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| Public library services supporting
lifelong learning (Summary)
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A minimum
agenda of such services for public libraries to consider includes:
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providing public access to the Internet;
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matching opening hours to the needs of learners;
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provision of IST-based study facilities and learning environments;
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resources (technologies, curriculum oriented
collections - Libraries have always provided resources such as
university and college prospectuses, examination syllabuses
and revision guides, basic literacy and numeracy skills
materials, language courses, careers information etc. They
should continue to do so, but access may be provided in new
ways e.g. online. Technology also opens up the possibility of
providing interactive and/or online facilities for current
information such as college vacancies, and for subject
learning such as basic skills and languages);
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establishing training centres: taking on a major role as training institutions accredited by official organisations, offering open and/or structured access to courses leading to accredited
qualifications, , or in partnership with training providers
(for example, in the UK, the BBC has offered basic skills and
computer training through public libraries);
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providing e-learning environments by providing a combination of Internet, telephone,
videoconferencing and broadcast television, signposted and packaged content and services in a Web-based environment;
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Virtual Reference Desks: networked reference desks can be created to support reference questions sent by mail or by pre-defined forms, possibly specialising in different subjects in a distributed
environment;
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providing IST
training in the library on a one-to-one basis or to groups;
providing educational guidance, for which a knowledge of the
educational system of the country will be required (this may
require co-operation with an educational institution).
Managed
Learning Environments (MLEs) and Virtual
Learning Environments (VLEs) are becoming common in
universities and colleges, and the implications of introducing
these concepts to public libraries will need to be considered.
VLEs include many of the items in the agenda above, such as
support of on-line learning, including access to learning
resources, assessment and guidance, but also include online
communication between the learner, the tutor and other learning
support specialists to provide direct support and feedback for
learners, as well as peer-group communications that build a sense
of group identity and community of interest. This is another
opportunity for co-operation between public libraries and
educational institutions.
Partnerships
should also be considered with employment and careers
organisations, for example an arrangement with the local careers
service whereby a careers officer can interview people in a
library, or links with a job centre which can provide details of
vacancies. Lifelong learning is particularly important in areas of
high unemployment. In the UK reasons given for using the People's
Network include learning and finding work. "The data so
far available provides evidence of a noteworthy contribution by
public libraries: in a three month period 25,000 People's Network
users undertaking IT 'Get Started' training; 30,000 doing an
'Internet Taster' course; 10,000 embarking on an office software
course; and so on." (From The People's Network: A turning
point for public libraries, by Peter Brophy.)
Public libraries need to ensure that they design their services and resources to create effective conditions for Lifelong Learning activities. This involves:
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supportive and creative environments conducive to learning and education;
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adequate learning workplaces;
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unbiased and helpful staff;
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access points for active participation in “e-activities” of all kinds;
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training and support in the use of
IST;
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evaluation and organisation of information;
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open access to information media and learning resources, both physical and virtual.
Librarians need to become more proactive in adapting and promoting their services in regard to existing lifelong learning strategies and
to conduct extensive market research in order to understand their customers’ needs better.
Indicators need to be developed verifying the effectiveness of public libraries in this role.
Resource: The Council for Museums, Archives and Libraries has
commissioned the Learning Impact Research Project to develop a
model for this (http://www.resource.gov.uk/documents/lirpanalysis.pdf)
Accreditation
The availability through public libraries and other learning centres of certificates of learning enables comparability between formal and informal learning procedures, increases the transparency of achievements and the flexibility of different learning paths. Certificates are clearly an incentive for learning and are a proof of skills valuable for jobs. This is particularly the case if the certificate is widely recognised like the European Computer Driving Licence (ECDL).
Libraries need to form partnerships and co-operate with other
learning providers - colleges, universities, distance learning
organisations - to facilitate accreditation. However, it must not
be overlooked that some learners (older people for example) may
not want or need accreditation.
