Beyond the Screen: How Interactive Early Learning Strengthens Family Engagement in a Small Rural Minnesota Library

What Wadena City Library’s experience reveals about the role of hands-on learning technology in attracting families, supporting young learners, and expanding engagement with library services.

Public libraries have long served as places for reading, discovery, and connection. As the needs of their communities evolve, so does the way families experience the library.

For families with young children, books and storytimes remain essential parts of that experience, but hands-on and interactive learning opportunities can provide another reason to walk through the door. When thoughtfully integrated into a children’s space, educational technology can complement traditional library resources while encouraging exploration, independent learning, and continued engagement with the library.

Wadena City Library in Wadena, Minnesota offers a compelling example.

As the library adapted its spaces and services around the needs of a changing community, interactive early learning became an important part of its approach. Today, two AWE Learning stations have become some of the most heavily used resources in the building, and their impact extends beyond the children using them.

The experience raises a larger question for public libraries:

Can interactive learning technology do more than provide an educational activity for children? Can it strengthen a family’s relationship with the library itself?

Wadena’s experience suggests that it can.

Interactive Learning Can Become a Draw for Families

Wadena City Library has grown alongside the community it serves.

A 2017 space needs assessment found that the library’s former building, largely unchanged for 32 years, had reached capacity. As more young families used the library and demand grew for programming beyond traditional collections, staff and city leadership began reconsidering what their library needed to provide.

Among the priorities were dedicated spaces for children, teens, and adults; greater flexibility for community programming; accessibility; and more hands-on learning opportunities for children.

The library moved into its current home in 2023, creating a space designed around those changing needs.

Within its children’s area, interactive learning quickly became an important part of the experience.

Wadena initially purchased one AWE Learning station. According to Branch Manager Renee Frethem, its popularity with children quickly demonstrated the need for another. 

“Wadena City Library has two AWE learning stations. We started with one station and quickly realized we needed at least one more due to the popularity with the children.”
— Renee Frethem, Branch Manager, Wadena City Library

Today, usage of the stations matches or exceeds the library’s traditional patron computers. Some families specifically visit the library so their children can use them.

That makes the technology more than another resource within the building.

It becomes a reason to visit.

The Screen Can Be the Beginning — Not the End — of the Library Experience

Educational technology and traditional library resources are sometimes treated as competing experiences.

Wadena’s experience suggests a different relationship.

Because the AWE Learning stations are located within the children’s area, a visit that begins with interactive learning naturally places families alongside books, collections, programming, and other library services.

And Wadena has seen that proximity translate into broader engagement.

“Families come in just to use the AWE’s and end up applying for library cards and checking out materials — it’s become a real beacon for bringing new families into the library.”
— Renee Frethem, Branch Manager, Wadena City Library

That ripple effect is significant.

A child may initially be interested in an educational game or activity. That interest brings the family into the library. Once there, the family encounters everything else the library has to offer.

Wadena’s broader family-centered environment supports that connection. The library offers weekly children’s storytimes, summer and winter reading programs, author events, community meetups, and dedicated spaces for different generations.

Interactive learning therefore does not have to replace books or traditional literacy experiences.

It can become another pathway toward them.

Small Libraries Need High-Impact Resources Without High Staff Burden

For small and rural libraries, introducing a new resource involves more than considering whether patrons will use it.

Staff must also consider what it will require to maintain.

Wadena City Library reports that its AWE Learning stations require very little day-to-day staff upkeep. Routine updates can be handled through a straightforward administrative process, allowing the technology to remain available without creating a significant additional responsibility for staff.

“There is very little staff upkeep on the machines — for a small branch like ours, that matters.”
— Renee Frethem, Branch Manager, Wadena City Library

At the same time, children have access to a range of age-appropriate, STREAM-focused programs and activities through responsive touchscreens, color-coded keyboards, and mice designed to support young learners.

The stations connect to Wi-Fi when updates are needed, but children cannot access the internet, they can only use the educational content installed on the machine.

For Wadena, sustainability also extends to how the stations were funded.

Both were purchased through community donations and grants rather than the city budget, demonstrating how outside funding can help libraries introduce new learning resources while protecting limited operating dollars.

Family-Centered Technology Works Best as Part of a Larger Ecosystem

One of the most important lessons from Wadena is that no single resource transformed the library on its own.

The AWE Learning stations are part of a broader effort to create a library around the families who use it.

Wadena’s current building includes dedicated children’s, teen, and adult spaces. Its children’s area was designed with room to grow as the town’s youngest population grows. A flexible community room accommodates events and gatherings, while drive-through pickup, 24/7 drop-off, and after-hours rentable space make the library more accessible within residents’ everyday lives.

Interactive learning exists within that larger ecosystem.

The result is a children’s space where young patrons can move between different types of learning and discovery, from educational technology to books, storytime, programs, and shared experiences with their families.

