8. Living Library: different wars, same destinies

In the Living Library workshop, the participants engage in small group discussions with “living books” – eyewitnesses to historical events. It is important to note that people play the books here, and the readers are participants in the workshop. Through storytelling and interactive exchanges, attendees forge their own perspectives on the events and critically reconsider historical narratives.

• To form one’s own impression of the historical event through personal conversations with eyewitnesses.
• To reflect on historical narratives through personal stories of eyewitnesses.

• Oral history
• Conversation with eyewitnesses
• Historical narratives

15 to 30. Reflecting on the information is crucial in the workshop, and this process is most effective within a group of up to 30 people.

• The prerequisite for participating in the workshop is that attendees must be at least 14 years old and bring a basic understanding of the historical event.
• Additionally, participants should have developed reflection skills and critical thinking skills to process the information presented.

2 hours to 2 hours and 30 minutes

• Books: 4-5 eyewitnesses to historical events. The facilitators give a briefing for the “books” explaining the method of the “Living Library” and giving the “books” instructions on the workshop: The main objective is for the “books” to tell their stories in a way that allows readers to understand the perspective of someone who experienced the historical event, capturing emotions felt either at that time or now in relation to the past.
  How should the story be structured?
  – At the start of their storytelling, the “books” can offer a short introduction,
  clarifying the perspective or role from which the story will be presented. To avoid
  biases, it is recommended to leave out specific details such as nationality and
  sides taken during the war.
  – Each session can be structured differently—either the book presents the story first
  and questions follow, or a conversation/interview format is adopted with ongoing
  questions and answers. The stories can vary from session to session, shaped by the
  questions from the “readers”. It is essential that the session is not just limited to an
  input from the books; readers should actively participate in the conversation.
  – This does not need to follow a chronological sequence as found in history books.
  What matters is the individual’s own perspective and experience.
  – The story does not have to cover the whole event; it can focus on
  memorable moments, significant emotions, reactions, or memories.
  – It is recommended to avoid preconceived conclusions, allowing partici-
  pants to process the narratives and draw connections with other stories.
• Rooms: a separate room for each “book” to ensure an undisturbed
  session and provide a safe space.
• Organisation: the facilitator should be able to create a safe space for the

  sharing of personal experiences and moderate difficult conversations.
  It may be necessary to call on the services of a translator.

• Stationery: paper, moderation cards, stickers, markers, and pens.

Step 1 (20 minutes): As an introduction, the method’s content is explained to participants, and specific principles for starting conversations on challenging topics are introduced. The participants are encouraged to view this as a safe space for sharing their thoughts and to feel comfortable asking questions.

The facilitator introduces all books; it is useful to display brief profiles so that the participants can get an overview of the stories they will be “reading” in the next few hours. Subsequently, the participants are given 10 to 20 minutes to formulate questions for the “books”. They can come up with questions individually or in small groups.

The facilitator divides the participants freely into mixed groups, each with a specific order for visiting the books. Alternatively, the participants can choose the order themselves. It is essential to ensure that the groups are balanced.

Step 2 (90-120 minutes): the Living Library is now open, and readers can borrow the “books”. There will be approximately 3 or 4 rounds, each lasting 30 minutes. Within these 30 minutes, people visit a specific book. Each book has around 10 minutes to share its story. Subsequently, readers have 10 to 15 minutes to ask questions. Then, the tour ends, and the group of readers moves on to another book. It is important that readers take a 5-minute break in between to change rooms and prepare for a new story.

Step 3 (15-30 minutes): after 2 hours of intense and highly informative interaction with the “books”, a reflection session is implemented. Participants come together to contemplate the information based on specific questions. Each participant is invited to formulate their response to the question: “What did I read for myself?” A shorter version would involve explaining the answer in three words. Alternatively, a more time-consuming approach allows participants to describe what they have taken away from the experience. (The image prompt cards can be very helpful to reflect visually on the experience.)

1. Finding books: it might be useful to look out for organisations (NGOs, museums, foundations) involved in the field of history and memory. They are likely to have projects related to the reassessment of history and connections to eyewitnesses. Here are some links to Bosnian organisations working on topics such as history and remembrance.

https://zena-zrtva-rata.com/
https://www.jusp-donjagradina.org/
https://warchildhood.org/ba/

2. Suitable timing: This method should be implemented at the beginning of the project, during the introduction of historical content. Participants will become familiar with the historical event through personal stories before exploring the factual details (for example by visiting museums).

3. Considering the location: the choice of location can be significant, such as talking about the Bosnian War in Sarajevo.

4. Book profiles: Books should represent various groups that have been affected, thus including different perspectives such as refugees, humanitarian workers, young soldiers, and children during wartime.

5. Preparing books:

• A safe space shall be created for the books to prepare for conversations.
• Books are allowed to not answer certain questions if they find them triggering.
• Books are encouraged to be mindful of their own reactions during the discussions.

6. Preparing participants: establish the following principles of conversation:

• Participants can ask questions, but should not necessarily expect answers, as certain questions may be triggering for the books.
• Participants should be aware of their own reactions and the reactions of others.
• Each participant decides their level of participation; listening without commenting is also acceptable.
• Debating or commenting on each other is not allowed.

Details regarding the “Living Library” from the Council of Europe website: The very first Living Library (Menneske Biblioteket in Danish) was organised in Denmark in 2000 during the Roskilde Festival. The original idea was developed by a Danish Youth NGO called “Stop the Violence” (Foreningen Stop Volden) as part of its activities for the festivalgoers. The Living Library was originally a tool to fight prejudice and discrimination. (https://www.coe.int/en/web/youth/living-library)

If the team is unable to find enough books, they can add the following option to the method. This can be implemented either as a separate cycle in parallel with the books, or as a part of an independent session for personal reflection.

Participants as „Living Books“ – exploring family history
Participants can become books of their own family history by sharing their experiences, memories, and family stories, and explaining how their families responded to various historical events. The aim is to give the opportunity to put their personal narratives into a wider historical context. It is crucial to make participants understand that their stories are not isolated accounts of the past but are linked to contemporary times. The team can choose a specific period and event(s) to help focus the discussion.

Discussion round – participants as active contributors to history:
The team can guide the discussion towards a reflection on the past, present, and future. To achieve this, they can provide participants with questions that stimulate discussion, emphasising the idea that they are making history in the present. Here are some
examples for questions:

• To keep peace, there is a cost. What is the price you are ready to pay?
• When is the time to engage?
• If you are rethinking history, in which way are you doing so? What is important
  for you? What did you understand on this trip?
• Violence and conflicts – how do you want to deal with them?
• How do you want the past to influence the future?
• How can you encourage humanity?

This approach is suitable for the conclusion of the project, once the participants have gained an overview of historical events. It serves as an opportunity to bridge the gap between what participants have learned from eyewitnesses and their own roles as witnesses and active participants in current events.

Participants “reading” the book “Mladjen”.