Libraries, Literacies and Learning Robert Davies MDR Partners, UK.

Libraries, Literacies and Learning

Robert Davies

MDR Partners, UK

Goethe Institut, Athens, 14-16 June 2006

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i-2010: the policy context Lifelong learning

“all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competence, within a personal, civic, social and/or employment-related perspective”

EU commitment part of its aim to make Europe the most competitive and dynamic

knowledge-driven economy in the world demand for digitally literate citizens better language skills

Lifelong learning and skills development at any age and to any standard will improve competitiveness and employability of EU citizens,

promote social inclusion, active citizenship and personal development.


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i-2010: key factors

New technologies offer all members of society the opportunity to match learning to

their specific needs and circumstances deliver education through range of interactive/mobile devices

Government agendas for more inclusive services

Successful exploitation depends on pedagogical and organisational issues rather than technologies themselves. need for far-reaching reorganisation of learning structures. highly diverse learning contexts respecting linguistic, cultural and social differences and identities community cohesion access for people with disabilities need for Innovative Thinking


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The opportunity for libraries Many libraries are proactive learning institutions: they

have always supported learning! socially inclusive institutions by nature need to respond to EU/national policy developments

A wide ‘ecology’ of education in a ‘knowledge economy’, lifelong learning takes place in a range of sites

and over sustained periods of time many transactions with ICT that support learning do not take place in

traditional educational settings schools, homes, playtime, the library and the museum all play their part libraries can exploit benefits of ‘physical’ and remote services collaboration between schools, adult education and libraries

New set of relationships is emerging objects, learners and digital technology libraries as places of exploration, discovery and interpretation


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Theories of learning: where libraries fit Constructivism (vs objectivism) Discovery/experiential Learning

wonder, surprise, feelings, peer and personal responses, fun

and pleasure Situated Learning Collaborative Learning Informal Learning Independent Learning Visual Cognition and creative thinking Inclusive Learning


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Intellectual capacities

Linguistic intelligence (poet) Logical-mathematical intelligence (scientist) Musical intelligence (composer) Spatial intelligence (sculptor or flight pilot) Bodily kinaesthetic intelligence (athlete or dancer) Interpersonal intelligence (salesman or teacher) Intrapersonal intelligence (exhibited by individuals with

accurate views of themselves)

Or..one ‘general intelligence’?


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Literacies in a knowledge society Reading Literacy Information Literacy Computer Literacy Media Literacy Digital Literacy

knowledge about ICT components, operations, capabilities and limitations

skills in using ICT to perform relevant tasks, retrieve and make use of digital content

positive attitudes toward ICT use personally and in society.


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Some learning challenges

Logic and inference assimilate information and use it to decide upon the best course of action.

Lateral thinking drawing on previous experience and knowledge, combine them in new ways.

Memory challenges recent events

Intelligence-based rely purely on the IQ of the player.

Knowledge–based rely on the knowledge of the player

Pattern Recognition based in the human brain

Coordination the ability to perform many simultaneous actions.


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Some learning outcomes that libraries can support?

Investigation of ‘real world’ through access, analysis, interpretation of information sources

Higher order thinking skills e.g. strategic thinking and planning

Problem-solving, goal-related behaviour Improved achievement and depth of learning Increased technology capability and skill Communicative skills Collaborative skills Softer skills: e.g. resilience and persistence Emergence of mentoring and teaching skills


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Informal learning in libraries: possible definitions

Happens outside education institutions Not about things which are learned in education

institutions Happens in a different way

e.g. is ‘casual’ or ‘accidental’ rather than ‘organised’ Has a different purpose

e.g participation in leisure e.g. not related to passing examinations?


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Guidance and good practice for policy makers and practitioners PULMAN www.pulmanweb.org

CALIMERA www.calimera.org

Translated into 40 languages including Greek Lot so links to good and interesting cases

PULLS (Public Libraries in the Learning Society) www.pulls.dk

DILLMULI (Dissemination of Lifelong Learning Activities in Museum and Library Projects)


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CALIMERA guidelines: coverageSection 1: Social Policy Section 3: Technical

Cultural identity and cohesion Accessibility for disabled people

eGovernment and citizenship Content and context management

Learning (formal and informal) Digital preservation

Social and economic development Digitisation

Social inclusion Discovery and retrieval

Section 2: Management Interactivity

Business models Multilingualism

Co-operation and partnership Multimedia services

Legal and rights issues Personalisation

Performance and evaluation Resource description

Staffing Security

Strategic planning Underlying technologies and infrastructure


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CALIMERA Guideline on Learning Children and schools

Online services for children Adults

Basic skills/key competencies Digital literacy Employment-related skills

Accreditation Impact e-Learning

Virtual Learning Environments Managed Learning Environments

Interactive television Mobile learning


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Learning services which libraries provide Supported public access to computer ICT facilities

email, Internet, information access for informal learners, job-seekers

‘Learning portals’, Virtual Learning Environments, other online services provide access to e-Learning materials, distance learning courses,

digital resources for homework, after school courses, adult learning Helping citizens achieve ‘life goals’ Structured ICT training leading to ‘accredited’ qualifications

e.g. the European Computer Driving Licence (ECDL) Content development-based learning approaches

in partnership with schools and other learning institutions Promotion of reading through the web Specific work-related training

knowledge management for small firms, NGOs etc


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Content, games and creativity

www.chimer.org/

emapps.com


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Access

Aarhus Public Libraries was awarded the 2004 Access to Learning Award for its extensive training and technology programs, and commitment to delivering innovative library services to disadvantaged refugee and immigrant communities in Denmark.

Bill and Melinda Gates Foundation: Access to Learning Awards


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Library learning portals


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Life goals

http://www.lifesteps.ie/


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ECDL and e-Learning


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Reading promotion


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Using technologies in libraries Broadband Mobile and handheld technology Games technology GPS/maps/location-based technology ‘Social’ technologies

WIKIS, Blogs, podcasting, iPods Creativity: animations, music, videos, graphic & web

designs Portals/VLE Personalisation/recommender systems Chat interactive TV


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Maps and GPS

http://www.ts.skane.se/

http://www.theveriagrid.org


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Public library blogs

www.wautomalibrary.org/


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Personalisation/recommender systems


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Chat services


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Interactive TV

YLE Teema (Finland). Digital TV channel dedicated exclusively to culture, science and education.


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Challenges for libraries

Building a learning culture into their policies Recognition as a key player in lifelong learning:

advocacy Accepting their new role and the use of technology Workforce competence of library staff

to support and mentor learners develop and provide digital services

Partnerships or competition in learning provision? Structured or accredited learning? Evidence: evaluation and impact measurement

Libraries, Literacies and Learning Robert Davies MDR Partners, UK.

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