Sources of knowledge, spaces for learning
Learning should be based on four ”pillars”. Learning to live together,
learning to know, learning to do and learning to be. Jaques Delors on behalf of
UNESCO, 1996.
Definition
Lifelong learning or learning from cradle to grave does not have the
same connotation as recurrent education within the educational system. Lifelong
learning reflects a more holistic view on education and recognises learning in
and from many different environments. Lifelong learning is related to recurrent
training available within the framework of the formal education system, but it
is not the same thing. Lifelong and life-wide learning is a concept with
broader scope and consequences.
Among other things, lifelong learning dissolves boundaries between
traditional policy sectors. Educational policy, labour market policy,
industrial policy, regional policy, industrial policy, social policy and
cultural policy, are all effected by lifelong learning and they all have a
common responsibility for lifelong and life-wide learning. Lifelong learning
can be defined as all purposeful learning activity undertaken on an ongoing
basis with the aim of improving knowledge, skills and competence. It contains
various forms of education and training, formal, non-formal and informal, e.g.
the traditional school system from primary to tertiary level, free adult
education, informal search and training, individually, in a group setting or
within the framework of social movements.
All these forms of education and training relies on working methods
developing the individual’s ability to search for information and develop
knowledge actively and independently. Libraries have the potential to make a
difference between a traditional system of formal education and a broader
system of learning. Libraries are socially inclusive places, offering a broad
choice of different media and professional guidance in information search. In
my view, they must therefore supplement the classroom and the traditional
textbook.
In a society of lifelong learning public libraries will be
nodes connecting the local learning setting – whether it is of a formal or
informal kind – with the global resources of information and knowledge. Public
libraries can therefore play a role of fundamental importance in the development
of future systems of lifelong learning. The development of the information and
communication technology (ICT) has already laid the basis for the creation of
information networks, giving users even of small local public libraries access
to the world wide sources of information. As mentioned before, public libraries
offer guidance and training in how to search and use this information and rate
the quality of information sources. Thus, public libraries can be said to
qualify as important prerequisites for an informed democratic knowledge
society.
In this new situation public libraries and professional
librarians will have to change and adapt to new demands, professional tasks and
working conditions. Libraries should always be directed towards the empowerment
of the users. A climate should be created in which even the shyest person feels
able to ask for help without being judged inadequate. We need more research and
knowledge about how libraries and the professional profiles of librarians
should be designed in order to improve their preparation to meet the new needs
and demands directed towards them.
Libraries have developed in concert with their local and
national history. Political, economic and social circumstances create, shape
and develop libraries. Among libraries we can find diversity and difference.
The most modern and well-equipped library is not necessarily the most developed
in the art of stimulating popular participation and democracy. Good examples
can be found all over the world.
The European Commissions memorandum on lifelong learning was a new
initiative, although ideas about the related concept – “recurrent training” –
can be traced back to political discussions during the 1960s. Already at that
time, the idea was that learning should be driven by the individual’s own
initiative and focus on personal needs. These thoughts were visionary at the
time. However, they remained at a rather vague conceptual level and were never
transformed into general strategies possible to implement. Instead, recurrent
training resulted in a number of specific educational training programmes
during the 60s and 70s.
At the end of the 1980s and the beginning of the 1990s the idea of
lifelong learning resurfaced, e.g. when the International Commission on
Education for the 21st Century presented its report – Learning: the treasure within – to
UNESCO in 1996. In the introduction the former president of the European
commission, Jacques Delors, wrote:
“Our century has been much of sound and fury as of social and economic
progress that in any case has not been equally shared. It is the view of the
Commission that while education is an ongoing process of improving knowledge
and skills, it is also – perhaps primarily – an exceptional means of bringing
about personal development and building relationships among individuals, groups
and nations.”
These words had an impact on the European Commission’s Memorandum on lifelong learning that
was launched in October 2000, following discussions during the European Council
meeting in Lisbon March 2000 and Stockholm 2001.
In November, the Commission issued a Communication on
lifelong learning and will report to the European Council and the European
Parliament in 2003 on progress made with lifelong learning in the Member States
and at the Community level. The library presence has improved by 50% and the
context is better than the memorandum.
Extracts from the Communication:
Information, guidance and
counselling
Primarily involves facilitating access to learning
opportunities, creating a learning culture and partnership working.
“ICT based
services, in partnership with other local level services e.g. libraries, may serve as access points”.
Bringing
together learners and learning opportunities
Encouraging and
supporting learning communities, cities and regions and setting up local
learning centres.
“Member states are invited to use the resources of
schools, adult education and higher education instructions, research institutions
and other public facilities, such as
libraries, as multipurpose centres for lifelong learning.
www.europa.eu.int/comm/education/life/index.html).
