The Australian Library Journal
volume 50 issue 4

Lifelong learning and the library connection: a perceptual model for tertiary library customer education

Manuscript received July 2001

This is a refereed article

The literature was reviewed and grouped as follows: customer group segmentation; library use issues; library skills assessment; and library integration into tertiary life. It revealed gaps in the research on customer perception in these areas, and the following questions were framed to provide further avenues for thought:

What are the most appropriate categories of customer groups through which to facilitate a lifelong learning development based on library education?

To which of these categories do members of any cohort of students belong and to what extent do these have homogeneous customer education needs?

What are the lifelong learning needs to be met or assisted by the library through customer education?

What individual or personal methodologies for using libraries and information resources exist, and what are the rationales or personal feelings and motivations involved?

What are the perceptions of students regarding the value of library customer education, and what shifts are required to positively influence lifelong learning behaviour and philosophies?

What are the future directions for improvement of their lifelong learning through customer education?

One of the primary goals of libraries is to facilitate lifelong learning, and this case study investigated how it can be used as a focus for customer education by suggesting a perceptual model based on their motivations and perceptions.

Librarians need to develop a better understanding of the lifelong learning habits and needs of customers; an understanding of these would aid planning of library education to meet their needs, would heighten their awareness of, and facilitate more effective promotion of library facilities and services, particularly customer education (Nicholson 1994:17; Wright 1994:14; Gruppen 1990:165; Keane 1990:116-126). Their perceptions are critical and not unnaturally, they will be more inclined to participate in skill and knowledge building activities if they believe they will be beneficial; analysis of their perceptions can lead to increased and more efficient library use (Wells 1995:128; Groen 1989:76).

There is an extensive literature on customer education including Grosser (1988) and Tomaiuolo (1990). However, few articles consider the skills customers feel they require and how these can best be acquired, although Coombs and Houghton (1995:261) endeavoured to clarify customer perceptions and whether skill development is beneficial: their study was restricted to new students.

The relationship between education and lifelong learning is much discussed, with detailed reports on tertiary library customer education, and the inculcation of the information skills required to use the library efficiently. Breivik undertook research into the needs of specific customer groups. (1993). Other relevant studies include: Bruce (1990; 1991) (postgraduate students); Wilson (1994a; 1994b) (external students); Coombs and Houghton (1995) (new entry tertiary students); Novak and Lidstone (1992) (academic staff) and Bruce (1997) (the perceptions of Australian academics).

The acquisition (which is driven by customer needs) of lifelong learning skills, is an essential element in customer education programs (Wilson 1994b) but this is more evident in practice than in documented research. Identification of needs and preferred learning styles is the first stage in the creation of customer education programs.

The problem
Customer perception of their needs differs from that of librarians and the latter should develop a better understanding of this in order to respond in any given environment. The efficient and affective planning of customer education services can be developed through a thorough understanding of the lifelong learning skills required by customers.

Individual perceptions of their lifelong learning skill reflect customers' personal reality or philosophical base. If these are known, strategies may be planned that lead to more effective education. The initial connections between lifelong learning and the tertiary library which is the context for this discussion were derived from the literature. The perceptions of students at this campus regarding issues related to these connections were identified and analyzed to see which aspects of customer education might enhance their lifelong learning skills. From this emerged a model that focuses on these students' perceptions of personal lifelong learning needs as a basis for the development of appropriate skills.

Scope of the study
It included all internal students enrolled at the college during 1997, and examined the perceived connections between lifelong learning and the library. Customer education approaches were then developed to meet the needs of students, as they perceived them. The views of the clients themselves are often neglected or ignored in the provision of customer education, despite the fact that particular cohorts or individuals will accept only those modes of information transfer perceived as personally relevant or applicable (Kunz, Rittel & Schwuchow 1977:9). It was expected that patterns of perceptual overlap between customer groups would be discovered, and that customer education would help enhance perceptions of lifelong learning through the library. In general the literature supported this hypothesis.

Significance of the problem
Bruce (1997:10) examined information literacy as a component of lifelong learning in Australian universities from an academic's perspective, and concluded that the unaddressed issues related to how lifelong learning programs, specifically information literacy, might be 'designed, implemented, evaluated?' Did students' needs in this area 'differ at different levels, and if so how?' and what was the role of libraries in the design, teaching and resourcing of customer education? Further, the extensive literature seldom considers the skills that customers feel they require and how these can best be acquired. Bruce (p157) stated that 'within the higher education sector, we have as yet no picture of information literacy as it is experienced amongst students. This is a significant gap...' The study in hand commenced at this point: to examine lifelong learning, of which information literacy is a component.

