistency, and the ability to communicate effectively with diverse audiences—yet librarians often face constraints of time, budget, and staffing that make sustained outreach efforts challenging. This workshop introduces ten practical applications of artificial intelligence tools that can enhance library outreach without replacing the human expertise and community knowledge that make library programs successful.

Participants will explore how AI can support social media content creation, event promotion, newsletter development, community engagement strategies, multilingual communication, accessibility improvements, and patron feedback analysis. Each application emphasizes objective-centered AI use, ensuring that technology serves clearly defined outreach goals rather than generating content for its own sake. The workshop demonstrates how librarians can leverage AI capabilities while maintaining authentic voice, community responsiveness, and the professional judgment that distinguishes effective outreach from generic marketing.

Understanding how to integrate AI into outreach workflows carries significant implications for library visibility, community engagement, and resource allocation. When librarians use AI strategically for outreach tasks, they free up time for relationship-building, program development, and direct patron interaction—the irreplaceable human elements of successful library service. This workshop provides concrete methods for using AI to draft social media posts that reflect library voice and values, generate event descriptions that appeal to specific community segments, create accessible versions of outreach materials, analyze patron feedback to inform programming decisions, and develop multilingual content that serves diverse populations. Participants will learn conversation-steering techniques that maintain control over tone and messaging, verification protocols that ensure accuracy in community-facing communications, and feasibility assessment frameworks that help determine when AI collaboration enhances efficiency and when traditional methods prove more appropriate. The workshop emphasizes that effective AI-assisted outreach requires librarians to provide context, objectives, and community knowledge that AI tools cannot generate independently.

By the end of this workshop, participants will have 10 immediately applicable strategies for integrating AI into their library outreach workflows. Attendees will leave with conversation templates for each application, examples of successful AI-assisted outreach materials, and decision frameworks for evaluating when AI collaboration effectively serves outreach objectives. Participants will understand how to maintain authentic library voice while using AI for content generation, how to adapt AI outputs for specific community contexts, and how to verify that AI-generated outreach materials accurately represent library services and values. Most importantly, participants will recognize that AI tools function best as collaborative partners in outreach work—they can accelerate content creation and expand reach, but they cannot replace the community relationships, cultural competence, and professional expertise that librarians bring to outreach efforts. This workshop ensures that librarians leave equipped to use AI deliberately and strategically in service of their outreach goals.

LEARNING OBJECTIVES: 

• Apply ten specific AI collaboration strategies to common library outreach tasks, including social media content creation, event promotion, newsletter development, multilingual communication, and accessibility enhancement
• Evaluate the feasibility and appropriateness of AI use for specific outreach objectives, determining when AI collaboration enhances efficiency and when traditional methods better serve community needs
• Implement conversation steering techniques that maintain authentic library voice, community responsiveness, and accurate representation of services in AI-assisted outreach materials
• Adapt AI-generated outreach content for specific community contexts, audiences, and platforms while verifying accuracy and alignment with library values and messaging standards
  

ACTIONABLE WORKSHOP ELEMENTS: 

Throughout the 90-minute workshop, participants will complete ten brief, focused exercises corresponding to each AI outreach application:

1. Social Media Content Calendar – Generate a week of social media posts for a specific library program or collection
2. Event Promotion Materials – Create promotional copy for an upcoming library event in multiple formats (flyer, email, social post)
3. Newsletter Article Drafting – Develop a newsletter article highlighting a library service or resource
4. Community Engagement Responses – Draft responses to common patron questions or feedback on social media
5. Multilingual Outreach – Translate and culturally adapt an outreach message for a specific community language group
6. Accessibility Enhancement – Generate alt text, plain language summaries, and accessible versions of outreach materials
7. Patron Feedback Analysis – Analyze sample patron feedback to identify themes and inform programming decisions
8. Partnership Outreach – Draft outreach emails to potential community partners or collaborators
9. Program Description Optimization – Refine program descriptions for different audiences (children, teens, adults, seniors)
10. Outreach Impact Storytelling – Create compelling narratives about library impact for grant applications or annual reports

The recording and presentation slides will be available to all who register. 

DATE: Tuesday, June 16th, 2026, 2:00 - 3:30 pm US - Eastern Time

COST:

• $129/person - includes live attendance and any-time access to the recording and the presentation slides and receiving a participation certificate. To arrange group discounts (see below), to submit a purchase order, or for any registration difficulties or questions, email admin@library20.com.