Lifelong learning has become a
catchword, but not an empty one. Let me give you some examples of how libraries
presently are being discussed and connected to lifelong learning in EU countries and elsewhere
EBLIDA attended
the Commission Conference on Lifelong Learning in Brussels in September 2001. This was
designed as a consultation of civil society to discuss the Commission
memorandum and was a joint venture between many groups such as the European
Association for the Education of Adults (EAEA), the European Forum of Technical
and Vocational Education and Training, European University Association, etc.
EBLIDA took part in workshop 6 “Bringing learning closer to home”.
The executive board of EBLIDA has
sent a letter to EU ministers of education to the Council Meeting in Barcelona
to enable them to bring forward the strategies and arguments for libraries as
partners in the learning system.
eblida.org
Sweden
In Sweden a number of initiatives have been taken to improve the role of
libraries in learning. Development is slow, but you can definitively see steps
taken in the right direction. For example, at the National level a memorandum
on co-operation between the National Agency for Education and the National
Council on Cultural Affairs has just been made official. At the local level, we
have a number of local governments/communities where contracts have been signed
between the public library and the traditional local school-system on
co-operation in the field of lifelong learning. Also, a number of projects
focusing on different forms of co-operation and on the role of libraries in
learning have been launched on both local and regional level.
Finland
The situation in Finland is somewhat different. Finland has few big
cities. Inhabitants are spread throughout the country. Many live in small
communities. On the other hand libraries in Finland are visited by more than
80% of the population. (A comparable figure for Sweden is 65 %.) Libraries in
Finland thus have a strong position in society.
Important points and proposals concerning the Finnish situation can be
found in the Finnish Library Policy Programme 2001 –2004. This programme gives
libraries at local, regional and national level a wide range of tasks and
responsibilities in relation to culture, learning and quality assessment of information.
The programme stresses accessibility and gives libraries a strong position by
stressing that libraries are “learning environments”, supporting learners of
all ages.
Also, the programme focus on the dimension of networking between
libraries and underlines this important aspect of the libraries’ ability to
play an important role in people’s lifelong learning. It states that the
rationale behind its proposal concerning funding (of a library network) is that
the mission of libraries is comparable to educational establishments and that
libraries thus share responsibility for education and that public library
services transcend municipal boundaries.
Norway
In Norway libraries already play an important role in the process of
lifelong learning. The Norwegian libraries know that they have an important
role to play and they rather discuss how
they can make the best of this role, e.g. by formulating questions like
”Can libraries become the classroom for the new educational reform?” One
relevant answer to that question is that libraries can be meeting-place for
distant learners. This role relates to both the social and the educational
situation of the distant learners, i.e.
their need to meet other students in their own situation and their need to have
access to the entire library material and media.
Libraries are also active partners in developing a network for
information on education and ways for information retrieval. The Norwegian
librarians are discussing the question if and how they can educate the general
public to become more skilful in information seeking.
The library sector is also working hard to change attitudes towards
libraries and librarians in the minds of the decision-makers. The subject is on
the agenda for the annual meeting of the Norwegian Library Associations this
spring.
The first paragraph of the Danish Library Act states: “The objective of
the public library is to promote information, education and cultural activity
by making available books and other suitable material”. The role of libraries
in the process of lifelong learning has not really been on the agenda of the
library debate in Denmark. However, The Danish Library Association will discuss
the subject at a Council meeting in March.
Ireland
In the year 2000 the Chomhairle Leabharlanna and The library Council of
Ireland delivered a report called ”Joining Forces” Delivering Library and
Information Services in the Information age.
In the introduction it states that:”We (libraries) support research and
education and enable the individual to learn at a pace that suits their own
needs. Lifelong learning. We foster community empowerment and identity, and
include everybody in the process-active citizenship and social inclusion.”
In The UK Library Association answer to the EU memorandum The
Association says:” The integration of libraries and learning resources centres
within learning institutions, and their recognition within the institution as a
vital element in delivery of learning and the development of teaching.
”A suggestion:”The adoption of a formal definition of how libraries and
librarians support lifelong learning in an interactive way rather than simply a
resource provider.”This statement is very important for future progress.
A strategy for the years 2002 –2004 is launched and can be found on
their website
la-hq.org.uk
PULMAN (Public Libraries
Mobilising Advanced Networks) is now running. It is a project within the field
of public libraries and lifelong learning with the aim that public libraries
shall mobilise advanced networks. Technical and social guidelines are under
production. One of these guidelines is about the role of libraries in lifelong
learning.
pulmanweb.org
The European Commission is carrying
out studies in the context of the eLearning initiative. This initiative aims at
mobilising educational and cultural communities, as well as economic and social
operators in Europe, in order to accelerate the adaptation of education and
training systems to the knowledge-based society and to digital culture.
