LIBRES:
Library and Information Science Research
Electronic Journal ISSN 1058-6768
2000 Volume 10 Issue 1; March 31
Bi-annual LIBRES 10N1
Changes through IT in public libraries:
advantages of carrying out research via a training course
Margaret
Kendall, Senior Lecturer
Dept of Information and Communications,
Manchester Metropolitan University, Geoffrey Manton Building, Off Oxford
Road, Manchester M15 6LL, UK. http://www.mmu.ac.uk/h-ss/dic
m.a.kendall@mmu.ac.uk |
Juliet Eve,
Research Fellow
Dept of Information and Communications,
Manchester Metropolitan University, Geoffrey Manton Building, Off Oxford
Road, Manchester M15 6LL, UK. http://www.mmu.ac.uk/h-ss/dic
mailto:m.a.kendall@mmu.ac.uk |
1. Introduction
The provision, delivery and impact of
information and communication technology (ICT) training for community librarians
is a matter of considerable concern at the present time, since an appropriately
skilled professional workforce is essential to the success of many government
initiatives, including in the UK, New Library: the
People's Network. However, this is not simply a training issue but calls for
research investigations to develop understanding of the place of
- existing provision of ICT facilities, as a baseline for
research
- existing levels of ICT skills among community librarians,
again as a baseline
- different approaches to, and content of, training
- the value and success of training which is currently
being provided
- the potential role of different providers in meeting ICT
training needs.
The findings of such research
would have impacts not only on the design of training but at a national level on
policy and on understanding of the complex interactions between ICT provision,
professional roles and the delivery of appropriate services.
One of the problems for research in this area is that it is
often difficult firstly to obtain adequate samples since many professionals are
suffering from 'sampling fatigue'; secondly, to ensure that the methodologies
used provide representative results (i.e. are not biased by the research
exercise itself); and, thirdly to apply research results to the design and
delivery of training.
In order to address these problems the authors took the
approach of embedding the research within the design and delivery of training in
Internet use for community librarians in the North West of England. Instead of
designing a pure 'research' or a pure 'training' project, the two were
deliberately brought together so that the training events provided the research
environment.
This paper sets the research in the context of the changes
taking place internationally with the increasing development of ICT applications
in the public library sector. It then focuses on the value of the exercise from
a research perspective, and provides evaluation of the methodologies used in
order to achieve the research outcomes. Briefly, these methodologies were: use
of questionnaires before and after the training sessions; focus groups during
the day, looking at issues raised by the training, using a format whereby
individuals could anonymously raise issues by writing on "post-it notes";
informal observation by a note-taker present during the day. Further details of
the course content and how it was received are given in Kendall (1999).
2. Background and context
2.1 Developments world-wide
Public libraries all over
the world are currently undergoing huge changes, due largely to the expansion of
information and communication technologies (ICTs), a challenge which has been
taken up eagerly by the public library community at national and international
levels. Public libraries are also being given unprecedented levels of support at
governmental level, with many policy initiatives aimed at promoting and
supporting innovative electronic services embracing the role the public library
has to play in the delivery of such services. An example is Singapore, where
$100 million dollars is being invested in new technologies and library
infrastructure by 2003 by the National Library
Board.
The direction set by the UNESCO Public Library
Manifesto sums up the shift in the public library arena towards a greater
provision more formalised and supported access to ICTs, for a range of
activities, but especially what is now commonly termed lifelong learning:
The public library, the local gateway to knowledge,
provides a basic condition for lifelong learning, independent decision-making
and cultural development of the individual and social groups. (UNESCO,
1997)The Manifesto indicates twelve key missions
which should be at the core of public library services, including
"facilitating the development of information and computer literacy skills".
Similar position statements have been issued by many countries around the world,
including the Canadian report, Canadians, Public Libraries
and the Information Highway, which reported that survey respondents were
most likely to indicate the public library at the top of appropriate locations
for public access to the information highway, and to view the provision of such
access as an appropriate role for public libraries. The American Library
Association's Office for Information
Technology Policy states as its mission:
promoting the development and utilization of electronic
access to information as a means to assure the public's right to a free and open
information society. The Office's staff works to secure information technology
policies favorable to library services and full intellectual participation for
all the public. (American Library Association, 2000)
At the European level, the public library networking organisation PubliCA has
asserted that public libraries should seek to utilise the benefits of ICTs in
order to deliver to citizens services which underpin the following four themes,
outlined in the Leuven Communiqué
of 1998: democracy and citizenship; economic and social development; lifelong
learning; cultural and linguistic diversity. These themes were re-iterated in
the Copenhagen Declaration
the following year, which further called on national and federal governments to
- Implement a development programme for public libraries
that ensures minimum standards of access to every citizen including
appropriate information and communication technologies and suitable levels of
investment to meet those standards.
