1. Public Libraries and LifeLongLearning
Breda Karun
National and University Libray, Slovenia
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2. Approaches 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.
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3. Public 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: 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
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4. Input, 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
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5. Indicators
Indicators are used to measure, simplify and articulate outcomes
Simple to implement
Measurable
Action-focused
Relevant
Time-bound
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6. Economic, 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
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7. Global 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
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8. GLOs
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
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9. Step-by-step approach
Develop your story
2. step
Collect SMART indicators
3. step
Select data collection method
4. step
Analyse results
5. step
Present and use findings
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10. 1.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?
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11. 2. step: Select SMART indicators
What change would I observe
that would tell me that there has been some
progress towards achieving the outcome?
> Question Bank – usefull examples of generic indicators
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12. 3. 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
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13. 4. 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?
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14. 5. 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
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15. GLOs 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 step
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16. Logic model: Information 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, OPAC
Skills: basic mastering the using of computer, searching engines, OPAC, s
Attitudes and Values: higher level of self-confidence in using computers in everyday life
Enjoyment, inspiration, creativity: using sites for seniors, establishing contacts and communicating with people with similar interests
Activity, 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
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17. Putting together outcomes, indicators and methods
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, s
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
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18. LifeLongLearning in Slovenia
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19. Providers 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
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20. Adults 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.
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21. 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
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22. Libraries 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
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23. Examples 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
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24. GLOs
Testing in Slovenia
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25. Where and when City Library Ljubljana Maribor Public Library
September 2008
6 learning courses
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26. Learning courses Unemployed Seniors Students Interview with employer
How to be dressed for the interview
Colours and business dresses
Don’t let the stress stress you
Seniors
5. Information literacy
Students
6. Information literacy
In fact we can speak about 3 different programs, as those for unemployed have similar concept but different topics.
As the time was short, libraries performed testing on already existed training programs.
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27. Unemployed 4 workshops 42 participants Methods: Interview Questionaire
Interviews before the workshop ‘Interview with employer’ were recorded and later used within the workshop.
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28. Unemployed - Outcomes Knowledge and understanding Skills
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
Libraries chose 4 areas of learning for evaluation.
Participants agree or mostly agree that they can use the acquired knowledge in practice.
The workshop on stress was exception among 4 w. for unemployed. Expectations of participants were not realistic – too high. This was the lesson learned.
It would be good if the questionaire could be repeated after 6 months.
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29. Information 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
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30. Seniors - Outcomes Knowledge and understanding Skills
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
Knowledge and understanding
The knowledge about computers was bed or very bad at the beginning. After the workshop 50% of participants think that they can use computers in everyday life.
They would all recommend this training to other people. 100% of participants said that the inclusion in community has increased after the training.
Skills
Participants had some troubles to understand the technical issues and functions like the use of some buttons, mouse etc. They need more practice to lose the fear from computers.
50% have learned to understand the principals of the OPAC, half of them still had troubles.
It was easier for them to find information on Internet. 100% have learned how to use browsers. They correctly answered how to plan the trip to Julian Alps on internet.
 Altitudes and values
75% of participants think that the use of will improve their communication with friends and family. They would all recommend this training to other people
Activity, behaviour, progression
100% of participants said that the inclusion in community has increased after the training.
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31. Information literacy for secondary school students
45 students (2 groups)
Methods:
Questionnaires before and after the course
Comment cards
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32. Students - Outcomes Knowledge and understanding Skills Activity
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
Knowledge and understanding have improved between 20 and 30% and at the end of the course all participants understood the way how library operates and how they can use it.
Skills.
Participants have learned how to use library catalogue and which information is important to find the material. At the end of the course 100% of participants understood the library catalogue.
It was a bit different by orientation in library. The participants had to find and bring the fixed book to librarian by using the catalogue record. At the beginning of course 26,6% participants found the right book and at the end the percentage was 88,8%.
Activity, behaviour and progressing
At the end of the course we asked the students if they can use the knowledge learnt in library when they visit other similar organizations.
All the answers were positive, so the result was 100%.
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33. Feedback 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
Supportive materials:
step-by step gude
bank of questions
Lists of potential outcomes
Supported by a good practice example
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