Assessing Generic Learning Outcomes in public lending libraries

Abstract

Purpose -This paper aims to outline some key results from the "Reading a Difference" survey carried out by Devon County Council's Corporate Consultation Service with Devon Library and Information Service among libraries across the South West of England in 2006. The principal aim of this study was to create and disseminate a learning outcome assessment tool for all public library authorities in the South West of England to inform future policy and research decisions of the South West Museums, Libraries and Archives Council. Design/methodology/approach -The paper explores the use of in book questionnaires to illicit learning experiences from readers as a cost effective method of data collection. It outlines work carried out by to consider the assessment of learning outcomes from book loans to adults within the South West of England. Findings -The paper finds that it is clear that an assessment tool for learning outcomes can be developed for use within public libraries, and that there is scope for further research on the learning processes to inform policy and the end users. Alongside the theoretical approach to surveying learning outcomes, there are practical outcomes to be explored by public libraries in studying this data. The willingness of the public to engage with library services in this way was in itself positive and the comments made have been used to inform service changes and reaffirm what libraries are currently doing well, or not. Originality/value -The paper demonstrates that this type of study can inform managers of the requirements of service delivery and strategic overview of learning within libraries.

Google Glass Augmented Reality: Generic Learning Outcomes for Art Galleries

“…Interestingly, P6 had a relatively negative attitude towards the usage of Google Glass as she "felt more intrusive to the enjoyment of others" due to talking to the device. Amosford (2007) identified measuring informal learning is difficult as visitors have different purposes for visiting art galleries and not necessarily intend a learning experience which was supported by P6 who mentioned "I just like looking at art" and also P11 confirmed "I just go to look at some art …I mean it is good to learn". P9 and P22 were two participants who clearly stated that they did not come with the intention to look at art in detail but to try out Google Glass hence, it was difficult to evaluate their overall learning experience.…”

“…This study aimed to identify whether Google Glass can enhance the knowledge and understanding, skills, attitude and values, enjoyment, inspiration and creativity as well as activity, behaviour and progression of visitors at Manchester Art Gallery. Previously, the GLO was applied to the learning experience of children and adults within museums, galleries and libraries (Amosford, 2007;Hooper-Greenhill et al, 2003) however, there is a notable gap in the literature with regards to the potential of wearable computing as an enabler of learning within galleries and museums (Leue et al, 2014). Therefore, this study contributes to the gap in the literature by investigating art gallery visitors' learning outcomes from using a new and innovative technology -Google Glass.…”

Enhancing art gallery visitors’ learning experience using wearable augmented reality: generic learning outcomes perspective

“…Also within the UK, Field (2000) observed an increased interest in adult lifelong learning among public institutions. One of the problems with quantifying this informal learning is that not all visitors considered art or museum visitations as a learning experience (Amosford, 2007). As a result, there is no straightforward method to measure and analyse the learning processes people have during art gallery visitations.…”

Investigating the relationship between visitor location and motivations to attend a museum

“…However, quantifying this kind of learning experience is problematic due to the multiple reasons relating to why visitors attend these venues. Not all visitors, for example, acknowledge the experience within the galleries as actual learning (Amosford, 2007). A study by Volo (2009 p. 5) points out that there are two approaches to understanding the learning experience; "experience as the experience essence which happens in the mind of the visitor and the experience as offering" which tourism and leisure providers create and market".…”