- Ensure that public libraries are equipped to provide
maximum access to the new information resources for all citizens regardless of
financial, physical or educational abilities and that those libraries have
adequate resources to sustain the services over time.
- Lobby the European Parliament to place public libraries
high on the social agenda now and in the future.
The Declaration also called on public libraries to reassess their
role and their provision of services in response to changing social needs, to
work co-operatively with others providing access to community education and to
effectively market services to the public.
2.2 Developments in UK public libraries
The need for
change has been recognised by the UK's Library & Information Commission
(LIC), a body set up by the government in 1995 to oversee developments across
all library sectors. In 1997 the Commission produced the influential vision
statement, New Library: the
People's Network. This set out the direction public libraries should take in
response to the challenges presented by the impact of rapidly changing new
technologies, and emphasised the opportunities in having a highly trained
library workforce able to assist the public in accessing electronic
services:
A comprehensive training initiative in information and
communication technology (ICT) for the public library sector will be seen as an
important component of the government's plan to foster a learning society. There
will be a considerable impact as a result of reskilling a large group of people
who come into contact with over half the population, including all ages and
social classes. By building on the skills and commitment of public library
staff, the government has the chance to develop a high-quality training
initiative that will enable the public to understand and exploit the potential
of ICT in daily life.The report was
favourably received in a formal Government response from the
Department of Culture, Media and Sport (DCMS). Three working parties were
established to look at the specific areas of: content creation, infrastructure,
and training. The result was Building the New Library
Network, which set out a detailed strategy for the roll-out of the People's
Network. The strategy is now being implemented by the recently created People's Network Team.
2.3 Lifelong Learning
All these developments have taken
place against a backdrop of international and national policies designed to
stimulate demand for and deliver lifelong learning for citizens, not least to
equip them for the opportunities and challenges presented by ICTs in the coming
century. These policy statements range from the more visionary UNESCO report,
The Treasure Within (Delors et. al., 1996), which stressed the role of
education as a "necessary utopia", to the more pragmatic statements issued by
the European Community (for example, the European Commission's recently
published eEurope:
An Information Society For All statement) and the UK government, which place
a greater emphasis on economic competitiveness and re-skilling the workforce.
All these high level documents stress the need for citizens to develop ICT
skills for their professional and personal lives, and emphasise the risks of
exacerbating social exclusion if a so-called "digital divide" is allowed to
strengthen.
Within the UK, a number of position statements and policy
documents have been issued over the last few years, all of which
emphasise:
- the need for lifelong learning to be made more
accessible
- the role of ICTs in providing access to lifelong learning
opportunities
- the need to create learning networks which can be
accessed by people in the most convenient location for them, be it workplace,
home, or, as is the case for many, the local library.
The UK government's approach has been to set up a number of
initiatives which will stimulate demand for lifelong learning and "make the most
of technological change" to deliver learning opportunities (DfEE, 1997, p.6).
Such initiatives include the National Grid for Learning, which aims to be a
series of interconnecting networks to support learniing, located in
universities, colleges, schools and libraries. This, and other developments
emphasise the role the public library has to play in providing ICT services,
particularly for those who do not have home or work access. The availability of
funding for public libraries to develop IT services is also at an all-time high,
with schemes ranging from the DCMS/Wolfson Public Libraries Challenge
Fund, specifically targeted at public libraries, which has provided £3
million each year since 1997, to more general funding schemes such as the
Capital Modernisation Fund, established in 1999, with a budget of £470 million
for the development of ICT centres. The government has indicated that the Public
Library Network will enable public libraries to more and more take their
place as 'Street Corner Universities' (DCMS, 1998).
Two of the areas stressed by government as well as the
People's Network developments, and specifically outlined in the Building the
New Library report, are content creation and staff training. The UK's New Opportunities Fund
(NOF), which administers funds raised from the UK
lottery, has set aside £50 million for content creation and £20 million for the
training of all public library staff to a basic level, in a programme running
until 2004.