The gaps in knowledge were primarily in:

Respondent perception: (Clayton 1988; Marchant 1980; Sell 1980; Anderson & Miller 1983; ACDP 1986; Delbecq, Van den Ven & Gustafson 1975; Marshall 1989 Ginn, Pinkowski & Tylman 1987; Freedman 1985; Toy 1984b; Fjallbrant & Malley 1984; Naisbitt 1984). Specifically, issues related to respondent perceptions regarding customer education were raised, prompting this study.

Customer education: The most notable omission was that no studies considered the varying needs of tertiary cohorts in the development of positive perceptions regarding the utility of information retrieval skills which might improve lifelong learning skill development. (Rice 1983; Candy, Crebert & O'Leary 1994; Wilson 1994; Coombs & Houghton 1995; Welborn & Kuehn 1988; Bridgland 1983; Wilson 1994)

Skills assessment: The literature found that there needed to be an existing interest or need before respondents could benefit from library customer education. The skills of lifelong learning attainable through libraries were not described in any great detail. (Market 1989; Owen 1992)

Categorisation of respondent groups for library customer education: There is both support for and opposition to the segmentation of populations for library customer education, much of the literature recommending further research into the grouping or segmentation of respondents according to needs and interests. (Marshall 1989; Beckett 1990; Freedman 1985; King 1984)

Data gathering
Both quantitative and qualitative methods were used to obtain data. A questionnaire (a copy of which can be obtained from the author) was developed in relation to gaps in previous research and as reinforced by Bruce's doctoral thesis (1997). The development, implementation, and analysis of this revealed the consistency of differences and similarity of results across respondent cohorts in regard to perceptions of lifelong learning and library use.

The questionnaires simultaneously yielded data and focused attention on the library; they informed respondents that the campus had an active library and that its staff was anxious to serve the information needs of all customers. Completion of the survey was optional, although all students were given a copy of the questionnaire designed to acquaint actual and potential respondents with the library. The questionnaire investigated the possible relationship between the attitude of students to the extent and timing of information skills education and the involvement of the library in the development of these skills. The benefits respondents desired in their utilisation of the library service were analysed. Part A of the survey identified homogeneous segments (groups with similar characteristics), interests and potential resource needs, and the population for each. Market segmentation was fundamental to the survey, because any subsequent approaches would be developed to meet the needs of specific segments. Lifelong learning approaches would be trialed, implemented, and directed towards market segments identified and defined as measurable, accessible, and viable.

Implications of the survey
Statistical analysis resulted in five major factors that form the basis of a model related to the nature of perceptions regarding lifelong learning and library use. The data was refined to suggest an alternate model by showing how these perceptions might be formed into a model for library customer education.

Summary of data collection and analysis
The massive social shifts of the late twentieth century demand highly flexible and mobile people, capable of adapting to rapid change and continued learning throughout life. The hypothesis of this study was that libraries are a pivotal point for lifelong learning: this is identifiable in some areas, developing in others, and requires further attention in other areas.

Individuals develop personal perceptions over many years. The existence of predicted overlaps in the data, as between respondent segments' perceptions was noted. The hypothesis was confirmed: that continuous customer education is required to consolidate the lifelong learning role of the library. One of the primary aims, successfully achieved by the tertiary library at the campus where this study was carried out, is that facilitation of information access contributes to academic achievement. Student learning and assessment methodology demonstrated that improvement in library use and user education becomes beneficial.

The majority of responses proved that benefit segmentation principles were relevant to course segmentation. These are apparently affected by external variables, many of which impinge on library attitudes and alter perceptions of the connection between lifelong learning and the library. Comments regarding course content and assessment reflect this. Some topics strongly reflected the emergence of lifelong learning philosophies, and suggested that development of these might be enhanced by segmentation of student cohorts.

Overall, respondents might be said to possess the broad pre-requisites for lifelong learning listed by Cropley and Dave (1978:12): motivation and self-image. These attitudes, values and motives allow learners to believe that learning is desirable. Lifelong learning attitudes, therefore, promote the desire to participate in education. Lifelong learning skills were evident, and seen in the development of the capacity to recognise the need for information; define the purpose of tasks such as assessment; formulate and pose questions related to the task; to use a wide range of information sources; select appropriate information; organise information; communicate and present information and evaluate results.

