The Learning Age : a renaissance for a new Britain

LIBRARY ASSOCIATION RESPONSE

http://www.lifelonglearning.co.uk/greenpaper/index.htm

Summary Response

The numbers in square brackets refer to paragraphs in the Detailed Response section

S.1 Informal learning
There is a need to recognise the importance of informal, non-structured and life-experience learning. There is a need to build bridges between this type of learning and formal, accredited learning. Lifelong learning is all-age learning.
[2.1.1; 2.1.2; 2.1.3; 2.2.2; 2.5.1; 2.6.1]

S.2 Resourcing
There is a need to rebuild and enhance the national infrastructure for learning, both formal and informal. The establishment of adequate and secure funding for what Professor Fryer refers to as the "public architecture for learning" will be a measure of the commitment to lifelong learning. Investment in libraries will yield a high learning return
[2.1.1; 2.1.2; 2.2.1; 2.2.2; 2.2.5; 2.2.6; 2.4.1]

S.3 Funding mechanisms
Funding mechanisms which focus exclusively on statistical measures rather than value-added, or social impact, will hamper the achievement of learning for all. Funding mechanisms are required which encourage co-operation and co-ordination between institutions and across sectors.
[2.2.3; 2.2.4]

S.4 Copyright and licensing
Copyright compliance and licensing restrictions plus associated costs could pose a very significant threat to access to learning opportunities and resources in the digital environment. The National Grid for Learning could founder on such barriers to access and use. Likewise the University for Industry could be severely constrained.
[2.1.7; 2.1.8]

S.5 Variety of provision
There is a need to provide a variety of ways in which learners can pursue their learning. Traditional modes of provision must be maintained and developed alongside new modes if universal participation is to be achieved.
[2.1.4; 2.1.9; 2.6.4]

S.6 Libraries as a national and regional resource for learning
Libraries of all types and in all sectors should be seen as a strategic national and regional resource for lifelong learning. It is important that libraries are engaged from the outset in the development of regional and local strategic partnerships for learning. The development of strategies for managed access to learning & information resources across institutional, corporate and sectoral boundaries should be established as a key task of the learning age. Libraries are ideally placed to act as access points to a suite of learning-related services.
[2.3.1; 2.3.2; 2.3.4; 2.4.1; 2.4.2; 2.4.6 - 2.4.9]

S.7 Widening access
Libraries in all sectors could make a major contribution to provision for basic and employment-related skills. Public libraries in particular have a track record of reaching groups with low participation. The library needs of learners with disabilities or learning difficulties should be on the agenda for inclusive learning.
[2.1.10; 2.3.2; 2.3.3; 2.4.3 - 2.4.5]

S.8 Quality of provision for learning
There is a need to establish quality assurance mechanisms for learning in informal settings. Within formal learning, there is a need for quality assurance to take account of all aspects of the learning environment, including library and learning resource services.
[2.5.1 - 2.5.5]

S.9 Qualifications and recognising achievement
Qualifications should not be allowed to distort the view of what constitutes learning. It would be useful to identify starter-level venues to parallel the development of starter level qualifications. Information and knowledge skills should be explicit elements in key skills programmes.
[2.6.1 - 2.6.4]

References

1. Allred, J Open Learning in Public Libraries: Third Baseline Survey HMSO, 1997
2. A Declaration from the Library and Information Community Feb 1998
3. Matarasso, F Beyond Book Issues: the social potential of library projects Comedia, 1998
   Contains 18 case studies of the social impact of public libraries
4. Moore, M and Wade, B Bookstart: the first five years Book Trust, 1998
   A description and evaluation of a project to encourage sharing books with babies
5. New library : The People's Network Library and Information Commission, 1997
   The report which led to the Government's commitment to connect public libraries to the national learning grid by 2002
6. Response of the Library Association to Connecting the Learning Society: National Grid for Learning The Library Association, 1997
7. The Role of Libraries in a Learning Society Library and Information Commission, 1998
   Case studies illustrating the role of libraries in lifelong learning in 5 settings - a primary school, an FE college, a company, a hospital, and in a "learning city".
8. What do people do when their public library service closes down? British Library, 1996
   The report of the Sheffield University research project referred to in 2.4.4.