TO REGISTER: 

Click HERE to register and pay. You can pay by credit card. You will receive an email within a day with information on how to attend the webinar live and how you can access the permanent webinar recording. If you are paying for someone else to attend, you'll be prompted to send an email to admin@library20.com with the name and email address of the actual attendee.

If you need to be invoiced or pay by check, if you have any trouble registering for a webinar, or if you have any questions, please email admin@library20.com.

NOTE: Please check your spam folder if you don't receive your confirmation email within a day.

SPECIAL GROUP RATES (email admin@library20.com to arrange):

• Multiple individual log-ins and access from the same organization paid together: $99 each for 3+ registrations, $75 each for 5+ registrations. Unlimited and non-expiring access for those log-ins.
• The ability to show the webinar (live or recorded) to a group located in the same physical location or in the same virtual meeting from one log-in: $399.
• Large-scale institutional access for viewing with individual login capability: $599 (hosted either at Learning Revolution or in Niche Academy). Unlimited and non-expiring access for those log-ins.

REED C. HEPLER

Reed Hepler is a digital initiatives librarian, instructional designer, copyright agent, artificial intelligence practitioner and consultant, and PhD student at Idaho State University. He earned a Master's Degree in Instructional Design and Educational Technology from Idaho State University in 2025. In 2022, he obtained a Master’s Degree in Library and Information Science, with emphases in Archives Management and Digital Curation from Indiana University. He has worked at nonprofits, corporations, and educational institutions encouraging information literacy and effective education. Combining all of these degrees and experiences, Reed strives to promote ethical librarianship and educational initiatives.

Currently, Reed works as a Digital Initiatives Librarian at a college in Idaho and also has his own consulting firm, heplerconsulting.com. His views and projects can be seen on his LinkedIn page or his blog, CollaborAItion, on Substack. Contact him at reed.hepler@gmail.com for more information.

 

OTHER UPCOMING EVENTS:

 May 29, 2026

 June 2, 2026

 June 4, 2026

 June 5, 2026

 June 11, 2026

 June 12, 2026

 June 16, 2026

The Banality of Institutional Harm

My grandfather had pneumonia, and I had taken him to the hospital. He was given a sulfa-based antibiotic, unbeknownst to me, although the allergy to them was listed on his chart. By the next morning he had an ulcer in his arm where the IV had run, and a new doctor came in, read the file, and said, "I see we're treating your grandfather for an ulcer on his arm."

"No," I said. "You're treating him for pneumonia. The ulcer is from the antibiotic he was administered."

It would be easy to make this a story about a careless doctor. But that would be a shallow reading. Most of us would recognize that this was just a system doing what systems do.

The systems we build to help us, to heal us, to school our children, to process our claims, and to right our wrongs, are the systems best positioned to harm us. And they can harm us most effectively precisely because they are in a helping stance.

A word about that word, harm. I do not mean that hospitals are predatory or that teachers are cynics. I mean something more ordinary and, finally, more disturbing. Hannah Arendt watched a Nazi bureaucrat on trial and found not a monster but a man doing paperwork, and she gave us “the banality of evil” to name what she saw. What I am describing is the banality of institutional harm: not greed or malice, but the steady, sincere, well-meaning way that “helping” institutions come to favor themselves at our expense, with no one in the building ever intending it or even seeing it. The doctor means to help. The teacher means to help. Sincerity is not the exception to this story. Sincerity is the mechanism.

The “helping” machine runs in three identifiable ways.

The Tools Create the Solution

Every tool shapes the hand that holds it. Give someone a hammer and the world fills with nails. Our helping systems are vast collections of hammers: protocols, billing codes, diagnoses, lesson plans, and claim categories. Like all tool-users, these systems are far better at recognizing the problems their tools can solve than the problems their tools cannot. So a quiet reversal sets in, one we rarely notice because it hides inside the language of care. We imagine that a system examines our problem and then selects a remedy. What actually happens, more often than we would like to believe, is that the system reshapes our problem until it matches a remedy already in stock.

The Greeks had a figure for this. Procrustes kept an iron bed beside the road and offered hospitality to travelers, but every guest had to fit the bed exactly: he stretched the short ones on a rack and sawed the legs from the tall. The bed came first; the guest was adjusted to it. This is what intake looks like in a helping system. The bed is the set of solutions the institution already owns, and our situation is stretched or amputated until it fits.