This is an important distinction for libraries evaluating technology for young patrons.

The goal is screen time with a purpose, using the right technology to increase engagement with learning and with the library.

What Wadena’s Experience Suggests for Public Libraries

Wadena City Library represents one community, and its experience should not be treated as a universal outcome for every library. However, its experience highlights several considerations for libraries evaluating how interactive learning fits into their children’s services.

1. Children’s Technology Can Become a Family Acquisition Tool

A resource designed for young learners can provide a reason for an entire family to enter the library. At Wadena, some families specifically visit for the AWE Learning stations and subsequently engage with additional library services.

2. Digital and Traditional Literacy Can Complement One Another

Interactive educational technology does not have to compete with books. Wadena has seen visits centered around its learning stations lead to library card applications and material checkouts.

3. Family Engagement Starts With Reasons to Visit

Storytimes, collections, community events, reading programs, and interactive learning can all serve as entry points. Offering multiple ways to engage allows families to build a library experience around their own interests and needs.

4. Staff Capacity Matters

For smaller libraries in particular, the value of a resource must be weighed against the time required to manage it. Wadena identifies minimal staff upkeep as an important benefit of its stations.

5. Community Funding Can Expand What Is Possible

Wadena funded its two stations through grants and community donations rather than its city budget, providing an example of how libraries can look beyond operating funds when introducing new educational resources.

6. Successful Resources Create Demand for Growth

Wadena began with one station, added a second in response to popularity, and hopes to add additional stations as space allows.

“We see these stations as a foundation to build on, not a finished project — as our space allows, we’d love to add more.”
— Renee Frethem, Branch Manager, Wadena City Library

Beyond the Screen

Wadena City Library’s experience demonstrates that the value of interactive early learning can extend beyond the time a child spends at a screen.

For Wadena, the AWE Learning stations have become heavily used resources, but their broader impact may be even more meaningful. They give children another way to learn and explore. They give families another reason to visit. And once those families arrive, they encounter books, programming, library cards, community connections, and the many other resources waiting for them.

That is where interactive learning can have its greatest impact.

The screen is not the destination. It is another doorway into everything the library has to offer.

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Learn more about AWE Learning with your local representative to explore your options. 
 
info@awelearning.com      (610) 833-6400 

Sources

Wadena City Library / Kitchigami Regional Library System; U.S. Census Bureau, American Community Survey 5-Year Estimates for Wadena, Minnesota; Wadena Area Chamber of Commerce; BKV Group, Wadena City Library project; AWE Learning Company endorsement letter from Wadena City Library, August 2026.

Promoting Continuous Academic Improvement in Young Learners

AWE Learning’s Commitment to Addressing Illiteracy in Children Ages 2-12

Early childhood learning is one of the strongest predictors of long-term academic success (Heckman, 2006). Libraries play a critical role in this ecosystem not just as places to access books, but as community learning hubs that support literacy, school readiness, and lifelong learning.  

This white paper explores how structured, interactive digital learning tools can help address one of the most persistent challenges in education: early literacy gaps among children ages 2–12.  

AWE Learning has spent over 30 years developing solutions designed specifically for libraries, providing safe, engaging, and developmentally appropriate learning experiences that help children build foundational skills through play.  

By combining research-backed approaches with accessible technology, libraries can expand equitable access to digital learning and support school readiness. These solutions also create meaningful opportunities for continuous academic growth. Ultimately, they strengthen communities by helping children build the skills needed for academic success, future employment, and lifelong learning. 

Why Early Learning Matters

Children between the ages of 2 and 12 are in a critical stage of development, where cognitive, social, and emotional growth intersect with foundational academic skills. During this time, early literacy plays a defining role in shaping future academic success.  

In the United States, literacy challenges remain a pressing concern. According to the National Assessment of Educational Progress, only about one-third of fourth-grade students are reading at a proficient level, with many falling behind before they reach middle school. These challenges have been further compounded by pandemic-related learning loss, which has widened existing gaps.  

Early literacy struggles are often linked to long-term outcomes, including lower academic performance, reduced confidence in learning environments, and limited access to future educational and career opportunities.  

At the same time, the role of libraries is evolving. Today’s libraries are expected not only to provide access to books but also to support early learning, digital literacy, school readiness, and equitable access to educational resources. This shift presents both a challenge and a powerful opportunity for libraries to make a lasting impact on their communities.  

The Challenge: Supporting Learning in a Digital-First World

Today’s learners are digital natives, but not all digital experiences are created equally. While technology has the potential to enhance learning, libraries must navigate several challenges in delivering meaningful digital experiences.  

Many children still face access gaps, lacking reliable devices or high-quality educational content outside the library. At the same time, caregivers and educators are increasingly concerned about screen time, seeking options that provide real educational value rather than passive entertainment. Libraries are also being asked to expand programming and services without additional staffing, making scalability a key concern.  

