public libraries and lifelonglearning

Public Libraries and LifeLongLearningPublic Libraries and LifeLongLearning

Breda KarunNational and University Libray, Slovenia

ENTITLE Sofia, 30.9.2009

Approaches to learningApproaches to learning

• It can involve acquisition of knowledge, increase in skills, change in attitude, new behaviour, or any combination of the above elements

• Complex concept which is no longer simply the domain of educational institutions

• Responsibility of all public and private organisations to increase human and social capital, and contribute to a knowledge-based economy

• Non-formal learning (e.g. via workplace training), self-directed and informal learning is an area where libraries and other cultural institutions play a crucial role.


Public libraries – learning placesPublic libraries – learning places

The public library, the local gateway to knowledge, provides a basic condition for lifelong learning, independent decision-making and cultural development of the individual and social goups.‘

(IFLA/UNESCO public library manifesto, 1994)

Europe: 96.000 public libraries with 180 mio users• users of all ages, social groups• strong roots in local communities• tradition of partnership with schools and provision of learning-

oriented services


Input, Output, OutcomeInput, Output, Outcome

• Input measures may include staff numbers, collection size, user space, funds allocated, etc.

• Output measures may include training sessions held, loans, user attendance at events, partnerships formed

• Outcomes capture the effect or the impact of using a service, which is the real value that the service delivers for the end user


IndicatorsIndicators

Indicators are used to measure, simplify and articulate outcomes

– Simple to implement – Measurable – Action-focused – Relevant – Time-bound


Economic, Social, Cultural ImpactEconomic, Social, Cultural Impact

Florida Public Libraries• Return $6.54 US for every $1.00 invested from all sources.• For every $6,448 US spent on public libraries from public funding sources

in Florida, one job is created.• For every dollar of public support spent on public libraries in Florida, gross

regional product increases by $9.08 US

British Library generates 4,40 pounds of value to the economy for every 1pound that it spends. (study in 2003/2004)

Scotland• Public Library Quality Improvement Matrix (2007) the tool for local library

services to demonstrate to the public how good provision is and the importance of the range and diversity of the services provided to the communities they serve


Global Learning Outcome - GLOsGlobal Learning Outcome - GLOs

The GLOs has been developed by the Research Centre for Museums and Galleries (RCMG)

A tool to help practitioners in libraries to:– Analyse their services and articulate their impact on individuals and

communities – Improve approaches to evaluation e.g. designing questionnaires– Draw conclusions from existing data e.g. surveys and comment cards– Communicate with colleagues, funders, evaluators and policy-makers

about the impact on learning in different ways– Develop staff awareness of and practice in facilitating learning– Design better learning experiences and spaces that inspire people to

learn


GLOsGLOs

Five distinct aspects of learning where cultural organisations can be seen to have an impact:

• Knowledge and Understanding

• Skills

• Attitudes and Values

• Enjoyment, Inspiration and Creativity

• Activity, Behaviour and Progression


Step-by-step approachStep-by-step approach


1. stepDevelop your story

2. stepCollect SMART indicators

3. stepSelect data collection method

4. stepAnalyse results

5. step Present and use findings

1.step: Develop your story1.step: Develop your story

• NEEDS Why is this service needed and who needs it?

• INPUTS AND ACTIVITIES What resources are needed to meet this need and

what activities will you implement to deliver this service?

• OUTPUTS AND OUTCOMES What you expect to achieve?


2. step: S2. step: Select SMART indicatorselect SMART indicators

What change would I observethat would tell me that there has been someprogress towards achieving the outcome?

> Question Bank – usefull examples of generic indicators


3. step: Select data collection methods3. step: Select data collection methods

• Keeping your own records of users and participants

• Create questions to put onto a questionnaire • Ask people to write their general comments about the

activities they experienced on a card

• Conduct one-to-one interviews or focus groups

• Observe how participants behave during the activities and make judgments about their learning


4. step: Analysing the data4. step: Analysing the data

• Qualitative• Quantitative

• Analysis of the data you collect will reveal whether the “story” you mapped out actually happened. That is, it will allow you to test your hypothesis.

• Always link your analysis to your original Story. – What is the data telling you about whether and how you

have achieved your outputs and outcomes? – Do you have evidence that your activity has effected

change on users?


5. Present and use findings5. Present and use findings

• Make decisions about how to interpret the results

• Explore ways to make your evidence base more robust, for example by:– looking at long term impact by returning to participants a

year or two later to check on progress– sharing this framework and exchanging findings with other

libraries locally and nationally for benchmarking– compare data for users and non-users in terms of learning

outcomes– build partnerships with other local organisations to

monitor social trends


GLOs ToolsGLOs Tools

• Guidance on how to develop the story

• Useful examples of generic indicators – Question bank

• Sample questionnaire

• Examples of how to link your outputs and outcomes to an indicator,

• Report structure

• Case studies, describing each stepENTITLE Sofia, 30.9.2009

Logic model: Logic model: Information literacy for seniorsInformation literacy for seniors


NEEDS More and more information are available via internet, some of them only this way. Elderly people are less mobile, therefore it is easier for them to order from shops, to use services of e-government or to check timetables.

