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12th ALIA National Library Technicians Conference
The Learning Library : Integrating learning within librariesCarol Chambers, manager, Centre for Training Materials, Department of Employment and TrainingAbstractLibraries have traditionally played an integral role in providing lifelong learning opportunities to Australians of all ages by creating opportunities for individuals to access information and learning at different points in their lives. Traditionally, libraries may not have been recognised or acknowledged in the context of providing learning opportunities to their organisations or communities. The learning library is recognised as an integral part of the learning community or the learning organisation and is recognised more in terms of a centre or place of learning within these communities. This paper describes the opportunities for designing learning programs that potentially could be integrated into the daily business of the library allowing people of all ages to access learning that is flexible and responsive to their learning needs. IntroductionIntegrating learning within libraries is about recognising that lifelong learning or organisational learning has a role within various library settings. Libraries operate in a range of settings: Schools and post compulsory education; public libraries; the media; industry, commerce and government; as well as the health, legal and voluntary sectors. To explore the possible relationship between libraries and learning requires libraries to be recognised not only as library facilities, collections, information and services, but to be equally recognised as social utilities for learning by developing 'communities of learners.' Libraries can value add to their organisations or communities by facilitating the exchange of information between individuals as well as the provision of information to individuals - more the traditional focus of library services. Learning requires the exchange of information between individuals, and ultimately a sense of membership in a community of learners. How then, does a library design and manage information to enhance communication among learners, to foster collaborative learning? At present these issues are being explored by both the Library Association of the United Kingdom and the International Federation of Library Associations and Institutions (IFLANET). Both organisations are currently exploring the libraries role in lifelong learning. IFLANET as the leading international body representing the interests of library and information services and their users has undertaken a project called 'The role of public libraries in lifelong learning.' [1]The aim of the project 2001-2003 is to explore the possibilities for public libraries to play a more strategic role in lifelong learning. Their research methodology involves investigating research into lifelong learning and identifying best practice examples where learning has been integrated within libraries to serve the lifelong learning needs of their communities. The Library Association of the United Kingdom have also published a strategy 2002-2004 document titled Libraries and Lifelong Learning.[2] This strategy document provides a framework for positioning the libraries role in lifelong learning especially in relation to informal and non-formal learning opportunities. Both the International Federation of Libraries and the Library Association of the United Kingdom have clearly identified the need to extend the role of libraries to encompass places where individuals can experience learning. By forming learning communities within libraries people will be brought together with formal, informal and professional learning missions. The difference between formal, informal and non-formal (professional) learning has been described by Jarvis [3] as follows:
Two examples of libraries that have integrated learning opportunities within their services are the Broward County Library Learning Services [4] in Florida, USA and the Seattle Public Library in Washington, USA. Broward County Library Learning Services is a very interesting case study because of the accidental way in which they identified their communities need for lifelong learning programs. The history of Broward County Libraries Learning Services has very little to do with card catalogues or most anything that is reminiscent of traditional libraries. It has to do with a man from the Langston Hughes Library in New York City by the name of Tyrone Bryant. Bryant was commissioned by the libraries in the mid-1970 to seek ways to serve the economically disadvantaged communities of South Florida. He was told to find prime locations for bookmobile stops. But, after canvassing the blighted neighbourhoods, going door-to door, talking to the residents, Bryant realized that the people of those communities needed much more than a travelling bookmobile. They needed a permanent library to be a part of their community. Bryant made the people of those communities realise that the monies earmarked for basketball courts and other recreational areas should be utilised instead to build five new libraries in the heart of those communities. After the libraries were built, Bryant and his staff noticed that only the children, sent by their parents, were using the libraries. The adults, however, never came. Bryant began to plan innovative and creative programs to attract the adult patrons to the library. Libraries were offering cooking classes and karate lessons and any other exciting programs to attract the adult residents of those communities. And it worked. Adults were patronising the libraries in higher numbers than anyone had anticipated. However, staff soon realised that although the libraries were filled with patrons, very few of the books were circulating. That is when Bryant and his staff faced the startling realisation - many of the people in those communities could not read. At that moment, Bryant commissioned a coordinator of Learning Services, Janet Hansen, to form a literacy program. The year was 1980 and the program has grown stronger and stronger over the years. The Broward County Library Learning Service is an excellent example of best practice of meeting the needs of a library community by identifying how the library can add value to the lives of the community that it serves. This case study also demonstrates the power of communication when attempting to identify potential learning opportunities that a library could offer its community. Seattle Public Library, Literacy and English as a Second Language [5] service is also an interesting case study. The Seattle Public Library specialises in offering free Literacy and English as a Second Language programs to help improve the basic reading, writing, mathematics, computer literacy and English speaking skills of their community. The service offers face to face learning programs, materials for borrowing and an online selection of basic, intermediate and advanced literacy and ESL learning programs including reading and listening, grammar lessons and games and quizzes. Both the Seattle Public Library and the Broward County Library case studies demonstrate how libraries can integrate learning programs into their services. Implicit within this provision of learning services is a lifelong learning agenda which in itself questions the traditional definition of where learning takes place. Both these libraries offer a broad choice of different media and professional guidance in the delivery of learning as well as accessing sources of information. Libraries have a key role to play in providing learning in its broadest sense, both as a formal activity within an organisation and informally within a community. Designing learning programs for delivery within librariesMy experience with designing learning programs evolved from my role as manager, flexible learning and multimedia production unit at the Moreton Institute of TAFE (MIT). In this role I was tasked with assisting teaching teams build more flexibility into their learning programs that permitted students to access learning and achieve successful completion without insisting that they be confined to the four walls of a classroom. We achieved this outcome by utilising a variety of resources and tools that were accessible to us including:
The major goal that was integral to all projects was building flexibility, allowing greater access and choices for MIT's students. The methodology that was utilised for designing, developing and administering the various learning programs was originally based on the principles of instructional design, but was further refined as we progressed through the first few projects. We incorporated some additional steps that we learnt from an evolution of discovery. We discovered the importance of the composition of the production team, the detailed understanding of the client group, the presentation of draft concepts in visual / multimedia format that enhanced the production team's innovative thinking and shared understanding and finally the critical step of continuous improvement. The Internet contains an abundance of information and guidelines on designing learning programs, instructional design as well as web and multimedia design. Edith Cowan University provides a very useful site on the methodologies of instructional design [7]. Instructional design is defined by Edith Cowan University as a process during which instructional specifications are developed in a systematic manner, informed by learning theory and theories of instruction design, in order to provide a framework for the development of quality learning environments based on learner needs, anticipated outcomes and content requirements. The instructional design process usually consists of five main steps:
Analysis: Gather information from your clients. Identify their learning needs. The Broward County Library Learning Services is an excellent case study to assist with building an understanding of the opportunities that libraries can provide in meeting the learning needs of their communities. Design and develop: Identify the production team. At MIT the production team comprised a project manager, with educational and multimedia design expertise, the multimedia developer/s as well as the content experts from the teaching team/s. The design phase incorporates the design of the learning program in the form of a story board. As you begin designing your storyboard the top structure should be a menu format pointing to the substructures or subtopics.  It is helpful to write each concept or activity on a different piece of paper, and then physically arrange them according to the structure you want. At this stage it is also helpful to think about and start to build flexibilities of accessing the various sub topics. Clients may wish to access just a small part of a learning program not necessarily the whole program. At this point in the process the production team at MIT also discovered that by designing several draft multimedia layouts helped the teaching team/s gain multimedia understanding of the concepts. The visual presentation of the draft designs inspired a shared understanding of the design intentions and began to stimulate ideas in presentation, access and content delivery. Implementation: The quality of your learning program is extremely important. You don't want your clients to find that links don't work or that pages are confusing with regards to navigating the site - not knowing how to move to the next part or exit the program. Quality assurance checks of your product will identify any faults in your final product. At MIT I would engage three staff, who were not involved in the production team, to thoroughly check the final product. Evaluation and review: Evaluation and continuous improvement occurs throughout the entire instructional design process but it is equally important to actively seek client feedback. Client evaluation and feedback is crucial in order to implement continuous improvement of your learning programs. Formally addressing feedback from clients and building this information into review processes that delete, modify, add content, update navigation or implement new innovative ideas will ensure that your learning programs are meeting the needs of your clients. Commercial online learning programs available for libraries.Moreton Institute of TAFE also utilised various commercial e-learning programs that were delivered through their own networks or hosted by commercial partners. One such program that was extremely successful was sourced from the commercial arm of the Monash University [8]. This product is called Learningfast. Moreton Institute of TAFE utilised this online product to develop and deliver an 'Information Technology Staff Skills Development' program to their entire staff including teaching and non teaching. The goal was to up-skill and further develop the information technology skills of all staff. Over a three year period this program attracted approximately 900 enrolments and was evaluated as one of the most successful professional development programs offered to staff. Learningfast is able to be accessed anywhere that clients have access to the internet as the program is hosted by the Monash University site. This means clients enrolled in the program could also demonstrate the learning programs to their families. The whole family could benefit from accessing the learning programs. The learning programs are modulated; therefore clients are able to learn small parts of a program at a time that is convenient to them. Learningfast comprises basic and advanced levels of learning and are based around information technology skills such as:
Lifelong learning and access to learning programs throughout life for the benefit of the individual and the community could become a major focus of library services in Australia especially if they identify this opportunity from their overseas counterparts. This paper has attempted to address this possibility by identifying that lifelong learning provides an opportunity to explore the link between informal learning needs of individuals and communities and the role that libraries could play in meeting these needs. Practical examples of the methodology for instructional design or designing learning programs have been considered in regards to the lessons learnt by the production and design team from the Moreton Institute of TAFE in Brisbane, Queensland. Finally consideration has been given to the opportunity to incorporate commercially available learning programs into library learning settings. ReferencesBiographyCarol Chambers currently manages the Centre for Training Materials within the Queensland Department of Employment and Training. The Centre's core business is to provide access to training programs and training resources for the benefit of the vocational education and training sector. Before joining the Centre Carol managed the Product and Service Development unit with the Moreton Institute of TAFE where staff within the unit worked with teaching teams across the institute to develop flexible learning programs for students. Carol has project managed multiple online course development projects, Australian National Training Authority funded flexible learning projects as well as projects developed in partnership with private organisations. Carol also has many years experience in the library field as manager of the Resource Centre of the Bayside Community College, as senior librarian with the Brisbane City Council and media library officer with Erindale Senior College in Canberra. Carol holds a Masters of Applied Science (Information Studies) from Charles Sturt University and has undertaken study at times in her career when incorporating working and further learning has been beneficial to a greater understanding of theory and practice in the field of work she was working in at the time.
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