Medicine shows this most plainly. Discouragement, for example, is information; so is anxiety; so is weight. These are signals that something is not working the way it was designed. But the signal isn't the problem. The signal is the symptom; it is not the disease. It's easier to build a set of tools for the symptoms, much harder to do so for the underlying disease. Mistaking the symptom for the disease allows the satisfying use of the tools at hand.

Obesity makes this substitution impossible to miss. A body assembled over hundreds of thousands of years to crave calories and hoard them is dropped into an environment engineered to flood it with both, and it does exactly what it was built to do. The weight is not the disease. The weight is the body succeeding, faithfully, at an ancient task in a world that has weaponized it. But "the modern food environment is a supernormal trap" is not something a clinic can treat in a fifteen-minute visit, whereas the weight itself can be measured, medicated, and even surgically removed. So the symptom is promoted to disease, because the symptom is the part we have ready tools for.

To say the symptom is information is not to say it should be left alone, or that treatment is a fraud, or that medication is a trick. Sometimes you treat the symptom because the person is drowning and you need to buy time, and that time is real, and it saves lives. I have watched medication give people back to themselves. However, a fire alarm going quiet is not the same thing as a fire going out. You do not tear the alarm off the wall and walk away from the smoke. The problem is not treatment. The problem is the slow, profitable confusion of the alarm with the fire, the symptom with the disease, until the thing we set out to treat has drifted entirely out of view.

Losing the Plot

Once a system has reshaped a problem to fit its tools, it begins, naturally, to act on the reshaped version. And every action it takes is recorded, so the record fills, steadily, with the institution's own activity. This is the second movement, and it is the one that turned my grandfather's pneumonia into an ulcer. Treat the wrong thing and you generate new problems; the new problems get recorded; the record drifts; and because the institution can only ever see you through its record, it comes to navigate by a map that describes its own footprints rather than our terrain. By the end, in my grandfather’s hospital room, his chart was largely a history of what the hospital had done to him. The pneumonia could easily almost disappear from view.

The institution does not lose the plot through stupidity. It loses the plot through the accumulated weight of its own activities. The only safeguard against this drift is a human being who holds the original story, who remembers why we came and refuses to be talked out of it. That burden falls entirely on us. The art of surviving a modern helping system turns out to be, to a startling degree, the relentless work of keeping the plot: tracking our own case, correcting the record, insisting on the reason you walked in, against an institution whose paperwork is quietly pulling in another direction.

I'm guessing this has resonated. The moment articulated, it explains so much about what we need to do when navigating helping systems. We experience this everywhere, not only in hospitals. The institution navigates by its file, and the file drifts toward the institution unless we correct it.

But notice who can actually do this plot-keeping. It demands time, confidence, fluency in the institution's language, and sometimes the confidence to contradict a professional to his face. It demands, in short, precisely the resources distributed least equally. The educated and the unhurried keep their plots and walk out with accurate outcomes; the tired, the frightened, the poor, the old, the ones who do not speak the dialect of the system get the templated, tool-based outcome. My grandfather could not have kept his own plot. He was too old and too sick, and he needed someone standing in the room who could. Most people do not have someone to do that. This is why the failure is not, at bottom, a personal one. The system has externalized the cost of its own drift onto the patient, and then arranged matters so that the patients least able to pay that cost are the ones who pay it.

Blaming the Thermometer

Which brings us to the final idea, the most structurally elegant, because it is the one that closes the loop and shields the whole machine from ever being examined. When a system's ready tools have not worked, something has to absorb the failure. And the cheapest, most durable solution institutions arrive at is to attribute the failure to the patient, client, or customer.

Or the student.

A thermometer's reading is a measurement of the environment, not the thermometer. We understand this perfectly until we walk into a school, where we take a number that is, in large part, a measurement of the teaching, the curriculum, the size of the class, and the conditions a child was handed—and we attach it to the child as though it described the child.

We have built a system in which the thermometer is told that it is responsible for the temperature.

It is grading that performs that reversal. It takes an outcome the system produced and reissues it as the student's private possession: their failure, their deficiency, the shape of their mind. I have come to think a grade, honestly read, tells you far more about the teacher than the student—that a room of thriving children is a report on the adults who built it, and a room of failing ones is the same report. The grade hides this by relocating the cause from the room into the student's nature.