2.4. The need for training
A skilled library workforce
is, then, an essential requirement for the success not only of the People's
Network but also of the wider programme to encourage UK citizens to develop and
exploit ICT skills. Existing skills and training in this area vary widely
between and within library authorities, and some staff have been left behind.
The setting aside of money specifically to provide basic ICT training for all
staff by NOF has therefore been particularly welcomed. The Building the New
Library report established a range of skills necessary for staff to:
feel comfortable both when using it themselves and when
helping others to make constructive use of it. (LIC, 1998, Part
2)Two sets of skills were established, basic
IT skills which all staff should have, and advanced skills which would allow
staff to develop the necessary confidence to take on some of the new roles
identified by the report.
For basic skills, the report suggested that
the basic level of competence which should be attained
by all public library staff should consist of a foundation in information and
communication technology, supplemented by competence in ... four functional
areas.The foundation would be provided
by use of the international standard of competence for computer users known in
the UK as the European Computer Driving
Licence. This was launched in the UK in May 1998 by the British Computer
Society. The four additional functional areas would enable library staff
to:
- use and exploit the technology to support people's
learning
- provide improved access to information
- support reader development
- assist access to remotely delivered public
services.
The advanced skills were identified as:
- Net navigator: helping people find their way around the
information resources contained on the Internet and on other digital
information sources.
- Information technology gatekeeper: concerned with the
management and deployment of information and communication technology in the
library and with planning its use to develop the service.
- Information consultant: responsible for advising people
on the sources of information that are most appropriate to their needs.
- Information manager: responsible for organising and
exploiting the information resources of the library.
- Educator: this role encompasses the training of both
staff and users in their use of information and communication technology and
the application of that technology to support a wide range of lifelong
learning objectives.
As the report indicated,
these are new roles, representing "a significant change of direction for many
staff, and there will be a need for advanced training designed both to support
these roles and to stimulate a wider process of culture change among library
staff".
In early 1998, the then British Library Research and
Innovation Centre funded an eleven month research project, 'Training the
Future', a partnership project between two very different library services in
the UK, Birmingham (a metropolitan authority) and Shropshire ( a rural
authority) and supported by the Centre for Information, Research and Training
(CIRT) at the University of Central England in Birmingham. The focus for the
project was "the changing role of staff in the networked library environment",
and aimed to find "realistic" ways for staff to acquire the necessary level of
skill they would require for their future roles (Jones et. al., 1999). The main
findings of the project were:
- Management of change: individuals will respond
differently to change, but most public library staff will respond positively
if managers are open and honest with them.
- An "overwhelming need" amongst all levels of staff to
feel confident using ICTs
- The inadequacy of some training currently provided in
public libraries
- Providing staff with the necessary tools and support for
learning, particularly methods such as open learning, which allow staff to
take control of their own training, can be highly effective.
One of the major recommendations from the report of
the project was that a cultural shift is necessary in public libraries, in order
to develop a true "learning culture" which emphasises active learning under the
control of the learner.
3. The Making Connections project
The impact of
information technology on libraries has been the subject of several research
projects within the the Department of
Information and Communications at Manchester Metropolitan University,
including Oulton (1982) and Wood et al (1995). As members of BAILER (the British
Association for Information and Library Education and Research) the Department
contributed to the collective response to the proposals for the National Grid
for Learning and New Library: the People's Network (Johnson, 1998).
Teaching in the Department pays particular attention to the rapid changes in
information technology and to the implications for librarians in all sectors.
The Department, which has existed for over 50 years, has long-standing links
with public libraries in the region, including the provision of advice, training
and education.
In January 1998, internal funding from the University's
Continuing and Vocational Education budget provided the opportunity for the
'Making Connections' project. The aim of the project was twofold: firstly, to
provide training in using the Internet for community librarians in the North
West; secondly, to use a one day training course as a research tool, with the
aim of discovering:
- Existing provision of ICT facilities in public libraries
in the area
- Existing levels of ICT skills amongst community
librarians in the area
- The value and success of providing training through a
combination of seminar and online learning materials.