INPUTS approx 2 days per week of staff time (designing and running of courses, writing invitations, preparing working materials, evaluating the courses), computer room, publishing handbook

ACTIVITIES 3–days course

OUTPUTS Courses held, number of participants of the course, increased number of library users

OUTCOMES (Refer GLOs)

Knowledge and Understanding: understanding of working of computer, internet, OPACSkills: basic mastering the using of computer, searching engines, OPAC, e-mails Attitudes and Values: higher level of self-confidence in using computers in everyday lifeEnjoyment, inspiration, creativity: using sites for seniors, establishing contacts and communicating with people with similar interestsActivity, behaviour, progression: to be better informed about events, increased inclusion, active old age

IMPACT Improved social cohesion, enchased quality of life in old age, social networking


Putting together outcomes, indicators and methodsPutting together outcomes, indicators and methods


OUTCOME INDICATOR METHOD

understanding of working of computer, internet, OPAC

Asses your knowledge how to use computers?(1-5 from very good to don’t use)Will you be able to use the knowledge acquired at the workshop in everyday life? (1-5 from totally agree to totally disagree)

Question before the course

Question after the course (paper questionnaire)

basic mastering the using of computer, searching engines, OPAC, e-mails

Level of self-dependence at using internet and OPAC: participants using search engines to find a tourist destination, a recipe, train timetables, OPAC - From computer to information and library material

Exercises related to basic acquired computer knowledge


LifeLongLearning in SloveniaLifeLongLearning in Slovenia


Providers of Adult EducationProviders of Adult Education

• Institutions for the education of adults such as folk universities

• Institutions for education of youth, additional programmes for adults

• “Other organisations”:– libraries, museums, theatres, archives, centres of culture etc.,

political organisations and parties, organisations for rural and farmer population, organisations of local communities, organisations for leisure time, professional organisations, social welfare organisations, organisations for the disabled, organisations for help to families, parents, organisations for tourism, organisations of seniors, housewives


Adults and LearningAdults and Learning

• 15,3% inhabitans between 15 and 64 involved in any kind of adult education (EU averaga is 10,2%).

• 84% of them participate in the vocational programmes.

• Adults don’t participate in learning for different reasons from those of young people. It may be lack of information, or fear of participation, because of the social or economic appurtenance to a particular group, or a reduction in the ability to plan the future, or bad experiences from past education and training, or an inefficient system for informing and presenting new learning programmes.


The Slovenian Institute for Adult Education The Slovenian Institute for Adult Education

• The national institution for development, research and counselling in the field of adult education. The Institute’s basic mission is to support the culture of lifelong learning and education in Slovenia

• The developer and coordinator of most adult education programms


Libraries and LearningLibraries and Learning

• Traditional activities within libraries such as giuded visits, presentations of new books, meetings with writers, play hours with books, story hours, creative workshops for children and adults, discussions with experts about interesting and current topics, exhibitions, ICT courses etc.

• Activities which are the answer to the changes in the society, culture and technology and are run in cooperation with other institutions and partners


ExamplesExamples

• Study circles / take place in public libraries• Open learning centres / a public library is a coordinator of the national

network• Learning exchange / started in public library, now it coordinates the

national network • Lifelong learning centres / almost all public libraries are part of the

network• The third age university / good cooperation with public libraries. ICT

trainings for elderlies• Employment information service / based in the public library• Centres for Informing and Vocational Counselling / some centres in

public libraries• Youth information centres / information, create their own

programme, free study help


GLOsGLOsTesting in SloveniaTesting in Slovenia


Where and whenWhere and when

• City Library Ljubljana

• Maribor Public Library

• September 2008

• 6 learning courses


Learning coursesLearning courses

• Unemployed1. Interview with employer2. How to be dressed for the interview3. Colours and business dresses4. Don’t let the stress stress you

• Seniors5. Information literacy

• Students6. Information literacy


UnemployedUnemployed

• 4 workshops• 42 participants

• Methods:• Interview• Questionaire


Unemployed - OutcomesUnemployed - Outcomes

• Knowledge and understanding• acquired knowledge can be used in practice

• Skills• Participants are better prepared for the job searching

process - interview• Altitudes and values

• Confidence, self-esteem has raised • Conntacts with other uneployed people

• Activity• Improvement of chances to find a job


Information literacy for seniorsInformation literacy for seniors

• 3 days• 4 participants (2 groups)• 57 – 65 years old

• Bad or very bad knowledge before the workshop

• Method:• Interview before and after

the course


Seniors - OutcomesSeniors - Outcomes

• Knowledge and understanding• The ability to use computers in everyday life has improved

• Skills• Easier to search the internet than the library catalogue

• Altitudes and values• Improved communication with friends and family

• Activity, progression• Inclusion in the community has increased


Information literacy for secondary school Information literacy for secondary school studentsstudents

• 45 students (2 groups)

• Methods:• Questionnaires

before and after the course

• Comment cards


Students - OutcomesStudents - Outcomes

• Knowledge and understanding• Understanding the concept of library, how they can use it

• Skills• The use of catalogue, orientation in the library

• Activity• The use of knowledge when visiting other similar

institutions


FeedbackFeedback

• Very good and useful model• Includes all aspects of measuring the impact of the service• Useful supportive materials• Helps to improve the service• To optimize the results, the measuring needs to be repeated

• Think about evaluation when plan the service• Time consuming


public libraries and lifelonglearning

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