Broadening perspectives on the learning process in public libraries

McNicol, Sarah; Dalton, Pete

doi:10.1080/1468994042000240205

Cited by 6 publications

(14 citation statements)

References 1 publication

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“…Informal learning is a 'natural accompaniment to everyday life' [33]. This informal learning is a predominant type of learning in public libraries, which supports self-directed learning [34]. There is an increased emphasis on librarians knowing their own role in this learning process [34][35][36].…”

Section: Information Literacy and The Public Librarymentioning

confidence: 99%

“…This informal learning is a predominant type of learning in public libraries, which supports self-directed learning [34]. There is an increased emphasis on librarians knowing their own role in this learning process [34][35][36]. Although the librarians are not trained as educators, they need to know how to identify the users' needs and subsequently support them in their learning processes [2].…”

Section: Information Literacy and The Public Librarymentioning

confidence: 99%

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Digital Information Literacy: A Case Study in Oslo Public Library

Khatun

Virkus

Rahman

2015

Communications in Computer and Information Science

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This paper examines the digital information literacy (DIL) of public library professionals in Norway and explores the ways to improve their skills as well as identify barriers to improvement. The case study method was used and semi-structured face-to-face interviews were conducted with twenty public library professionals. The knowledge sharing approach was visible among the staff, but the slow adaptation of technology, and organizational, personal, and technological barriers were hindering the DIL development. Online training modules, mapping the staff competencies, assessment of the staff needs, advanced and customized training programs, long-term strategies, and decentralized initiatives were suggested for the improvement of DIL.

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Section: Information Literacy and The Public Librarymentioning

confidence: 99%

Section: Information Literacy and The Public Librarymentioning

confidence: 99%

Digital Information Literacy: A Case Study in Oslo Public Library

Khatun

Virkus

Rahman

2015

Communications in Computer and Information Science

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“…However, McNicol and Dalton's (2003) discussion of the role of public libraries in supporting adult learners is critical of Framework for the Future for failing to place sufficient emphasis on the role libraries play in supporting learning at all ages. Their report suggests that Framework for the Future “concentrates on three fairly traditional areas related to formal learning: early years, pupils and students, and older students” (McNicol and Dalton, 2003, p. 5).…”

Section: Government Strategymentioning

confidence: 99%

“…The importance of signposting and referral is also highlighted by McNicol and Dalton (2003, p. 4):There is undoubtedly a limit to how far libraries are able to take their role as learning providers; after a certain point, learners have to be referred to other professionals.…”

Section: Formal and Informal Learningmentioning

confidence: 99%

Public libraries and adult learners

2007

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PurposeThe purpose of this paper is to present a discussion of three “grey” areas which emerged from a study on adult learning provision both within and outside public libraries in England – formal and informal learning, promotion and attracting learners, and evaluation and feedback.Design/methodology/approachThe paper utilises a literature review, interviews with the regional agencies of the Museums, Libraries and Archives Council (MLA), and interviews with a purposive select sample of public library services in England.FindingsThe public libraries sampled demonstrated their expertise in reaching out to a range of different social groups and their willingness to work with a variety of partners to provide the wide range of courses and services needed. Good reciprocal partnership relationships have been established. The need for more sophisticated market research and promotion is identified. Evaluation and feedback are subject to various interpretations and form an area surrounded by difficulties.Research limitations/implicationsThe study undertaken for the MLA is the first phase of a project on public libraries and adult learners.Practical implicationsExamples of reciprocal arrangements and their implications are provided. The impact on library staff roles of the grey area between informal and formal learning is identified with different expectations for staff by different library authorities. The variety of methods used to promote adult learning services could be more sophisticated and specifically targeted in some communities. Highlights the conflict between obtaining robust feedback and the effect this may have on tentative learners by changing a relaxed informal atmosphere.Originality/valueThe paper draws on a study undertaken for the MLA that selectively reviews adult learning provision within and outside public libraries in England and identifies key strengths in public libraries for adult learners.

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“…This work was based around a specific limited set of questions developed from the Museums, Libraries and Archives Council's "Generic Learning Outcomes" (MLA, 2006), adaptable for use in a survey. In terms of learning we are considering the broadest meaning including both informal and formal learning, and hence specifically talking about "learning", rather than "education" (McNicol and Dalton, 2003). Arguably we cannot entirely lose the notion of education, although the term "learning" assumes reader-led rather than teacher-led learning.…”

Section: Learning and Learning Outcomesmentioning

confidence: 99%

Assessing Generic Learning Outcomes in public lending libraries

Amosford

2007

Performance Measurement and Metrics

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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.

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Broadening perspectives on the learning process in public libraries

Cited by 6 publications

References 1 publication

Digital Information Literacy: A Case Study in Oslo Public Library

Digital Information Literacy: A Case Study in Oslo Public Library

Public libraries and adult learners

Assessing Generic Learning Outcomes in public lending libraries

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