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| This article first appeared in the December 2003 issue of Literacy
Today (issue no. 37). |
The Mapping the Territory research project investigated the role of museums,
archives and libraries in adult basic skills work. Project manager Julia
Strong reports the findings of researcher Anthony Barzey.
This research project was delivered by the National Literacy Trust on behalf
of Resource (the Council for Museums, Archives and Libraries). It covered
the ability and potential of museums, archives and libraries to contribute
to government targets for improving adult basic skills in England.
The research looked at the range of activity as well as its level, type
and subsequent outcomes. A questionnaire was sent to a representative sample
(300 museums, 200 archives and 140 public library authorities) and six respondents
were contacted to provide in-depth case studies.
The type of activity covered was broad, including:
- work not previously seen as relevant to basic skills, such as making
museums, libraries and archives more welcoming for
this audience
- the delivery of basic skills courses - both 'informal' learning,
including family literacy, and 'formal' learning
- 'awareness-raising' and 'sign-posting'
- work involving a wide range of audiences - for example, language skills
provision for culturally diverse communities.
The project examined adult basic skills provision according to several
categories - partnership, outreach and 'hard to reach' groups, technology
and innovation, training and human resources, formal and informal learning,
funding and policy. Earlier research had identified these as relevant
to the ability of museums, archives or libraries to improve adult basic
skills in line with the Government's targets.
Partnership
Over two-thirds of respondents have entered into collaborative relationships
to improve adult basic skills. Libraries lead the field, being, on average,
twice as likely to enter into such partnerships as museums and archives.
Most relationships are with the FE and Adult and Community Education sectors,
lifelong learning partnerships, each other and the voluntary sector. Most
relationships take the form of ongoing regular contact with partners,
though significant numbers are involved in mostly short-term projects.
Outreach and 'hard to reach' groups
Outreach is concentrated in a few approaches: a fifth of respondents work
with existing networks, just under a fifth host learning sessions, and
less than a tenth use mobile outreach and satellite provision. Around
a sixth use no outreach at all. Less than a twentieth of respondents use
other forms of outreach, including distance learning, work in other organisational
settings, taking services to places of residence, training local people,
and street contact. Again, libraries are much more active in this area.
However, across all three sectors, the vast majority of this work is not
targeted at groups defined as 'hard to reach'.
Technology and innovation
A variety of technology is being used to improve the access of adults
with basic skills needs to collections and exhibits. This ranges from
the internet and online resources to simple reading aids or photocopiers
for enlarging. Over a third of respondents use website and Internet technologies,
such as The People's Network, to provide direct adult basic skills support.
Around two-fifths use simpler technologies and around a third exploit
assistance with new technology to support adult basic skills learning.
However, a significant minority, a fifth of respondents, reported not
having used any of these technologies.
There is also a varied use of 'innovation' to improve the access of adults
with basic skills needs to services. Two-thirds use opening at lunchtimes
or weekends to improve access; a smaller majority use prominent display
of materials for the same purpose. Around a third attempt to improve access
to their materials by using one or more of (1) symbols, plain English
or both, (2) outward facing display of materials, (3) appropriate text
formatting and (4) targeted selection of adult basic skills materials.
Training and human resources
Respondents said that over half of employees working in this area have
no related formal training in adult basic skills support; about a sixth
have had some related formal training. Only five organisations (two per
cent) reported that 90 per cent of their staff supporting adult basic
skills are formally trained. However, informal training is more common,
received by more than half of staff. Availability of human resources to
support, or provide directly, adult basic skills seems to be a problem
across all three sectors: two-fifths report not having any of the human
resources available to support this work.
Formal and informal learning
Much of museums, archives and libraries' contribution to improving adult
basic skills is likely to be through informal rather than formal learning.
Most respondents (74 per cent) do not support, or provide directly, formal
learning of adult basic skills. Perhaps unsurprisingly, libraries are
the most active in supporting informal adult learning, providing on average
four times as many different activities as museums and archives do.
