Fulfilling their Potential, the report prepared by The Reading Agency for the Museums, Libraries and Archives Council, suggests that libraries should be a key community space for young people. The report proposes the development of a national programme offering young people, wherever they live, access to:

*inspiring, relevant reading including creative reading activities
*the chance to get involved and shape the library service
*the library as the place to participate in the wider community and in democracy
*the library as the independent place for information and study support

Download the report at www.nya.org.uk

Sarah McNicol summarises findings:

"The Centre for Information Research (CIRT) at the University of Central England carried out a research project investigating how public libraries can support the learning process. Library staff from ten local authorities were interviewed about what they do to support learners.

"Interviewees pointed out that people who do not think of themselves as 'learners' may, nevertheless, use libraries. One called the library 'a hook to reintroduce people to learning…the first rung on the ladder'. The most common ways in which libraries support learners are through engagement, guidance and resource provision. Libraries have become more aware of progression routes through working with partners in learning and adult guidance.

"Engaging learners and stimulating a desire for learning was identified as an important role for libraries and one which was likely to become increasingly important in the future. Library staff were aware of the importance of providing a suitable environment which was attractive to learners and potential learners. Publicity was also important, as was the location of the library. Siting it with other community facilities such as sports facilities, council information points or careers guidance services can help to engage learners. Outreach activities were also a common feature of library activity, with collections of materials, ICT equipment and leaflets being taking out into the community.

"Study support in homework centres was mentioned as a way in which libraries commonly guide learners. A number of libraries are also learndirect centres, where staff are expected to advise learners on the best option to suit their learning needs and help them to devise learning plans.

"Libraries provided resources in a variety of formats and at different level to meet the differing needs of learners. Most provide resources for learners with special needs such as large print and Braille books, materials in community languages, large text screens and text-enhancing software and touchscreens. ICT has a particularly important role in supporting learners; the People's Network, learndirect and UK Online can all help libraries, particularly smaller branches, to provide a much wider range of resources and attract more people to libraries.

"Library staff clearly recognise that libraries need to do more to support learners by providing help and guidance as well as by facilitating access to resources and referring people to learning networks. This research has identified a variety of ways in which this might be achieved, for example, co-locating libraries with other forms of learning provision; employing specialist staff; and through providing staff training in these areas."

For further information contact Sarah McNicol, Centre for Information Research, Faculty of Computing, Information and English, Dawson Building, University of Central England, Perry Barr
B42 2SU. Tel: 0121 331 6891. Fax: 0121 331 5621. Email: sarah.mcnicol@uce.ac.uk.

The full report is available at http://www.ebase.uce.ac.uk/cirtarchive/projects/past/public_libraries.htm

Input for this document came from 20 library authorities, the reader development agency, LaunchPad and two Youth Boox projects. The report is funded by the DfES and published by the National Youth Agency and QiSS. A first section was issued in 1999, based on almost a decade's work by The Prince's Trust. The new edition is easy to read and full of examples of good practice. Many of these were collected in the regional study support seminars last year, run by the Library Association (now CILIP) and hosted by several ASCEL (Association of Senior Children's & Education Librarians) regions. Copies of the code have been mailed to every public library authority in the UK. More copies can be ordered from info@cilip.org.uk.

This strategic plan for the role of libraries in enriching the lifelong learning process and contributing to the Government agenda was produced by the Library Association following an extensive cross-sector consultation. It states libraries have always been about learning and have much to  offer lifelong learning agendas: accessibility, space, user-focused staff, staff skilled in supporting learners and the learning process, resources, partnership and co-operation, and experience of strategic engagement.

Priorities for 2002-4 will be: to identify the learner support skills needs of library staff in all sectors, to develop initial training and continuing professional development programmes to teach learner support skills to library staff, to produce advocacy materials to support librarians in making a case for involvement in lifelong learning activity, to develop quality assurance and inspection guidelines for services in the post-16 academic sector, and to research the contribution of corporate and industrial library and information services to lifelong learning.

Contact the Library Association on 020 7255 0500 or visit www.la-hq.org.uk.

This report, produced with funding from the Arts Council of England, the Local Government Association, DCMS, Resource and other partners, pulls together the theoretical and empirical evidence for the contribution of various cultural services to social, economic and environmental well-being. It concludes that the potential of library services to make important contributions to social and community goals will remain untapped unless new indicators are created to prove their role. 'Libraries perform wide-ranging roles and have the potential to contribute to a variety of social issues,' it states. 'However, it is also clear that there is an absence of systematic and robust quantitative evidence about social impacts.'

