LifeLong Learning

Welcome to the Polk County Public Library's LIFELONG LEARNING web page!

In the future this page will be devoted to ideas and projects developed over time to address the Polk County Public Library's chosen primary service priority, LIFELONG LEARNING. Until then, we offer below some background information on what an LIFELONG LEARNING service response might entail.

(This description of a variety of ways to implement a LIFELONG LEARNING service response is from Planning For Results: A Public Library Transformation Process, by Ethel Himmel and William James Wilson, Chicago: ALA, 1998, pp. 58-60 and pp. 113-115.)

Example of Needs Addressed by This Service Response

A library that provides LIFELONG LEARNING service helps address the desire for self-directed personal growth and development opportunities.

What the Library Does and Provides

The library will provide and maintain an extensive collection of circulating materials on a wide variety of topics in which the general public has a sustained interest. Collections will be easily accessible and organized to encourage public browsing by subject area. Staff knowledgeable in subjects and topics of interest to the general public will provide expert assistance in locating materials of all types and in all formats. The library will develop pathfinders or other finding tools to assist library users in learning about specific subjects or topics for which there are frequent requests.

The library may build substantial retrospective collections on some topics and may provide collections in considerable depth in subject areas of local interest. The library may enhance typical subject and keyword access in the online public access catalog through the addition of supplemental user-friendly terms. The library may identify important World Wide Web sites on topics of high interest to the public and may organize them for public access on a web page.

Some Possible Components of Lifelong Learning Service

Electronic and printed pathfinders
How-to programs on topics of general public interest
Special topical displays of materials and resources
Artist-in-residence programs
Demonstrations and exhibits
History and biography resources

Target Audiences and Service Aspects

Target Audiences
While LIFELONG LEARNING is, by definition, a service that applies to people of all ages, special efforts can be made to encourage specific groups to use library resources to support their informal learning. Examples include programs that introduce very young children to the joy of reading and efforts to provide high-interest, low-vocabulary materials for intermediate-aged children who are hesitant readers.

Service Aspects
A library could concentrate on building exceptional strength in a few specific subject areas. Some examples are travel, antiques, American history, fine arts, biographies, and sports.

Resource Allocation Issues to Consider

Staff
Staff providing LIFELONG LEARNING service should have a broad- based education that prepares them to assist independent learners as they explore a wide range of topics. Formal education in how people learn is highly desirable. Staff providing the service should have good organizational skills that would allow them to develop pathfinders or other guides to using library resources on topics of interest to large numbers of people.

Collection and Information Resources
While the entire collection can be seen as supporting LIFELONG LEARNING service, the non-fiction collection is typically the most critical. Libraries providing the service need in-depth resources in areas of special interest to the public. Electronic resources such as those found on the World Wide Web and other resources that engage multiple senses such as multi- media CD-ROMs can be particularly effective. Self-paced, individualized instruction programs are of special value. The library may be involved in developing web pages for public use.

Facilities
Libraries providing LIFELONG LEARNING service should provide individual and small group study spaces. The library may provide meeting spaces for clubs or organizations.

Technology
Online public access computers should be located in and near the collections and should provide enhanced access (additional search terms, keyword searching, etc.). Multi-media computers and other individual educational tools should be provided that can be used for self-paced individualized instruction.

Possible Measures to Consider When Developing Objectives

People Served
Total number of users served (this measures the total number of users who used a service during a given time period):

Number of people who attended lifelong learning programs
Number of people who attended lifelong learning exhibits.

Number of Unique Individuals Who Used the Service (this measures the total number of unique individuals who used the service during a given time period, regardless of how many times they used the service):

Number of unique children registered in a summer reading club program
Number of unique nursing home residents registered for the books-by-mail program.

How Well the Service Met the Needs of People Served

Percent of people who used library materials who indicated on a survey that the materials were useful to them in meeting their personal lifelong learning goals.
Percent of people who used lifelong learning services who indicated on a survey that the information was provided in a timely manner
Percent of people who attended lifelong programs who indicated on a survey that the programs were satisfactory or excellent.

Total Units of Service Delivered

Number of deposit collections maintained in other community facilities
Number of times the lifelong learning web page was accessed
Number of unique lifelong learning book lists produced
Number of lifelong learning displays created.

Basic Literacy

Note: The Planning For Results Committee also opted to fold another service priority, Basic Literacy, into the Lifelong Learning priority. Following is a brief description of some elements which will develop as our Library begins to make Basic Literacy a service priority:

Example of Needs Addressed by This Service Response
A library that offers BASIC LITERACY service addresses the need to read and to perform other essential daily tasks.

What the Library Does and Provides
The library will provide a learning environment, specialized materials, and access to trained tutors to help people reach their personal literacy goals. The library may provide specially designed facilities and access to instructional technologies that enhance the effectiveness of tutoring efforts. Library staff, or highly trained volunteers, may be used to provide the tutoring.

Some Possible Components of Basic Literacy Service

English as a Second Language (ESL) programs
Family literacy programs
Tutoring or tutorial materials and exam preparation guides
Programs teaching functional math skills
Use of instructional media/tutoring software
Small meeting spaces for tutors and learners to meet.

Target Audiences and Service Aspects

Target Audiences
A library offering BASIC LITERACY service may choose to serve the general public or to target a specific population such as recent immigrants or parents of pre-schoolers. Efforts may be focused on individuals or may involve other family members.

Service Aspects
Literacy training may concentrate on improving general reading comprehension or it could focus on providing assistance needed to accomplish a specific goal, such as attaining a Graduate Equivalency Diploma (GED).

Resource Allocation Issues to Consider

Staff
Staff providing BASIC LITERACY services should be encouraged to complete a literacy volunteer training program. Library staff members need to be aware of the challenges and the problems faced by adult new readers, individuals learning English as a second language, and other learners enrolled in the literacy program. Formal education in reading instruction and educational methods is desirable. Staff providing this service should have strong community networking and communication skills. All volunteer and paid tutors used in the program should have completed a comprehensive training program for literacy volunteers.

Collection and Information Resources
The library providing BASIC LITERACY service should have materials and resources such as workbooks and controlled vocabulary texts specifically designed to use in literacy programs. The library may choose to offer computer software intended to supplement the interaction between learners and their tutors. A supplemental collection of high-interest/low vocabulary materials may also be provided.

Facilities
Libraries providing BASIC LITERACY service need to provide quiet and relatively private areas for tutoring. Small study rooms (for two people) are ideal. Classroom space may be provided. Storage space for materials used by tutors on a regular basis is desirable.

Technology
Computer-based and computer-assisted literacy training opportunities should be considered by all libraries providing BASIC LITERACY service. Multi-media computers and software designed to encourage independent learning may be provided.

Possible Measures to Consider When Developing Objectives

People Served
Total number of users served (this measures the total number of users who used a service during a given time period):

Number of people who used computer-based literacy programs
Number of people who attended English as a Second Language classes
Number of people who attended tutoring sessions
Number of people who used computer-based basic mathematics skills programs.

Number of students enrolled in literacy classes
Number of people who obtained a GED through library literacy programs.

How Well the Service Met the Needs of the People Served

Percent of people who participated in library literacy programs who indicated on a survey that the program helped them meet their personal learning goals
Percent of people who participated in library literacy programs who indicated on a survey that the program was offered at convenient times and locations
Percent of people interested in enrolling in library literacy programs who indicated on a survey that they were placed in a class or assigned a tutor in a timely manner.

Total Units of Service Delivered

Circulation of literacy-related materials
Number of literacy volunteer hours
Number of tutoring sessions held.