Annotated Bibliography: Ideas for Public Libraries to Promote Lifelong Learning

Proficiency 6 Option #2

Megan Farnsworth ID # 991636494 16 December 2011 CIMT 606 Davis Indiana State University

Farnsworth CIMT 606 Proficiency #6 2

Option #2:

Using an online database or search engine of your choice, conduct a search for information on the role of PUBLIC libraries in supporting and nurturing lifelong learning; you will find a wealth of information. Following an examination of your search results select ten (10) resources that you deem to be of high quality in terms of this proficiency. For each of your selections develop a one or two paragraph annotation indicating the relative content of the article, identifying its key points. Using your cites, develop an annotated bibliography using APA (6th ed.) formatting. NOTE: an annotation consists or more than just a couple of sentences. No intro or summary is necessary; however, remember to include a cover sheet, a restatement of this project and the project submission checklist.

Farnsworth CIMT 606 Proficiency #6 3 References American Library Association. (2007). Education and continuing learning brochure. Retrieved from http://www.ala.org/ala/aboutala/missionhistory/keyactionareas/educa tionaction/educationcontinuing.cfm Libraries are places for people of all ages to learn and share ideas. Lifelong learning will help all people live longer, healthier, more satisfying and productive lives (American Library Association, 2007, Why education and continuous learning, para. 4). Libraries play a major role in community programs that promote adult literacy. Many libraries also host family literacy programs that strive to help children and their parents become readers and lifelong learners. Public libraries play an important role in providing instruction regarding information literacy and technological skills. The American Library Association (ALA) also created several programs that promote aspects of lifelong learning. The ALA sponsors Lets Talk About It, a thematic book discussion forum. Programs such as "Lives Worth Knowing" and "National Connections use childrens literature to discuss adult themes and make connections between the readers lives and books. LIVE at the Library provides book discussions, author readings, writing workshops, and other cultural programs (American Library Association, 2007, Linking libraries and culture). Finally, public libraries can host traveling exhibits and continuing education classes of

Farnsworth CIMT 606 Proficiency #6 4 interest to the community (American Library Association, 2007,What you can do). American Library Association. (2010). Keys to engaging older adults @ your library. Retrieved from http://www.ala.org/ala/aboutala/offices/olos/toolkits/olderadults/index.cfm

This is a toolkit created by the American Library Association Office for Literacy and Outreach Services. The toolkit contains sections to help libraries start older adult programs. Libraries should work to create partnerships with agencies that focus on older adults such as AARP, senior centers, agencies on aging, and long-term care facilities (American Library Association, 2010, p. 2). There are also tips on locating grants to fund these programs and publicizing the programs. There is a thorough list of auditory, visual, and mobility issues that may need to be considered for older adults who may attend these programs.

The toolkit also provides examples of libraries with exceptional programs geared toward older adults. Programming ideas include Wii bowling and computer classes. Additionally, the toolkit provides lists of programming tools, discussion forums, additional resources, and recommended readings to assist public libraries as they develop programs for the older adults in their communities.

California State Library. (2011). Transforming life after 50: A resource for libraries. Retrieved from http://transforminglifeafter50.org/

Farnsworth CIMT 606 Proficiency #6 5 The Transforming Life After 50 (TLA50) initiative of the California State Library was designed to help libraries meet the needs of older adults. This initiative helps put libraries in a position as catalysts, resources, meeting places, and partners in creating opportunities for midlife adults to learn, teach, lead, build skills, re-career, and become civically-engaged (California State Library, 2011, What is transforming life after 50, para. 2). The importance of the initiative was illustrated by survey results from 230 libraries. Results indicated that 65% of respondents felt that midlife adults played an important role in the library, but only six percent of respondents had programs to meet the needs of this important population (California State Library, 2011, What is transforming life after 50, para. 2).

This site also provides resources for libraries to develop programs for older adults. Some of these resources include information about funding, lifelong learning, volunteerism, and community resources. There is additional information about workshops to assist library staff with programs geared toward midlife adults.

Dempsey, B. (2007). What boomers want. Library Journal, 132(12), 36-39. Retrieved from http://www.libraryjournal.com/article/CA6457208.html

Baby boomers are a group that public libraries need to target. There are now more adults over age 50 than under age 50. Many of these boomers are nearing retirement age, but they are still looking for ways to remain active. Public libraries need to find ways to become an important resource

Farnsworth CIMT 606 Proficiency #6 6 for this generation. Libraries need to develop programs that will appeal to boomers, such as geriatric health workshops and classes about mental agility, gardening, and wine. These workshops can help bring new patrons into the library, and they may begin to see additional benefits that libraries can provide. These value-added projects give libraries opportunities to introduce their resources in a new context (Dempsey, 2007, Sound body, para. 3). Genealogy is another program of interest to the boomer generation. Libraries have access to a wealth of information, resources, and technological skills to help patrons with their ancestry research.