Funding
Overall, although the vast majority of museums, archives and libraries
do have core funding, they do not have core funding earmarked for support,
or direct provision, of adult basic skills. This would suggest that this
kind of work is not well established and, taken in isolation, perhaps
not sustainable. This conclusion is supported by the fact that only a
tiny minority have core capital funding earmarked for adult basic skills.
However, a fifth of those contacted have core revenue funding earmarked
for support of adult basic skills provision, although this tends to be
on a short-term basis. Over three-fifths have received short-term funding
for support of adult basic skills work, while only a quarter have received
long-term funding.
Policy
Perhaps the most important finding of this survey for policy makers
is that, overall, the majority of museums, archives and libraries think
they should support adult basic skills but the resources are not always
available. The availability of appropriate resources is vital to ensure
sustainability and quality of provision in adult basic skills, and thus
support the fulfilment of government goals.
While these responses (from 40 per cent of the original sample) cannot
safely be extrapolated to apply to the national population of museums,
archives and libraries, they do provide some insight into the important
contribution of this sector to the improvement of adult basic skills.
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Case studies
Idea Store, Bow, London
The Idea Store, Bow is one of seven such stores planned for the
London Borough of Tower Hamlets to integrate modern library facilities
and adult and further education. It has already expanded its facilities
for adult basic skills and computer literacy, and aims to double
the level of provision by offering an ideal learning environment
which is not threatening to the new learner. It will also provide
a foundation for progression to higher skills and employability.
Access and facilities are impressive. The store is open seven days
a week - on four days from 9am until 9pm. There are three 'learning
laboratories' which serve as flexible classrooms and adult basic
skills learners use laptops to visit websites related to their learning.
General usage has increased fourfold so far and borrowing by 35
per cent on previous provision.
One reason could be the atmosphere promoted at the store. Manager
Sergio Dogliani said that one unique feature is that users can interact
in a normal fashion. They can talk, eat and use their mobile phones:
activities normally forbidden in libraries. This might be more attractive
to adult basic skills learners, especially those who have had poor
experiences of other libraries or formal adult education provision.
As Sergio put it, "We're reaching people who wouldn't be seen
dead in a college or adult education centre." He also felt
that the location in a shopping area led to a wider range of users,
especially former non-users.
Further adult basic skills provision was introduced in September
2003. For example, a family learning project officer is developing
a programme to encourage parents to help their children with reading
and improve their own basic skills. In addition, attention is being
paid to improving stock for emergent readers.
Visit www.ideastore.co.uk
Learning How at the Roald Dahl Centre
The Roald Dahl Centre, in Great Missenden, Buckinghamshire (Dahl's
home for 36 years), is due to open around November 2004. It aims
to establish a venue for this world-famous author's archive so that
his work and life inspire a love of stories and creative writing
in everyone. The basic skills aims include exploiting what the centre
calls, "this literacy treasure" to encourage adult literacy
learning and a lifelong enjoyment of reading.
The first phase of the centre's educational programme, Learning
How, targets adults with poor basic skills through family learning
activities. Developed in partnership with local community groups
and Buckinghamshire County Council, it is scheduled to start before
the venue opens.
The basic skills learning outcomes for Learning How have yet to
be determined but potential outcomes include inspiration, increased
confidence and knowledge of writing processes, reader development,
improved research skills and communication technology skills.
Asked what she hoped adults with basic skills needs would get out
of the centre, currator Sue Davies said, "I expect to increase
their confidence in their ability to write, read and understand
... I expect them to have fun!". She added, "I think it's
important to let them know that it's okay to make mistakes. Dahl
and his secretary used to trade mistakes: she corrected his spelling
errors and he corrected her typing errors."
Possibly uniquely among museum, archive and library staff, the
archivist who will be guiding adult basic skills learners through
archive materials may also help them learn rudimentary research
skills. These may help learners in using literacy and numeracy skills
in carrying out simple searching functions in their everyday life.
Visit www.roalddahl.com
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