LIBRARY ASSOCIATION RESPONSE

The Library Association is pleased to have the opportunity to participate in the consultation on how to provide local networks of information, advice and guidance on learning opportunities to complement the National Learning Direct Service.

The consultation document recognises the importance of timely and appropriate information provision. We are therefore disappointed that it makes no mention of the current role of public libraries in disseminating this information and of their huge potential in helping to address effectively the key objective of "widening participation" in lifelong learning. Public Libraries already deal with many "learning" information enquiries and have an excellent track record in providing learners of all ages and from a variety of backgrounds with materials, opportunities, information, facilities, and staff support. Key strengths of public libraries include:

• User Profile -. Sixty-three percent of adults use public libraries at some stage during the year. This includes all age-groups and all socio-economic groups. Approximately 55% of users are women and 45% are men.

• A National Network - There are just over 4000 public libraries in the UK, ensuring that most communities have easy access to such facilities. In addition 700 mobile libraries serve more remote areas or undertake outreach activities in areas of social deprivation.

• Association with Learning - A recent MORI poll, conducted for the National Campaign for Learning, on public attitudes to learning in the UK found that 49% of the population favoured libraries or museums as places to learn compared to 29% for universities or colleges and 11% for schools. Over 50% of the taster sessions supporting the BBC’s Computers Don’t Bite campaign took place in public libraries. Experience at the UfI pilot site in Sunderland has shown that public libraries play a crucial role as information providers and places for study. There are also 210 Open Learning Centres within public libraries

We would therefore expect to see public libraries involved in local information, advice and guidance partnerships. They have much to offer that complements the skills and resources available in TECs, Careers Services, FE and HE institutions and schools. The last Baseline survey of open learning in public libraries¹ found that half of public library authorities have formal contacts with educational guidance services and a third provide training for staff in educational guidance

In respect of the National Database of Learning Opportunities, we also have concerns. It would appear that a centralised "provider-generated" database is proposed for use both by Learning Direct and also by the local partnerships. Little is said about the quality of such a database and yet good quality information will underpin the Learning Direct operation. As a lot of information on learning opportunities is transitory, its collection, organisation and indexing will be critical to the effectiveness of the database. A "provider-generated" database not only risks partiality but at its worst could mean that the database will consist of hundreds of prospectuses which cannot be cross-searched. There will be a need for editorial input and probably at a number of different levels. The skills of collecting and organising information are those of the librarian and it is likely that such skills will be needed at a national level, at provider level (within universities, FE Colleges etc.) and at a local level.

In the UK there are more than 60,000 people working in libraries and well over 20,000 professionally qualified librarians. The distinctive skills of the librarians are:-

• The management of knowledge and information
• Designing environments for the exploitation of learning and information resources.
• Mediating between individuals and learning and information resources
• Enabling learners by the application, and teaching, of information and knowledge-navigation skills.

The professional ethos of the librarian is that of supporting the development of individuals, organisations and communities.

We are especially concerned by the statement in paragraph 9.6 that "funding will not be available for the collection of local data on opportunities, or the development of provider ‘information’ software". This will certainly jeopardise development of data collection and organisation of information at the local level and probably restrict the leverage that public libraries would bring to the table as fully participative partners. Much "local" information on learning opportunities is unlikely to be submitted for inclusion on a national database anyway as it will relate to extra-curricular activities in schools, the lecture programmes of local societies, educational events at theatres or museums or even private tuition that is available. A seamless cross-over between formal and accredited learning opportunities and more informal, but equally valid, learning opportunities will be vital - for many the informal approach to learning becomes their gateway into the formal educational world.

Libraries are instrumental to any plan the Government may have to reach the socially excluded and engage them in learning and personal development which may lead to employment or other inclusion in society. As unofficious and non-threatening environments, these are quite often the only places where such people are likely to feel encouraged to make the choice to change their lives.

1. Information for Learning. Open learning in public libraries: third baseline survey. The Department for Education and Employment, 1997. (Research report no. 19). ISBN: 0 85522 611 0.