Many libraries are also designing areas for older adults. Some libraries are even dividing these spaces into three areas: boomers, recent retirees, and older seniors. These divisions help the library to meet the diverse needs of each group. Additionally, the Americans for Libraries Council is training Lifelong Access Fellows that will lead the nation's libraries in enhancing services for older adults with opportunities for active learning, creative exploration, and meaningful civic engagement (Dempsey, 2007, The clock is ticking, para. 3).

Lorenzen, M. (2004). Working with adult learners in the library classroom: A personal reflection. Retrieved from http://www.libraryinstruction.com/adult.html

Adult learners have different learning styles and preferences from

Farnsworth CIMT 606 Proficiency #6 7 traditional college students. These learning styles can be described using Perrys Scheme of Student Development. Many traditional college students fall into the categories of dualism or multiplicity. Students in the dualism stage believe that all questions have a right or wrong answer (Lorenzen, 2004, Observations on adult learning, para. 3). The multiplicity stage helps students realize that problems may have multiple answers; however, most answers are given the same weight, which makes evaluation and decision-making difficult (Lorenzen, 2004, Observations on adult learning, para.4). Adult learners fall into contextual relativism and dialectic categories. In these stages, learners realize that opinions must be supported in order to be valid and that solutions to problems often have multiple viewpoints. Often the answer depends on the perspective of the person posing the problem (Lorenzen, 2004, Observations on adult learning, para.5).

Adult learners prefer instruction that is a mixture of both lecture and active learning. The lecture will allow the instructor to provide direct instruction. Active learning will allow students to gain hands-on experience with the concepts being introduced. This can be especially important when teaching computer-related skills such as Boolean searching and evaluating websites. Some adult learners may move at a slower pace than more traditional students, but most are willing to alert the instructor if they are confused or if things are moving too quickly. Adults are often self-motivated learners. They are enrolled in classes in order to learn new

Farnsworth CIMT 606 Proficiency #6 8 and important skills. In contrast, traditional college students often enroll in classes in order to gain employment. Public librarians and other instructors must remember that older adults learn differently than traditional students and must adjust class content and instructional strategies to meet their unique needs.

Rettig, J. (2008, October). Partners in learning. American Libraries. p. 8.

Public libraries are one of the few institutions that are designed for lifelong learning. The demand for lifelong learning is increasing due to changes in employment patterns. Many of the workers in todays generation will change jobs more often than in previous generations. Employees will need to refine and update their skills in order to meet the demands of the ever-changing job market. Libraries can serve as career centers by offering career advice, counseling, and training. In addition, libraries can help adults of all ages learn skills to pursue recreational interests. Public libraries need to promote their facilities as centers for career education and lifelong learning in order to remain relevant to future generations.

Takayanagi, P. (2003, September). Lifelong education: The importance of a curious mind. Elder Journal. Retrieved from http://www.econline.net/knowledge/Columns/elderjournal0903.html

Older adults have three main reasons for wanting to learn new things. First, they may want to be able to keep up with current issues and

Farnsworth CIMT 606 Proficiency #6 9 technologies. Many older adults learn computer and technology skills in order to be able to effectively communicate with family members. Grandparents may learn to e-mail and use Skype in order to see and communicate with their grandchildren. Some adults may want to learn new skills for their own personal betterment or to enhance job skills. Many people enjoy the challenge of learning new skills. Finally, some adults want to learn new skills for the pure enjoyment of learning. Technology makers once ignored older adults, but many adults in this segment of the population have become technologically literate. Thirty-five percent of adults over age 50 use the Internet as a means to learn new skills. Sixtyfive percent of adults over age 65 use computers to surf the web (Takayanagi, 2003, para. 6).

Libraries can be excellent resources for adults of all ages to learn technology skills. They can help older adults learn basic computer and advanced research skills. Future generations of adults over 65 years old may be more educated, more financially successful, more familiar with technology and more interested in lifelong learning than any previous generation before them (Takayanagi, 2003, para. 5). Adult education programs at public libraries may be in high demand in the future, as more adults desire to become true lifelong learners.