The survey examined the identifiable generic or context-free characteristics or qualities of the lifelong learner applicable to different types and contexts of learning and found that these were present to varying degrees in respondents. These qualities are affected in varying degrees and combinations in different people, by such variables as personal background and subject specialty. Results indicated that the level of use and interest in library resources and services also varied and it was clear that the integration of library skills into the general college curriculum was preferred probably because of time factors. This was not however consistent with the studies by Mueller and Foreman (1987), Marshall (1989), Robertson (1989). On the other hand, research by Breivik (1993) and Wilson (1994a,1994b) supported the full integration of library customer education in the tertiary curriculum; this requires greater levels of co-ordination and considerable co-operation across all levels of college life. This will become increasingly more difficult here, as the college continues to grow.

Intrinsic adult independent learning skills, particularly the concepts of information literacy and critical thinking, were evident in respondents. Libraries have long been recognised as having a role in developing skills in the location and manipulation of information sources and this was also evident in our survey results. It has also been realised that critical thinking skills are also intrinsic to information-seeking behaviour. While the library has a role in developing skills in this area this was not evident through our study results.

The educational role of the library seems to often be considered secondary to its custodial and service functions and this campus proved no exception. It is also true that generally, attempts to improve the quality of teaching practice and the effectiveness of customer education programs have been under-funded and understaffed. Our survey confirmed that this is an area requiring both further consideration and an increase in library promotion if respondents' perceptions are to be altered.

Data analysis
Tertiary libraries have usually been assessed via levels of library service and resource usage, often in juxtaposition with academic results. Concrete conclusions related to the tertiary library and the development of lifelong learning skills could rarely be asserted because the studies have often taken a bibliographic rather than a skills approach. The constraints of any campus and its policies restrict, to varying extents, the effectiveness of the library as a facilitator of lifelong learning skill development via customer education programs and services. It may not be possible for the library to function outside the policies and aims of the campus but data analysis broadly indicated that:

• Individual student perceptions of their information literacy/lifelong learning skill levels, needs, and ambitions are indeed an indicator of their own personal reality.
• Previous experiences do not result in generalisations that argue for the segmentation of populations into groups for library customer education for lifelong learning skill development.
• Arguments for segmentation could be made more on the basis of course of study rather than year-level of study.
• Library use data analysis indicated that perceived needs varied in relation to each course of study expanding proportionate to years of study. This suggested that exposure to tertiary study created in students the perception that library use as a component of lifelong learning was also applicable in many areas of life: and the recognition that lifelong learning skills as developed through library customer education were desirable.
• Although the self-perceived skill level of students varied per cohort, awareness of personal skill levels was evident across the segments. The acceptance of personal responsibility for development of skills was most evident in final year students. Recognition of library customer education in the development of lifelong learning skills was not as evident varying according to the course of study. Interest in library customer education methods varied more in relation to courses being undertaken than to different year-levels. Some courses valued the development of lifelong learning skills: students enrolled in them believed that they would use libraries following graduation, and that libraries did in fact integrate with life beyond the university.
• The integration of libraries with an individual's daily life was most evident in the courses where library use was encouraged through assignments, recommended readings, or further reading. Practical courses that required less academic development presented students who viewed the library more broadly and beyond its primary role to provide course-related information.

Librarians' involvement in lifelong learning has traditionally involved: working with students; maintaining the collection; working with staff and working with the community. These tasks all require an in-depth knowledge and understanding of the lifelong learning and information literacy skill needs of individuals as suggested by this study: however, it has also revealed the need to change the perception of some cohorts of students regarding the place of the library in life after college. The integration of library promotion with skill building is also required. Promotion of the library and implicit skill building activities are required to increase student perceptions of their skills at the end of the course; however although students expressed a desire to increase skills, they suggested that there was not sufficient time a to them to invest effort in non-assessed activities.

The research in hand compared with the literature
Constraints were seen to be imposed by external variables, campus policies and not least, the perceptions of students. Although similarities with previous research have been found, important new perspectives have been developed. Many respondents also addressed other issues: shared responsibility for their present learning, the desire to be independent learners by the time of their graduation, and recognising the place of self in the learning and knowing process.

I was also able to trace possible pathways (not observed by previous studies) of customer education leading to higher-level lifelong learning skills and philosophies, and to report the important impact of common background of respondent segments on this process. The rate of lifelong learning skill and philosophy growth through existing, primarily implicit, approaches suggested general gradual development through exposure to the tertiary environment.