When the project began, the vision statement of New Library: the
People's Network (Library and Information Commission, 1997) had been
published three months earlier, but government approval was yet to come. The
recommendations of New Library: the People's Network informed the design
of the training. Fundamental to those recommendations is the concept of the
local community library as a place which people of all ages will be able to
visit to develop skills and to access information and resources through new
technology. Unlike staff in the larger subject departments of central libraries
in the UK, staff with responsibility for community or branch libraries perform
very different roles. At the time the project was carried out, it was
anticipated that many would have had little previous opportunity to use
electronic information resources whether online or on CD-ROM. Expecting people
to identify their own training needs when unaware of the range of electronic
information services available was thought likely to be of limited value, so a
one-day course demonstrating the potential of future networked public library
services was chosen as a means of gathering responses from participants.
3.1. The one-day course
From March to November 1998, 6
repeat sessions of a one-day course for staff with responsibility for community
or branch libraries were used as a means of collecting data through a variety of
quantitative and qualitative methods (see Appendix One, Course outline). This
approach enabled a deeper insight to be gained of the levels of support and
training needed, and the appropriateness of the delivery methods, than might
have been possible otherwise. Each training course was held in the Department of
Information and Communications at Manchester Metropolitan University, for a
maximum of twenty participants. Two members of staff were involved; the
researcher/trainer (Margaret Kendall) who designed the course and was
responsible for the overall facilitation of the day, and a research assistant
who acted as note-taker during the focus groups and as a general observer
throughout the day.
The overall aim of the course was to provide focused
training relevant to the participants' responsibilities. The objectives
were:
- To raise participants' awareness and understanding of the
future role of public libraries in increasing public use of information and
communication technologies
- To demystify the technology and help participants to
develop confidence, enthusiasm and practical skills in using World Wide Web
resources and tools.
- To raise the awareness of participants of existing
examples of co-operation between librarians and resources created by or for
librarians.
The first session of the day was a
short presentation to set the course into context. This used quotations from
reports from 1997 onwards (Department of National Heritage, 1997) identifying
the public library as a key location for public access to electronic information
resources. This provided the opportunity to investigate levels of awareness of
the reasons for the changes taking place. A handout with quotations was included
in the course pack and participants were asked to refer to this as a reminder
when completing the end of course questionnaire.
This was followed by a practical session introducing
participants to the World Wide Web using resources likely to be interesting and
relevant to their work. The first focus group was held immediately after this
session. The afternoon sessions consisted of a presentation looking at existing
examples of co-operation between libraries in the usage of electronic services,
for example, services provided by the UK's Electronic Access to Resources in Libraries
Consortium (EARL). The presentation was followed by another practical World Wide
Web session using examples of queries from public library users, and finally, a
plenary discussion session to examine future possibilities.
Evaluation of the benefits of the training methods used was
shared with the 'Training the Future' project (Jones et al, 1999), which began
around the same time, and the training task group which went on to produce the
recommendations in Building the New Library
Network. The results were also
disseminated in the UK in the professional press, Kendall (1998b, 1999).
4. Research Methods
4.1 Questionnaires
Invitations to send one
participant to the pilot course in March 1998 were posted to each of the 10
Greater Manchester public library authorities (Bolton, Bury, Manchester, Oldham,
Rochdale, Salford, Stockport, Tameside, Trafford and Wigan) and the neighbouring
authorities of Cheshire, Lancashire and Kirklees. Charging a nominal fee for the
pilot course with an explanation that it formed part of a research project
produces a positive response and ensured that each library authority was
represented. Questionnaires are a traditional method of training needs analysis
(Williamson, 1993) and can give useful indications of existing skills. A
pre-attendance questionnaire was distributed in advance to delegates on the
pilot course, with the dual aims of identifying existing skills and gaining a
"snapshot" picture of provision of access to the Internet for the general public
in the Greater Manchester area. The questionnaire was designed for ease of
completion, using tick boxes and closed questions, with some opportunities for
comments. This pre-attendance questionnaire was modified slightly for the
subsequent courses to gather more information about individual access to the
Internet, including whether or not participants had access from home.
An anonymous questionnaire at the end of the course [See
Appendix 2] was used to gather more detailed responses to the different elements
of the course than would normally be expected on a one-day course, with the aim
of being more than a "happiness sheet" (Whetherley, 1994, p.25). In
addition to asking for evaluation of the usefulness and appropriateness of the
training methods according to a five-point scale, participants were encouraged
to make comments after each question. The questionnaire had a dual
purpose:
- to allow participants the opportunity to evaluate the
training methods used during the course
- to enable the researcher to assess current levels of
awareness of key developments in the sector over the previous year or
so.