Van Fleet, C. (1995). Public Libraries, Lifelong Learning, and Older Adults: Background and Recommendations. Retrieved from

Farnsworth CIMT 606 Proficiency #6 10 http://www2.ed.gov/pubs/PLLIConf95/vanfleet.html

Public libraries are important resources for lifelong learning opportunities. Public libraries are one of the few institutions with a mission and tradition of providing learning opportunities throughout the entire human lifespan (Van Fleet, 1995, The Public Library Mission, para. 4). They are familiar places that many older adults have visited throughout their lives. Therefore, public libraries provide a safe and familiar place for lifelong learning opportunities for patrons of all ages. Lifelong learning programs may include cooking demonstrations, financial lectures, family workshops, and book discussions. Older adults may pursue a variety of opportunities through Elderhostel programs that may be held at the library. Programs relating to historical events such as World War II would allow older adults to share their firsthand experiences with multiple generations.

Public librarians also have a duty to research the long-term effects of lifelong learning on older adults. Research should be conducted to learn the types of programs that generate the most interest and attract retired adults to a particular location. Librarians should also explore any cognitive, emotional, and physical benefits that lifelong learning may bring to older adults and the impact of those programs on the community as a whole.

Vavrek, B. (1995). Rural and small libraries: Providers for lifelong learning. Retrieved from http://www2.ed.gov/pubs/PLLIConf95/librry.html

Farnsworth CIMT 606 Proficiency #6 11 Rural or small libraries can be important resource centers for lifelong learning. Libraries host activities for adults to further their education individually or in small groups. Most adult education programs can be placed into three different categories: informational, educational, and recreational (Vavrek, 1995, p. 22). Many small libraries spend their limited budgets on childrens programs because children often attend library events enthusiastically. Adults have many options for activities, and few make library programs a priority. Public libraries need to make a conscious effort to publicize events that will attract adults to the library and to adult education programs.

Activities that would be appropriate for adult education programs include book discussions, computer classes, healthy living workshops, and business-related courses. Libraries can also develop lifelong learning programs related to genealogy, travel, and thematic months, such as Black History Month (Vavrek, 1995, p. 24). Libraries can also promote technology classes as a way for adults to learn new skills that will help people stay connected with one another despite the distances between them.

Wheaton Public Library. (2011). Library Information. Retrieved from http://www.wheatonlibrary.org/libinfo.html

The Wheaton Public Library in Wheaton, Illinois has a variety of programs that promote lifelong learning. They offer speakers on a variety of topics

Farnsworth CIMT 606 Proficiency #6 12 that would interest adults of all ages. The Friends of Wheaton Public Library sponsor Sunday music concerts. The meeting room at the library is the venue for a monthly movie. The Wheaton Public Library cosponsors genealogy classes with the local county genealogical society. The library also offers computer classes teaching Microsoft Word, Excel, Power Point, conducting Internet searches, and using social networking sites such as Facebook. In addition, the library hosts book discussion groups and provides databases and resources for investment clubs.

The Wheaton Public Library also offers programs to encourage children and youth to visit the library in order to create lifelong learners. Reading programs, the Battle of the Books, and childrens story hours promote reading for enjoyment. The library even has a program called Reading with Rover that allows children to read aloud to therapy dogs as a stressfree way to improve oral reading fluency.

Farnsworth CIMT 606 Proficiency #6 13 PROJECT SUBMISSION CHECKLIST

NOTE: The most frequently occurring problem with projects has to do with not following instructions regarding submission. These errors, particularly a few of them, are time consuming for you and for me to troubleshoot. As a result, the following checklist has been developed in an effort to eliminate the problem. Failure to include this checklist with each submitted project or failure to adhere to any submission rule will be costly in my grading of your worka deduction of 10 pts. Each item on the checklist is referenced in the course syllabus, so you might want to check there for further clarification.

INSTRUCTIONS: Include this checklist as the last page of all submitted project work

Saved text file in correct format, Word for Windows (.doc file extension) or as Rich Text Format (.rtf file extension)

Named saved file appropriately, e.g. John Smith would name his word processing file for proficiency #1 as smith656prof1.doc. Included cover sheet with prescribed information Restated project verbatim If applicable, adhered to page length specifications Included a header or footer with last name and course number on each page of the project Used Times Roman or Arial font only Unless instructed otherwise, double-spaced body text Incorporated pictures and/or illustrations as appropriate

Comments or explanations that you need to make (optional):