The Australian Library and Information Association (ALIA) welcomes the opportunity to respond to Adult Learning Australia's consultation paper Towards a learning revolution in Australia

ALIA is the professional organisation for the Australian library and information services sector and represents 5000 individual members, 900 institutional members and the interests of 10.7 million library users.

Our response, developed with the assistance of the Association's Public Libraries Reference Group and Information Literacy Forum, focuses on the role of libraries in encouraging learning through the services and programs they offer and in developing their clients' information literacy skills which will enable them to become independent life-long learners by addressing a number of the specific questions posed in the consultation paper.

Question 1. To what extent is the imperative need for lifelong learning for all understood and accepted in your organisation or community? If not fully accepted, what are the barriers and what could be done?

Public libraries are unique in that unlike formal education institutions (such as schools, TAFE, universities) they provide a diverse range of services to the entire population from cradle to the grave. Their potential therefore to impact on the individual lives and the whole community is unrivalled.

In her paper Lifelong learning - a public library perspective (2001) Maureen Kahlert described the public library system as:

'the seat of community lifelong learning - it offers opportunities for individuals and social groups to engage in learning-through leisure and information publications, multimedia formats including online sources, formalised programs and/or merely to learn by serendipity through browsing either the library shelves or surfing/navigating the web'.

This observation is reflected in the diverse range of resources and services supporting life-long learning delivered by Australia's 547 public library services. These include:

• Internet access is now an integral component of the public library's infrastructure with public access to about 4 500 internet terminals currently being available. As noted in The role of libraries in the online environment, (2003):

'To remain relevant in the twenty first century, and to continue to play their accustomed role in the provision of information resources, libraries of all types have had to accommodate user-access PCs, to support connectivity, to develop digital content and facilitate access thereto and to develop new skills in their staff.'

It has also provided the opportunity for public libraries to deliver tailored training programs for users, so affording them the ability to effectively navigate and use this emerging information resource. Such training has been offered as specific programs designed and delivered by individual libraries; in partnership with other providers or as part of a more coordinated approach such as the BHP Billiton Skills.net projects.

• Public libraries provide a wide range of resources to meet the learning needs of the community. Not only do these include the traditional print- based and audio materials but have expanded to encompass CD-ROM, DVDs, video games etc. Many public libraries now have electronic access to hundreds of full text databases with many of these being available remotely so delivering a 24/7 service and addressing issues of isolation.
• Research indicates that public libraries are widely regarded as safe places for social interaction, and are perceived as places where all people have a right of access, regardless of circumstances or background. (Cox,) As such they provide the ideal environment.
• Public libraries are active partners in collaborative information projects such as the ABS library extension program, where the strengths of the public library network (geographical spread, accessibility, trained staff) are used to make information available within a safe environment.
• Public libraries also partner with local services to provide learning opportunities to clients. These range from 'Bookstart' programs for young children, through to collaborative ventures with educational institutions at a formal and informal level.
• Many public libraries offer the physical infrastructure and ancillary services to support lifelong learning - meeting rooms, photocopiers, computer software etc, often for free or at a minimal rate. When combined with the library's extensive opening hours, often-central position, and 'inclusive' reputation it is a natural outcome that they are a key player in the lifelong learning continuum.
• What is questionable is the public library sector's true understanding of the term 'lifelong learning'. While the catchphrase is widely used in public libraries across Australia, and is one of the major campaigns in the nation-wide '@ your library campaign' the focus is very 'library centred' with a concentration on formal education channels (school, university, community education). What is lacking is a more holistic approach, which takes, into account informal and alternative learning paths and the role the library has to play outside the physical confines of the library building.
• There are, of course, obvious exceptions to this generalisation, in particular those libraries in learning community partnerships. It is however expected that these professionals will have been exposed to greater discussion about what constitutes lifelong learning and how best the library can contribute to this strategic direction.
• The barriers which prevent the libraries from effectively embracing lifelong learning in its broadest sense can be summarised as:
• Funding In an environment of ever-decreasing funding there is a need for public libraries to prioritise resources and programs taking into consideration community needs and expectations. Any new activity must be assessed against potential use and benefits. The effects of cost-shifting by state and federal government agencies, including the education sector, also have implications on funding available to develop lifelong learning resources and services.
• Currently available professional education/training readily available to public library staff would not appear to support the concept of lifelong learning. With an awareness of the broader concepts local networks could be fostered and developed.
• The benefits of life-long learning are difficult to quantify. In the local government environment where there are competing claims on scarce resources this difficulty can influence the uptake of new initiatives.