Participants were asked to indicate which
from a list of seven key documents they had either heard about or had had an
opportunity to read. Time was allowed for completion of the questionnaire during
the refreshment break before the final discussion session, in order to encourage
a full response rate.
A further questionnaire was sent to participants from the
first four courses to gather their views as to the usefulness of the course
since attendance and to identify additional training needs. This questionnaire
also asked for details of any changes in the provision of access to the Internet
in the library at which the participant was based.
4.2 Individual responses and focus
groups
The courses provided a unique opportunity to collect
the views and responses of participants to World Wide Web resources, their
potential uses in public library services and the changes likely to be required
in the workplace.
In order to capture individual responses anonymously,
participants were given a pad of adhesive "post-it notes" at the beginning of
the day, with an invitation to record their "thoughts and ideas" (for
example, for introducing the World Wide Web to users) as they happened. It was
also thought important to allow participants to record negative responses,
called "issues and fears" (for example, changes in the workplace,
training needs, theft) throughout the day. Towards the end of the morning and
afternoon sessions, people were invited to come up individually to stick their
post-it notes on appropriately headed flipcharts, and were given a short amount
of time to read each other's responses, prior to discussion sessions. One aim of
this as a method of data collection was to complement the end of course
questionnaire in evaluating the online tutorial as a means of raising enthusiasm
and interest. Also, as the courses were designed for participants with little or
no experience in using the World Wide Web, it was felt that some participants
might be reluctant to participate in discussions, for fear of revealing their
lack of knowledge. Additionally, however carefully facilitated, some more vocal
participants might deter contributions from the more reticent.
Goulding (1997) maintains that one of the major benefits of
focus groups "is that participants engage with one another and, thus,
articulate the issues and themes of most interest and importance to them within
the subject of discussion" (p.334-335). Whilst there was limited time
available for focus groups, two half-hour discussion sessions were scheduled for
the end of the morning and afternoons sessions of the Making Connections
courses. A Research Assistant made notes on the discussion, and also noted
relevant comments and conversations throughout the day.
The first focus group was loosely structured, with the
researcher asking someone to start off with a response to the question "Which
of the web sites in the tutorial would you most want to show to a user in your
library and why?", moving onto someone else and another web site after
discussion.
There were lively second focus group discussions at the end
of each course. On the pilot course, a series of questions were asked about the
options for further training provision from the Department of Information and
Communications. On the subsequent courses, participants were asked to discuss
ways in which public libraries could interest their users in the World Wide Web,
and the changes which would need to take place in order for this to happen. As
time was limited, the use of overhead transparencies to pose the two questions
was found to be effective in signalling time to move on. Other than that, care
was taken by the researcher not to influence the discussion.
5. Results
In total, 99 participants attended six
one-day courses, the first of which was a pilot course, and one was a customised
version for staff from an individual authority. Decisions about who should
attend were left to each authority. Approximately 76% of participants were from
branch or community libraries, the remainder being based in large town or
central libraries. 63 were professional staff at varying levels of seniority, 36
were paraprofessionals: 25 (69%) senior library assistants, 11 (31%) library
assistants.
5.1 Internet Access in the region
The pre-course questionnaire revealed that, at the time of the pilot course, 8
(62%) of the 13 library authorities provided access to the Internet for the general
public, with some services having been established very recently. However, in
some cases, access for the public was limited to only one library per authority,
and only two authorities had more than 5 libraries connected. This reflected the
national situation at the time, although there have been rapid developments since,
as shown on the People's Network site. Batt (1998)
found that 77% of UK library authorities had Internet access at the time of his
survey, but only 215 of 4095 service points (5%) provided public access. The follow-up
questionnaires sent out after the courses revealed that by July two further authorities
had introduced public access, bringing the total to 11 (85%).
From the pre-attendance questionnaire used on 5 of the 6
courses, it was found that 32 (45%) of the participants had had some prior
training in using the web. A checklist of their awareness of search tools
revealed that even those with the most experience were unaware of some resources
which could be helpful in responding to users' enquiries.