According to the report, research conducted so far is largely 'output based' and concentrates on volume indicators such as number of enquiries and number of businesses requesting information. In most cases, actual outcomes, such as social inclusion, active citizenship or community development, are merely assumed, or illustrated by limited quantitative evidence.

The report includes an advocacy document covering the full range of sectors involved as well as individual research briefings for each sector: arts, museums, libraries, children's play services, parks and open spaces, sport and tourism. These can be downloaded from the Local Government Association website at www.lga.gov.uk or contact the Local Government Association on 020 7664 3000.

This publication provides information on the development of the Government's social inclusion agenda, and how it relates to the public library service, and case studies demonstrating ways in which children's library services have responded to reach out to the whole community. It suggests ways forward including developing strategic objectives, involving staff at all levels, and implementing and evaluating services. Also included are references for useful publications and a list of contacts.

Contact the Library Association on 020 7255 0500 or visit www.la-hq.org.uk.

This research, funded by the Arts and Humanities Research Board, aimed to investigate the contribution of libraries to promote reading as well as the contribution access to imaginative literature makes to people's health, educational achievement, personal creativity, and attitudes and values.
The public library was revealed as making a unique contribution to the reading experience. Book lending is still perceived to be the major function of the public library, and libraries are seen as natural places for those who wish to develop as readers. Free access to reading material and a wide range of stock was found to be imperative for establishing and maintaining the reading habit: providing people with the opportunity to borrow rather than buy enabled them to exert greater personal control over their reading. However, factors that were found to prevent the library from realising its potential included difficulties of physical access, the intimidating atmosphere of some services and a lack of standard facilities. The report concludes that libraries need to be more proactive in challenging society's perceptions of reading.

Contact the Centre for the Public Library and Information in Society on 0114 222 2630.

This draft action plan categorises Re:source's plans for future work with libraries in four areas: developing and sustaining new services; access to services; service planning, development and quality assurance; and capacity building and cooperation. The report emphasises the important role of libraries in regeneration, social inclusion and delivering the Government's goal of having all services deliverable online by 2005. It stresses the need for further funding, training and advocacy for libraries. Re:source intends to lobby for Government funding for libraries to invest in library infrastructure and improve the condition and design of libraries. It plans to increase the opportunities for staff training and development and implement a programme of leadership training. Re:source plans to propose the creation of learning development officers within library authorities who would increase the capacity for learning development within public libraries. Re:source says it will need to commission longitudinal research into the impact of libraries on learning.

Contact Re:source on 020 7273 1458 or visit website http://www.mla.gov.uk/

A learning and access standard for museums, archives and libraries
Re:source, the Council for Museums, Archives and Libraries, April 2001

This report sets out proposals for a cross-sector learning standard that would enable museums, libraries and archives to measure, improve and be accountable for their performance as learning organisations and would avoid the duplication of effort. The report states that in the past these sectors have tended to focus on collecting, housing and cataloguing rather focusing services on the potential user. The proposal calls for improvements that meet the needs of the learner such as higher standards of customer care, an environment that stimulates learning, informed, helpful staff, and choice and variety to reflect different learning needs and styles.

Open to All? is a comprehensive study drawing on an 18-month research project on how pubic libraries provide for socially excluded groups. The report notes that overall libraries differ widely on activity relevant to social inclusion and that many of the UK's most marginal and excluded people, such as refugees, the homeless and travellers, are not considered a priority in libraries' strategy. The research was based at Leeds Metropolitan University and conducted in partnership with the London Borough of Merton (Libraries) and Sheffield City Libraries, and independent consultant John Vincent. The complete findings are available in three volumes containing key issues, recommendations, details of a nationwide survey of public library activity and initiatives relevant to social exclusion, and working papers produced during the course of the project.

Contact the British Library Document Supply Centre Customer Services on 01937 546 060, or ask your local library to request a copy of the report. Ref: LIC Research Report 84, Shelf mark: 5188.5155F

Extract from foreword by Alan Howarth

Libraries "have the potential to lead the cultural sector in areas like new technology, lifelong learning - and in the provision of information services. But, if libraries are to take full advantage of these developments, there must be a more strategic focus for libraries at a regional level. Building up a strong and effective regional presence will help libraries to take full advantage of the emerging opportunities .