Socrates program Article 13:
International co-operation in the field of lifelong learning.
IFLA project
A project under the Section of
Public Libraries. The aim of the project is to find strategies for libraries to
become partners in the learning society. This strategies will be used at the
next UNESCO /Confintea meeting 2002,
ifla.org
USA
Beverly Sheppard Acting director Institute of Museum and
Library service says in “The 21 St century learner
“The profound changes of the 21 St century are to
transforming America into what must become a learning society.”
“We must become a nation of learners- individuals, families
and communities engaged in learning in our schools, colleges, libraries,
museums, archives, workplaces, places of worship and our own living rooms.
Canada Ottawa in >The Library’s
contribution to Your Community A Resource Manual from 1998
Quote “ It will be particularly important to emphasise how
your contribution to life long learning differs from these other providers by
stressing affordability, accessibility and the informal unstructured
opportunities to learn that are only available at the library.”
In Chile A report from Dirreccion Bibliothecas Archivos Y
museos “ Gestion Participativa en
bibliotecas publicas . Give a special role for libraries in the inclusive role
and the struggle against literacy
A new project launched by The Swedish National Library and
SIDA focus on the development of public libraries in Guatemala, Honduras and El
Salvador. The project stresses the role in lifelong learning.
Guatemala did also get the Bill and Melinda Gates award
2001.
Conclusion
In all documents one can find a common trend. Partnership is
the name of the game. All countries of the world should be invited to take part
in tomorrow’s worldwide learning society. An internationally inclusive strategy
is necessary, for economic, for social and not the least, for democratic
reasons.
Co-operation is needed also between a number of actors on a
national, regional and local level.
Illustration of the policy sectors in lifelong learning.
(Lifelong learning and lifewide learning. The National Agency for Education, Sweden
2000)
Formal
education
Child
cares
Compulsory
school,
Upper
secondary school
Adult
education
Vocational
training
Learning
workplaces
Workplace
training
Labour
market training
Informal
learning
Voluntary
civic associations
Learning
organisations = libraries museums and archives
The role of public libraries in lifelong learning is discussed
everywhere. Here I have indicated some of the stands in that discussion. Even
though discussions in different countries stress different aspects, there is
general agreement on the important role of libraries in lifelong learning. A
lot of lobbying is needed to policy makers, politicians and colleagues to
create awareness that:
Libraries are not excluding, but
including. Libraries can build bridges between individuals at the local level
and the global world of knowledge. Libraries have the potential to make a
difference in the transformation from traditional educational systems to
systems of lifelong learning all over the world.
Policy document
UNESCO Public library manifesto
EU Manifesto on lifelong learning
EU Communication on lifelong learning.
Institutions
UNESCO Institute for
Education , Hamburg, Germany
Articles
EU spotlight turns on public libraries
AUTHOR: Haavisto, T
Scandinavian-Public-Library-Quarterly. 32 (2) 1999, p 8-10, ref.
Public libraries and lifelong
learning
AUTHOR: Ornholt, R
Scandinavian-Public-Library-Quarterly. 32 (2) 1999, p 19-24, il
1999
Fjernundervisning i fremtidens folkbiblioteker. Distance teaching in
public libraries in the future.
AUTHOR: Linton - S
Bibliotekspressen- 15 31 Aug 1999, p. 486.8. il.
A gateway to culture, a showcase for creativity
AUTHOR: Shimmon - R
Public-Library-Journal. 14 (4) Winter 1999, p 99-100, 102. Refs
1999
Klanten Bibliotheek Hardenberg tevreden, zelfs zonder Internet.
Hardenberg public library users are statisfied despite a lack of Internet
access.
AUTHOR: Eggink - G
BibliotheeksBlad-. 4 (1) 7 Jan 2000, p. 16-17.
Shortingsmelding om folkebibliotek og Nasjonalbiblioteket. White paper
on public libraries and the National Library.
AUTHOR: Engelstad - K
Synopsis-. 31 (1) Feb 2000, p. 26-8. refs
The engine of the communtiy
AUTHOR: Batt - C
Library - Technology. 5 (4) Aug
2000, p 50.1. refs
Past neglect and future promise: the condition of UK public libraries
now and over the last 20 years.
AUTHOR: Hendry – J-D
Library-Review. 49 ( 8 and 9) 2000, p. 442-7. refs
A county experience
AUTHOR: Lathrope -D
Public-Library-Journal. 15 (2) Summer 2000, p.42
Training courses for ICT as part
of lifelong learning in public
libraries: experiences with a pilot scheme in Belfast Public Libraries.