5.2 Levels of awareness
A key factor in the success of
the future networked public library will be a shared understanding of the need
for change. The results of the question about course participants' awareness of
recent reports showed that no assumptions can be made about staff knowledge of
current developments, both in their own and related fields (see Appendix 2,
question 2). For example, a third of participants had not heard of the most
recent report (a copy of which was sent to all UK public library authorities),
the LIC's New Library: the People's Network, and a further 35% had heard
of, but not read it. Connecting the Learning Society, a 1997 government
report setting out plans for the development of the National Grid for Learning,
had been read by a mere 10% of participants, and over half (52%) had not even
heard of it. This is significant because libraries are expected to play an
important part in the developments. The results indicate that, in addition to
ICT skills-based training, there is a need for staff to be given explanations of
the reasons why these skills are becoming essential if the public library
service is to continue to fulfil its complementary role to formal education.
There is also a necessity for library managers to ensure that their staff are
given opportunities and assistance with keeping up with new developments.
6. Evaluation of the research methods
6.1 Pre-attendance questionnaires
For the pilot course,
sending the pre-attendance questionnaire with the invitation to attend the
course resulted in a 100% response. Return in advance of attendance was perhaps
influenced by the nominal cost of the training course and the explanation that
it formed part of an on-going research project. The distribution of one postal
questionnaire to each authority asking about Internet access might have achieved
a similarly full response, but sending further postal questionnaires regularly
over the following months would have been likely to have had reduced success and
risked irritating busy practitioners.
By using the subsequent training courses as a means of
further data collection (both through the pre-course questionnaires and the
focus group discussions), it was possible to gain an awareness of changes as
they happened as well as their impact on the library authorities
concerned.
6.2 Post-attendance questionnaires
In the case of the
questionnaires sent out after the first four courses, 36 out of a possible 63
responses were received, a 57% response rate which compares favourably with many
postal questionnaires. This may have resulted from the positive experience
reported by participants, and from the fact that they had met the
trainer/researcher. The results gave information about recent developments, for
example the introduction of coin-operated Internet access points in one
authority. They also showed that individual ownership of personal computers with
Internet access was as prevalent amongst staff at non-professional as well as
professional levels.
6.3 End of course evaluation questionnaires
Time for
completing these questionnaires was built in to the training day, during the
refreshment break before the final discussion session. This proved to be a
successful strategy, since only one respondent (who went outside the building to
smoke!) did not comply. However, not everyone answered all the questions, and
some questions were added after the pilot course. As described in 5.2, responses
to the question about current awareness indicate very poor levels of awareness
amongst the librarians attending the course (see Appendix 2). The responses to
this question may have benefited from the participants' positive feelings at the
end of a training course, resulting in a fuller, more honest response than might
have been the case had the question been posed in a separate survey, e.g. a
postal questionnaire. An atmosphere of trust had been created, which made
assurances of individual anonymity more credible.
6.4 Individual responses and focus group discussion
The
extent to which the post-it notes were used varied with individuals: it seemed
to appeal to some more than others. The number of responses generated however
indicate that it was a useful way of collecting additional data. It worked
successfully as a means of capturing initial reactions to web sites relevant to
the workplace, with many very positive comments given in greater detail than
discussion time would have allowed. For example, one participant would have been
able to answer a query about regulations for employment in another European
country the previous day, had she known about the Citizen's Europe site. For
some participants, the anonymity seemed to enable fears to be raised more easily
and some issues raised were not subsequently discussed in the focus groups. For
example, one woman expressed concerns that a male colleague was a "netaholic",
which meant that managers tended to give him responsibility for Internet
services, leaving her with less recognition for an increased workload of
traditional duties.
The ensuing focus group sessions were very lively, perhaps
helped by the fact that some thought had been given to the issues individually
in advance.
Completion of the end of course evaluation questionnaire
prior to the second discussion session may also have helped individuals to
prepare their contributions. The plenary discussion on the pilot course centred
on the options for further training. The group showed a strong preference for
attendance on courses away from the workplace. Given the low levels of Internet
access in some parts of the region, with limited opportunities for staff to use
the facilities, attendance on courses provided at a central location is likely
to continue to be appropriate. Apart from any other considerations, the
opportunity for up to 40 people to have individual hands-on access at the same
time to the University's high speed network connection, is unlikely to be
matched by training resources available in each local authority for some time to
come.