Staff training and the evolution of the librarian’s role
Librarians now have to combine new technologies with
administrative and management work, handling a wide variety of
resources, paper and electronic, and putting the user at the
centre of their services and providing, not just assistance, but
also teaching, on demand. They must be able to teach people to use
the technology, and also to evaluate the information found.
Information overload is a common phenomenon; finding information
can seem very easy, but selecting what is authoritative, current,
and suitable for purpose is more difficult but very important.
Some public library staff are not yet sufficiently skilled to
provide effective Lifelong Learning services; extensive training
is required, both in regard to technology and content.
The management of digital resources and services requires new competences for public librarians, including:
Recruitment and training policies which enable public libraries to offer the appropriate skills (IST, pedagogical) are vital. Training needs to be:
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accessible to all staff who need it;
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flexible enough to respond to evolving training
needs;
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designed and delivered according to defined quality standards;
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tailored and selected for the specialised needs of staff.
FUTURE AGENDA
A time may come when the vast majority of European citizens may be digitally educated and there will be no need for digital literacy initiatives and courses. Yet, the world will be increasingly reliant on information, flexible learning and the sharing of human knowledge. In these circumstances, public librarians will need to adapt their role to become ‘masters of information’ and to develop a role in the organisation, filtering and location of information.
However, as new technologies develop at an ever more rapid pace, it is quite possible that people will still need initial support in their use and that librarians will continue to play a key role in delivering information and learning with a focus on people at a social or cultural
disadvantage.
LINKS
Europe
Distance education in rural areas (DERAL)
This project co-ordinated by Kalmar Läns Bibliotek funded under the EC Telematics for Libraries programme aimed to encourage public libraries to play an increasingly important role in transferring information, knowledge and education to users with difficulty in following normal courses of study.
http://deral.infc.ulst.ac.uk/
elearningeuropa.info
Gives a lot of useful information on what is happening in Europe.
http://www.elearningeuropa.info/
ISTAR Networks
Funded by the European Commission’s Directorate for Social Affairs (DGV) under its Regional Information Society Initiatives (RISI2) programme in 1997. The pilot project, based on public libraries, set out to promote awareness and provide training and access to Information and Communications Technology and the Internet for the public in regions of Europe with poor access to markets and networks (in Greece, Northern Ireland and Thuringia in Germany). It ended in 2000.
http://www.istar.org/
Minerva
The Minerva Action seeks to promote European co-operation in the
field of Information Communication Technology (ICT) and Open and
Distance Learning (ODL) in education.
http://europa.eu.int/comm/education/socrates/minerva/ind1a.html
Open Society Institute Training Centres
Established for continuing education of librarians programme supported in 18 countries covering Central and Eastern Europe and former Soviet Union. Digital literacy is part of the courses offered by the Centres.
http://www.osi.hu/
Belgium
University of Antwerp
Websites developed as a result of the Web-based Interactive Learning: Models and Applications project. The aim is to develop courses in an appropriate format for the WWW. An example of Web-based Interactive Learning tailored for Information Science students.
http://ibw-wilma.uia.ac.be/ODI/
- course with a general introduction to Documentary Information Science
http://ibw-wilma.uia.ac.be/HRM/
- course on Human Resource Management in libraries and information
Bulgaria
Website of the Bulgarian Training Centre for continuing education for librarians.
http://www.nl.otel.net/uliso/Cntr-for%20cont.ed.htm
Czech Republic
Out-of-School Education of Librarians
The programme aims to provide help with IST work and information services to users throughout the Czech Republic by training of librarians, including those in small libraries, who will acquire new skills and competencies to ECDL standard.
http://www.nkp.cz/o_knihovnach/konsorcia/VISK/VISKindex.htm
Public information services of libraries
Part of a broader programme package whose aim is to deliver computer literacy to all librarians in the Czech Republic.
http://www.nkp.cz/o_knihovnach/konsorcia/VISK/VISK2.htm
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lifelong learning (Summary)
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