AUTHOR: Todd – M ; Tedd – L-A
Program-, 34 (4) Oct 2000, p.375-83. Refs.
Wann fangen Sie an? Das Lernsystem Informationskompetenz ( LIK) als
praktisches Konsept einer Teaching Library. When do you start! The learning
system on information literacy ( LIK) as a practial concept of a teaching
library.
AUTHOR: Dannenberg- D
Bibliotheksdienst-. 34 (7/8) 2000, p.1245-59.il.refs.
Lifelong learning through computer mediated
communications: potential roles fo UK public libraries.
AUTHOR: Kendall - M
The-New-Review-of-Libraries-and-Lifelong-Learning. ( 1) 2000,
p.81-101. refs.
Lifelong learning
AUTHOR: Schlicke - P
Information-Management-Report. Dec 2000, p. 13-16.
The People´s Network: public libraries take a central role in getting
the UK online-
AUTHOR: Hattery - M
Information-Retrieval-and-Library-Automation. 36 (5) Oct 2000, p.1-2.
Building a literate nation
AUTHOR: McClelland - N
Public-Library-Journal. 16 (1) Spring 2001, p.24-6.
Network traffic: where are the controllers ?
AUTHOR: Smith - P
Library-Association-Record. 103 (4) Apr 2001, p.228-9.
Libraries in the Twentyfirst century learning society.
AUTHOR: Latham-M
Australasian-Public-Libraries-and-Information-Services. 13 (4) Dec 2000,
p.146-51. refs.
Implementing the library and information services training package: the
Mackay experience.
AUTHOR: Nagle-E
Australasian-Public-Libraries-and-Information-Services. 13 (4) Dec 2000,
p.170-2.
Delivering learning
AUTHOR: Haq-R
Managing-Information. 8 (6) Jul/Aug 2001, p. 38-39. il
200 million pound boost for public library network
AUTHOR: Hamilton-F-J;
Shimmon-R; Evans-M
Information-World-Review. (147) May 1999, p.13
Prsjektet ´Nettverk for livslang laering. The project ”Network for
life-long learning”.
AUTHOR: Ornholt - R
DF-Revy. 22 (10) Dec 1999, p 247-9.il.refs
Supporting adult learners
AUTHOR: Droodge-S
Impact,-the-Journal-of-the-Career-Development-Group. 4 (2) Mar/Apr 2001,
p.37.refs
Resurserna krymper och kraven ökar. Resources shrink and demands increse
AUTHOR: Almerud-P
Bibliotekspressen-. (2) 30 Jan 2001, p.60-3.il.
Public Libraries, Lifelong Learning, and Older Adults: Background and
REcommendations
AUTHOR: Connie Van Fleet
M.L.I.S, Ph D
Older adults as helpers in learning processes
AUTHOR:
The roles and functions of the system of adult education in the general
education system including vocational training.
AUTHOR:
ALICE-Information bank on non –formal adult education in Europe
AUTHOR:
Releasing the resource. Older adults as helpers in learning processes -
II
AUTHOR:
Workforce Improvment and
Lifelong
Learning: A New Paradigm for Education and Training in the USA.
AUTHOR: Ferguson, Richard L
Industri & Higher Education; v9 n4 p241-47 Aug 1995
Lifelong Learning at European
Level – The Past, the Present and New Grundtvig Action.
AUTHOR: Lindström, Camilla
Lifelong Learning in Europe; v5
n1 p31-34 2000
AUTHOR: Jame, Edwyn, Istance, David
Revisiting Lifelong Learning for the 21st Century
AUTHOR: Carolyn Medel-Anonuevo, Toshio Ohsako, Werner Mauch
UNECSO Institute for Education
Memorandum om
livslångt lärande: retorik
och riktlinjer
AUTHOR: Wallén, Björn
Svenskbygden
As bibliotecas publicas portuguesas face aos desafios da sociedade da
informacao. Portuguese public libraries facing the challenge of the information
society.
AUTHOR: Calixto – J-A
Liberpolis-:-Revista-das-Bibliotecas-Publicas. (2) 1999, p.3-7.
Memorandum on Lifelong Learning- Consulation:
A Review of Member State and EEA Contry Reports
AUTHOR:
CEDEFOP – European Centre for the Development of Vocational Training.
Britt Marie Häggström
President DIK, Sweden
President EBLIDA
Project coordinator ”The Role of Public Libraries in lifelong learning”
IFLA section for Public Libraries 2000 -2003
Nacka February 23 2002