A proposal for a more advanced course, with attendance over
a number of weeks, was enthusiastically received. The need to develop searching
skills was highlighted as being the greatest priority. The option of providing
this course via open or distance learning was thought more appropriate than a
course for beginners, with the suggestion being made that it be preceded by
attendance on an introductory course. Interestingly, the national BECTa survey
carried out several months later (LIC, 1998) found that a short course with
continuing online support in the workplace was one of two most popular methods
of training, the other being in-house training.
When the course was planned, the end-of-the-day discussion
session was thought to be more for the benefit of the researcher than the
participants. However, it became evident that it was a valuable part of the
course in its own right. Some participants swapped contact addresses and agreed
to keep in touch about developments in their authorities. Informal collaboration
could lead to the co-operation which networking between public libraries will
require.
7. Conclusions
The idea of using a training course as a
means of carrying out research was effective in enabling both quantitative and
qualitative data collection. The advantages of collecting data in this way were
that :
- it enabled a snapshot of Internet access in the region
to be gained
- high numbers of responses to questionnaires were
obtained
- detailed answers to questions about awareness of recent
reports were given
- individual responses to web resources and to the
changes taking place were collected
- ideas for future action and issues of concern to
library staff were collected
- feedback was obtained from participants on possible
future courses.
As the training plans
funded by NOF are put into effect during the next few years, both internal and
external research will be essential to monitor progress and the effectiveness of
investment. However, there are limits to the extent to which staff undergoing
unprecedented change will have the time or willingness to respond to numerous
surveys by external researchers. The use of data collected as part of the
process of providing training could be a way of assessing its value and impact
on those being trained. Although the 'Making Connections' project was small in
scale, the idea of combining training with research has wider relevance, given
that similar developments are taking place in other countries throughout the
world.
Bibliography
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Mission statement of the Office for Information Technology Policy, available at:
http://www.ala.org/oitp/.
Batt, C. (1998) Information technology in public
libraries 6th edition, Library Association.
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Within. UNESCO; highlights available at: http://www.unesco.org/delors/treasure.htm.
Department for Education and Employment (1997) Connecting
the Learning Society: National Grid for Learning. London: DfEE, available
at: http://www.open.gov.uk/dfee/dfeehome.htm
Department of Culture, Media and Sport, (1998), press
release available at: http://www.worldserver.pipex.com/coi/depts/GHE/coi8722e.ok.
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Network' The Government's Response. London: DCMS available at: http:www.culture.gov.uk/new-library.htm
Department of National Heritage (1997) Reading the future
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Goulding, A. (1997) Joking, being aggressive and shutting
people up: the use of focus groups in LIS research Education for Information
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http://www.aakb.dk/invitation/declaration.html.
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(unpublished).
APPENDIX 1: Course programme
Making Connections for Connections
9.30 Introduction: What will be the
role of public libraries in the information society? What is the World Wide Web?
10.30 Practical session 1: World Wide Web resources for fiction, community
information and for children
11.30 Discussion: thoughts and ideas, issues and fears
12 Lunch
1pm Presentation: Searching for Answers
2pm Practical session 2: Introduction to searching using examples of queries
from public library users
3.15 Tea / coffee
- Discussion and plenary: Where do we go from here?
Appendix 2: Quantitative results from the end of course
questionnaire
In total, 99 participants attended the 5
Making Connections courses. 98 completed the end of course questionnaire,
but not everyone answered all questions. Some questions were added after the
pilot course. The numbers of respondents to each question are shown
below.
Q1 How useful was it to be given an overview of recent reports about the role
of the public library in providing access to the Internet?