". my Department has reviewed the role of the Regional Library System and identified possible options for the future. This discussion paper sets out initial recommendations on how the library sector can meet these new challenges at a regional level and asks for your views on what the Regional Library systems of the future should look like."

Further information on Government policy on libraries at the DCMS website at www.culture.gov.uk

This report lists actions to be taken in response to the Library and Information Commission task group's recommendations. The Government says the proposals that public and education libraries should establish cooperative arrangements to improve services has already begun to be met, through learning and skills councils, learning partnerships and Learndirect. The DfEE will fund a small number of demonstration projects between libraries and learning providers. A working group will be set up to examine how funding might be made more flexible to encourage more community partnerships in the light of new post-16 funding arrangements.

The suggestion that school library and information services become a statutory responsibility is rejected as a burden that would not improve standards and as action counter to Government policy of devolving spending responsibility to a local level. Instead the Government will promote best practice, review research on the links between educational attainment and school library use and work with organisations such as the School Library Association, Ofsted and the Library Association to consider how to develop support for school libraries, for example, developing a quality assurance framework.

The proposal that training of librarians, resource managers and teachers should be coordinated will be investigated by a working group, making sure it fits with cross-sectoral planning underway in other agencies such as Re:source. (for example, see below)

Contact DCMS on 020 7211 6200 or visit www.culture.gov.uk

Following this response, DfES and DCMS set up the Empowering the Learning Community initiative, broadening the remit beyond libraries to also include museums, archives and galleries. The initiative has brought together representatives from each of these sectors to focus on the needs of the lifelong learner and to learn from each other on about how best to address these needs.

For more information visit www.lifelonglearning.co.uk/empower 

Report of the education and libraries task group to Department for Education and Employment and the Department for Culture, Media and Sport.  (see above for Government's response)

Extract from foreword
"Our libraries are much more than repositories of books and reference material. They are, increasingly, vibrant hubs of community life. Through the People's Network, public libraries are also becoming access points to a nationwide treasure house of digital content as well as creators of unique content themselves. They can still do more."

Summary of conclusions and recommendations
The report states that coordination between public, school and academic libraries is inadequate and that coordination of library resources needs to be more efficient. It calls for the DfEE and DCMS to set up a working group with representatives from across the United Kingdom to recommend ways to achieve joint planning in the following four areas:

1. Public and educational libraries in communities or areas should establish cooperative arrangements to improve services to their users.
2. Cross-sectoral funding arrangements should be established. Funding for libraries in all sectors should include an element measured against progress towards cross-sectoral partnerships.
3. Public and educational libraries in any community should draw up 'access maps' to enable users and learners to gain access to resources on a managed basis. Possibility of making provision of school library and information services a statutory responsibility.
4. Training of librarians, resource managers and teachers should be coordinated and should include ways of developing mutual support.

Case studies
The report includes case studies as examples of cross-sectoral working:

• Norfolk County Council is planning a joint training event for adult education providers, youth services, librarians, museums staff, and arts and record staff who are working at grass roots level. The purpose of the training is to understand lifelong learning, to champion staff's role in developing learning communities and to see the big picture and apply it to the local area.
• The Libraries Access Sunderland Scheme provides free access to the University of Sunderland, Sunderland College, the City Library and Arts Centre (29 libraries) to anyone who lives works or studies in Sunderland.

For a copy of the report contact the Library and Information Commission, 19-29 Woburn Place, London WC1H 0LU Tel: 020 7273 8700 Fax: 020 7273 8701 Email: libcom@lic.gov.uk.

Public libraries and the arts: pathways to partnership
Report to the Library Association and The Arts Council of England, December 1999

David Liddle, Debbie Hicks and David Barton report on a survey mapping partnerships between libraries and the arts. The survey revealed that many felt the roles of arts organisations and libraries were difficult to define separately, while others saw clear divisions of responsibility. Arts organisations, also surveyed, appeared keen to work with libraries but could be hampered by a lack of knowledge about how they work. The report concludes that partnerships should be encouraged and should build on good practice, but that awareness of the potential of such partnerships needs to be raised through national and regional frameworks.

Contact the Arts Council of England on 020 7973 6531.
 

Family Reading Matters magazine