Plato described this move twenty-four centuries ago and, characteristically, recommended it. In the Republic he proposes a "noble lie": a founding myth that tells each citizen a god mixed a particular metal into his soul at birth (gold, silver, or bronze) and that this metal fixes his rightful place in the order of things. The lie's purpose is to make a constructed hierarchy feel natural, intrinsic, and deserved, so that each person accepts his station without resentment. The grade is the myth of the metals administered to the millions. The teacher handing out the grade does not experience it as a myth; she believes it measures the child, as the parent believes it, as the child believes it most of all. We have achieved the noble lie that forgot it was a lie, a falsehood needing no liar to sustain it. Because once it was built into the machinery, sincere belief and the plain momentum of the institution carry it forward on their own.

And the genius of it is the shame that comes attached. Once the system's outcome has been printed as a personal verdict, the student has every reason to keep quiet about it. Failure humiliates in a way a bad measurement never could, and humiliation buys silence, and silence is exactly what protects the arrangement from scrutiny. The machine produces the outcome, blames the student for it, and then shames them out of mentioning, or even recognizing, it.

The Tell

Step back, and the three ideas here are not three problems but one machine seen from three angles. It reshapes our reality to fit what it can already do. It drifts from our reality as it acts on the reshaping. It bills the resulting gap to us as our flaws.

What unifies them is not a shared mechanism so much as a shared direction. At every step the gap between the system and our reality is resolved in the system's favor and at our expense—never the reverse. This is not because anyone wills it. It is because, over time, the arrangements that made the institution absorb the cost did not survive, and the arrangements that made the individual absorb it did. A clinic that ate the cost of every messy, un-billable, root-cause problem would close its doors; a clinic that reshapes those problems into billable ones persists and multiplies. The machine is not malicious. It is simply what remains standing after everything gentler has been competed out of existence. That is the law beneath all three ideas.

These are our helping systems, the ones whose entire reason for being is care. And that is precisely where the banality of exploitation reaches its highest and most invisible form, because "we are helping you" is flawless cover for "we are favoring ourselves." The grade is administered with genuine concern. The antibiotic is given to heal. No one in the room experiences himself as an exploiter, and we do not experience ourselves as exploited—we experience ourselves as cared for.

Overt power announces itself, and we can brace against it. Care disarms us. We bring it our body, our child, our trust, and we lower every defense we have, because lowering them is what receiving care requires. The most effective exploitation in the world, then, is not the kind that overpowers us. It is the kind that helps us, so that the harm, when it comes, arrives in the costume of our rescue, and we thank it on the way out.

Keeping the Plot

I do not think the answer is to stop trusting doctors, or to pull our children out of school, or to treat every clerk as an adversary. The helping systems are not the enemy; we cannot live without them, and much of what they do is exactly what they promise. The answer is smaller and harder. It is to keep the plot: to hold, stubbornly, the original story of why we came, and to notice that the system is built so that the cost of losing that story is never the system's to carry. It is to remember that the symptom is not the disease, that the chart is not the patient, that the grade is a reading of the room. And it is to extend that vigilance, hardest of all, to the institutions that love us, or say they do, because those are the ones we didn't think to watch.

Years before I kept the plot in my grandfather's hospital room, I lost it in my own care. I had snapped an Achilles tendon, and the surgeon who repaired it forgot to prescribe an anticoagulant. My leg swelled; I asked about it more than once and was waved off; and it was my own primary care physician, outside that system, who finally caught it and sent me to an emergency room where they identified three clots in my leg that could have killed me, and immediately admitted me to the hospital.

When the error surfaced, the medical group sent me a lawyer. I wish I'd understood what was going on at the time. I believe now they this served two purposes. First, a genuine desire to help me understand my options. But second, to protect themselves.

Here is the part that is so interesting to me now. I told them it was fine. I did not pursue any legal or financial remedy. I told myself that accepting my fate was the decent thing, that it had been an accident, that to ask for anything would be ungracious. I thought I was being noble. Christian, even. It was, weirdly enough, a kind of self-directed victim blaming. Me accepting the full weight of the problem. I was captured, so far inside the story of medicine as the caring system that I could not see the caring system defending itself from me in real time, with a lawyer, in the room. I had lowered every defense, because lowering them is what receiving care requires, and I never raised them again, and I saw the lapse as a virtue.

That is what unsettles me, and why I no longer believe the answer is simply to be clever. I saw the machine plainly in my grandfather's room and named it out loud. I could not see it at all when it was my own leg and my own innocent gratitude. The capture does not spare the people who understand it. And so when I say it's important to keep the plot, I am telling you what it cost me to discover I had lost mine. I once politely absolved the thing that nearly killed me, and believed I was being good. And as I look back on my life, I see that pattern over and over.