Very useful |
Useful |
Neither useful nor not
useful |
Not very useful |
Not useful |
Total no of
responses |
29 (30.5%) |
58(61%) |
6 (6.3%) |
2 (2.1%) |
|
95 |
Q2 Before today, which of the following reports had you
|
Heard of but not read? |
Read? |
Not heard of? |
Total no of
responses |
Department of National Heritage
(1997): Reading the future |
35(35.7%) |
29 (29.6%) |
34 (34.7%) |
98 |
Department of Culture, Media and
Sport (DCMS) (1997): The People's Lottery |
55 (56%) |
10 (10.2%) |
33 (33.7%) |
98 |
Audit Commission (1997): Due for
Renewal |
43 (43.8%) |
31 (31.6%) |
24 (24.5%) |
98 |
Library and Information
Commission (LIC): New Library: the People's Network |
34 (34.7%) |
32 (32.6%) |
32 (32.6%) |
98 |
Department for Education and
Employment (DfEE): Connecting the Learning Society |
37 (37.7%) |
10 (10.2%) |
51 (52%) |
98 |
DfEE: The Learning Age: a
renaissance for new Britain |
24 (29.6%) |
4 (4.9%) |
53 (65.4%) |
81 |
DCMS: New Library: the People's
Network: the Government's response |
32 (39.5%) |
25(30.8%) |
24 (29.6%) |
81 |
Q.3. Which of the following statements describes your reactions to the
animation introducing the Internet and the World Wide Web? (Please tick the
response you feel is most appropriate)
It was too basic for me |
15 (15.3%) |
It was at the right level for me |
82 (83.6%) |
It was too complex for me |
1 (1.0%) |
Q4 How useful did you find the Netscape Navigator Screen guide?
Very useful |
Useful |
Neither useful nor not
useful |
Not very useful |
Not useful |
Total no of
responses |
42 (45.6%) |
47 (51.1%) |
3 (3.3%) |
|
|
92 |
Q5 How easy did you find it to use the online tutorial introducing you to
World Wide Web resources for fiction, community information and for children?
Very easyl |
Easy |
Neither easy nor
difficult |
Difficult |
Very difficult |
Total no of
responses |
34 (43.6%) |
30(38.5%) |
14 (17.9%) |
|
|
78 |
Q6. How appropriate do you think an online tutorial is for learning about
World Wide Web resources?
Very appropriate |
Appropriate |
Neither appropriate nor
inappropriate |
Inappropriate |
Very inappropriate |
Total no of
responses |
58 (74.4%) |
20 (25.6%) |
|
|
|
78 |
Q7 How useful did you find the video Your library: your future ?
Very useful |
Useful |
Neither useful nor not
useful |
Not very useful |
Not useful |
Total no of
responses |
11 (14.6%) |
42 (57.3%) |
21 (28%) |
|
|
75 |
Q8 Before today, which of the following had you
|
Heard of? |
Seen? |
Not heard of? |
Total no. of
responsesl |
Ask a Librarian |
18 (23.1%) |
8 (10.2%) |
52 (66.6%) |
78 |
The Virtual Reference Desk |
8 (10.4%) |
2 (2.6%) |
67 (87%) |
77 |
Stumpers-L |
10 (13.2%) |
|
66 (86.8%) |
76 |
Q9 Did you use the worksheet Questions seeking Answers to explore
EARLWeb?
Yes: 71 (91.1%) No 7 (8.9%)
If yes, which of the following statements describes your feelings?
It was too basic for me |
1 (1.4%) |
It was at the right level for me |
72 (97.3%) |
It was too complex for me |
1 (1.4%) |
Q10 Did you use the worksheet Introduction to searching?
Yes 45 (97.8%) No 1 (2.2%) If yes, which of the following statements
describes your feelings?
It was too basic for me |
2 (4.4%) |
It was at the right level for me |
42 (93.3%) |
It was too complex for me |
1 (2.2%) |
Q11 Did you use the Department's Search Tools page?
Yes 30 (65.2%) No 16 (34.8%) If yes, how useful did you find it?
Very useful |
Useful |
Neither useful nor not
useful |
Not very useful |
Not useful |
Total no of
responses |
15 (46.8%) |
15 (46.8%) |
1 (3.1%) |
1 (3.1%) |
|
|
Q12 What is your overall assessment of today's course?
Very useful |
Useful |
Neither useful nor not
useful |
Not very useful |
Not useful |
Total no of
responses |
79 (82.3%) |
17 (17.7%) |
|
|
|
96 |
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LIBRES: Library and Information Science
Electronic Journal (ISSN 1058-6768) March 31, 2000
Volume 10 Issue 1.
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http://www.mmu.ac.uk/h-ss/dic
m.a.kendall@mmu.ac.uk
and
Juliet Eve
Dept of Information and Communications,
Manchester Metropolitan University, Geoffrey Manton Building, Off Oxford
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http://www.mmu.ac.uk/h-ss/dic
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