Unless there are drivers and structure in place comprehensive lifelong learning initiatives will not become a integral part of public libraries across Australia. Many libraries in regional and rural areas do not have the capability to embark on such programs while those in metropolitan areas struggle to balance the multiple claims made upon them. A nationally endorsed project with standards and guidelines would go a long way toward making this a reality.

Yet as previously indicated the public library network provides the ideal environment for the delivery of lifelong learning in Australia. Through its 1600 service points (including mobile libraries) the public library network is a feature of every village, town and city across the country. That they are a heavily used component of the nation's infrastructure is verified by the fact that public library membership represents 49 per cent of the population, although it is estimated that 60 per cent (13 million) of the population use them making 100 million visits a year. What is surprising is that this discussion paper virtually ignores this major player in the lifelong learning story.

Question 4 What are the main issues and barriers to be addressed in progressing a systemic approach to lifelong learning which connects the settings and stages of learning? How might this objective be progressed in Australia?

Learning is often understood as an activity which takes place in a formal context such as a school or other education and training institution. Only when people and society truly understand that learning occurs in many types of contexts and that the informal contexts are as valuable as the formal will it be possible to break down the barriers.

Question 5 Do you agree with the assessment of the state of lifelong learning in Australia given in this paper? What do you see as the main achievements and barriers?

The description of lifelong learning as presented in this paper reflects our observation of the current situation.

Lifelong learning would appear to exist as a series of 'silos'. At this stage there does not appear to be: any structured co-ordination of lifelong learning programs, services and activities; a recognition of key stakeholders; or any attempt to formalise communication channels.

From a public library perspective the major achievements would be those libraries, which are an integral component of a learning community. It would however, appear that the majority of successful community projects and partnerships currently operating, including those described in the paper, are result of local initiatives developed in response to local environmental factors and not part of a co-ordinated plan.

Question 6 Do you agree with the set of key drivers that are likely to influence future directions for lifelong learning in Australia? What, if anything, would you add to this list?

These drivers are fairly encompassing and address most areas for consideration. Particular deliberation should also be given to the interrelated issues of:

• Isolation
• Funding
• Technology/connectivity
• Training

The delivery of many lifelong learning programs presupposes the availability and dependability of technology, particularly in rural and remote areas. This in turn pre-supposes the skills to use these resources and ongoing funding to ensure their sustainability. These areas will need to be addressed as part of this debate.

Question 7 Do you agree with the list of key themes that are likely to be expressed in a future scenario for lifelong learning in Australia? Are there important themes that should be added to this list?

It is with some apprehension that we note the key theme 'a broader and more significant role for local government in local initiatives'. As an element of local government public libraries welcome the opportunity to be a recognised partner in lifelong learning initiatives and to be an integral part of the consultation process. However consideration would have to be given to any impact on current services and the redirection of available funding.

Question 8 Which of the scenarios set out in this paper do you regard as the most feasible and desirable in progressing lifelong learning for all in Australia and responding to the 21st century drivers identified in this paper?

We consider Scenario 4 as the most appropriate model, which best and most equitably meets the needs of all Australians. Models 1 and 2 only perpetuate inequalities that currently exist between communities. While model 3 provides a nation-wide solution it builds on the statewide structures and does not move towards a 'clever country' concept.

Question 9 Do you regard scenario 4 as feasible and achievable? What action would you like to see taken to progress the scenario (or scenarios) you favour?

With commitment from all stakeholders, including assured, ongoing funding sources, we regards scenario 4 as feasible and achievable. We would suggest that consideration be given to:

• An research phase - especially giving consideration to successful models
• Wide-ranging consultation with all stakeholders including libraries and non-traditional community providers
• An evaluation of corporate support and positioning of the issue on the business agenda
• A broad awareness campaign to ensure that participants in the process have knowledge of what they're working towards.

Yours sincerely
Jennefer Nicholson
Executive director
ph 02 6215 8215, fx 02 6282 2249 jennefer.nicholson@alia.org.au.nospam (please remove '.nospam' from address)

References

Australia. The Senate Environment, Communications, Information Technology and the Arts References Committee (2003) Libraries in the online environment. Canberra : The Committee.

Bontempo, J [2005]. The learning revolution; lifelong learning and the future public library. Libraries and Information Services, City of Joondalup.

Cox, E. (2000) A safe place to go : libraries and social capital. Sydney : UTS, Sydney [and] State Library of New South Wales.

Kahlert, M. (2001) 'Lifelong learning - a public library perspective'. Proceedings of ALIA 2000, Capitalising on knowledge; the information profession in the 21st century,Canberra 24-26 October 2000. Canberra: Australian Library and Information Association.

People places : a guide for public library buildings in New South Wales (2000) prepared by consultants Heather Nesbitt in association with Bligh Voller Nield for the Library Council of New South Wales. Sydney : The Library Council of New South Wales.