Additionally, not all digital content is created with learning outcomes in mind. Many tools prioritize entertainment over skill development, making it difficult for libraries to confidently recommend or provide digital resources.  

To effectively support their communities, libraries need solutions that are safe, easy to manage, developmentally appropriate, aligned with learning goals, and designed for children’s independent use.  

The Opportunity: Digital Learning Done Right

When designed thoughtfully, digital learning tools can play a powerful role in supporting early education. They can improve literacy and language development, increase engagement and time spent learning, and provide consistent opportunities for skill-building beyond traditional programming hours.  

Research shows that interactive, guided digital experiences are significantly more effective than passive screen time, especially for early learners (Hirsh-Pasek et al., 2015). These types of experiences encourage active participation, reinforce learning concepts, and support deeper learning.  

This is where libraries can play a unique role, providing “productive screen time” in a trusted, structured environment where children can safely explore, learn, and grow.  

AWE Learning: Supporting Libraries and Communities

AWE Learning was built specifically to support libraries in delivering early learning experiences at a scale through productive screen time. Today, over 49% of U.S. public libraries use AWE Learning, with more than 38,000 workstations deployed nationwide. Through these workstations, millions of children have engaged with AWE’s educational content, helping libraries extend their impact far beyond traditional programming.  

AWE workstations are designed to create meaningful, safe, and engaging self-directed learning experiences for children. They expand equitable access to literacy, STEM, and problem-solving skills while providing healthy, productive screen time through structured, interactive learning. At the same time, they allow libraries to extend programming without requiring additional staff time and offer valuable usage insights that support programming and collection decisions.  

What Makes AWE Different

Unlike open internet computers or entertainment-based software, AWE is intentionally designed to support continuous academic improvement among young learners. Its closed, safe environment—free from internet access, ads, and external distractions—ensures that children remain focused on learning rather than passive consumption.  

With over 250 STREAM-aligned learning modules, AWE content is structured to build skills progressively, helping children strengthen literacy, math, and critical thinking over time. This approach supports consistent skill development, reinforcing what children learn through repeated engagement.  

Bilingual learning options further expand access, allowing libraries to better serve diverse communities and support language development for multilingual learners. Because the platform is designed for independent use, children can engage in self-paced learning experiences that build confidence and reinforce foundational skills.  

Together, these features enable libraries to provide high-quality, repeatable learning experiences that directly contribute to closing literacy gaps and supporting continuous academic growth.  

Innovation: Platinum Version 4

AWE Learning’s latest platform, Platinum Version 4, builds this foundation with enhanced performance, faster load times, and a redesigned interface tailored for early learners. Expanded content across literacy, STEM, and critical thinking areas ensures that children have access to a wide range of developmentally appropriate learning experiences.  

For children, these updates support independent learning by allowing them to explore content at their own pace, without requiring constant staff assistance. Skill progression is built into the experience, helping young learners strengthen literacy, STEM, and problem-solving abilities over time.  

For library staff, improved reporting tools and a streamlined customer portal enable more effective, data-informed decision-making. Libraries can track usage trends, identify which content areas are most impactful, and make informed decisions about programming, resource allocation, and future investments.  

Impact: Libraries as Learning Hubs

Libraries are uniquely positioned to become “third learning spaces,” bridging the gap between school and home. With the right tools in place, they can:

• Support school readiness before kindergarten and reinforce learning beyond the classroom.
• Provide equitable access to high-quality educational resources for all children.
• Engage both children and caregivers in meaningful, skill-building experiences.
• Extend learning opportunities without increasing staff workload.

AWE Learning enables libraries to deliver on this role in a way that is scalable, sustainable, and deeply impactful for the communities they serve.  

Addressing early literacy gaps requires more than access; it requires intentional, engaging, and equitable learning experiences.  

Libraries are already trusted community institutions. With the addition of structured digital learning tools, they can expand their role even further—supporting children not just as readers, but as confident, capable learners.  

AWE Learning is proud to support this mission by helping libraries provide safe, meaningful learning environments, equitable access to digital resources, and opportunities for continuous academic growth.  

Together, we can help ensure that every child has the opportunity to learn, explore, and succeed. 

Enjoy our blog? Subscribe here to receive our quarterly newsletter featuring a new blog directly in your inbox!

Learn more about AWE Learning with your local representative to explore your options. 
 
info@awelearning.com      (610) 833-6400 

Heckman, J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science. 

Hirsh-Pasek, K., et al. (2015). Putting education in “educational” apps. Psychological Science in the Public Interest.  

UNESCO. (2017). More than one-half of children and adolescents are not learning worldwide.  

World Bank. (2022). The State of Global Learning Poverty.