These findings have important implications for considering models of lifelong learning development, understanding factors influencing development and presentation of customer education programs in tertiary libraries, researching other related areas, and for the development of lifelong learning skills and philosophies in tertiary students.

Implications for customer education practice
There are many different methodologies for customer education. The development of any program must consider the interests, education levels, and subject expertise of potential respondents. Customer education should be designed to improve and reinforce attitudes in addition to providing information. In terms of awareness of the affective skills that go to make up the successful independent learner, respondents showed some sophistication. Overall, students surveyed agreed that they found searching for information a satisfying experience, that they enjoyed practicing the skills of independent learning and that they were not intimidated or embarrassed by the processes involved.

The Australian Library and Information Association's Education Statement indicated that libraries are committed to the provision of services and products 'directly tuned' to the needs of respondents (ALIA 1992), but library effectiveness is often measured by the quantity of resources and services. Very little research has considered respondent perceptions. It has been suggested that this is due to respondent perception of libraries and the perceived difficulty of assessing specific library contributions to learning (Wells 1995:121).

Educational psychologists have established that the confidence level of adult learners in their ability to perform any particular task is a direct influence on subsequent performance levels in the tasks. The Wilson (1994a) study found that exposure to the academic environment was sufficient to increase confidence levels in various information skills. My research agrees with results from the Wilson (1994b) study and suggests that lack of confidence was not a barrier to information seeking, as had been suggested by other studies. However, students who lacked experience in the necessary skills might fail to overcome elementary barriers to successful information seeking leading in turn to a loss of confidence and a reluctance to persist.

Psychological barriers certainly exist which deter tertiary students from asking for assistance in the library. Oberman (1991:193-194) and Wilson (1994a) found that this was a widespread and persistent library problem. Wilson (1994a) found that students who displayed good affective skills acquisition demonstrated initiative, confidence and independence and gained satisfaction from using the library. Conversely a lack of confidence can act as a barrier to affective information seeking.

Many experiences in life can alter personal perception. Library customer education includes any activity or experience that creates or enhances the opportunity to learn. When librarians provide instruction that fosters skills development there is a significant increase in library use and expectations by respondents (Wakeman 1990:37). Respondents become aware of the increased opportunities available to them and view the role of the library from a new perspective. The library becomes a venue for self-directed learning and is transformed into a centre for active learning (Hubbard & Wilson 1986:22). Considering each cohort of students as a set of individuals with varying but specific needs dictates the response necessary. The need to educate students regarding existing services offered and how to use the available resources effectively must also be reflected in library promotion plans. It was also concluded that the development and implementation of an information skills workbook designed for self-directed use by the different segments of the respondents was desirable and would be supported by students.

The primary role of the library should be to empower and enable increased competency. The techniques for customer education offered by the library must be as varied as possible and linked to the direct needs of segments of the user population. Considered in relation to an individual approach to customer education needs the study demonstrated how approaches to specific groups of students might reach a greater audience. It may be concluded from results that the audiences for customer education sessions might need to vary in accordance with the specific skills being taught. A session focused on the periodical resources of the collection might be directed towards the relevant course area; the skills of manual searching might be structured according to the year-level of each group of students and specific search strategies could be established for various subject related areas.

There was a clear indication that information literacy skills should be integrated into classes. Students should be required to use the library during all courses and experiences should be planned to assist learners gain library skills. The library must discover what the needs of respondents are, how best to categorise these needs and how to assist in life-long learning. The inculcation of a positive perception of the value of lifelong learning skills through customer education can increase understanding of library services and facilities and reduce apprehension about using the library and encourage higher levels of utilisation.

The integration of information skills into the existing education program becomes one of the best strategies for library customer education. Integration through a problem-solving approach enhances the lifelong learning skills of cognitive learning and information skill development. It accommodates the basic tenets of skills instruction by authorising systematic and sequential development of information skills, and through skill reinforcement. Skills, as required, are presented as thinking processes within broad individual parameters. This facilitates easy review and reinforcement of newly refined skills. It increases acceptance and internalisation of the need for library skill proficiency. Students researching information on a particular concept are actively learning and developing an appreciation of the complexity of the discipline. Other lifelong learning skills developed include critical and analytical thinking, problem solving strategies, and communication skills unique to each particular discipline. This study agrees with results from the Candy, Crebert and O'Leary (1994:103-104) study which indicated that positive results could be achieved if teaching staff linked research methods to information literacy and included an assessable component of library-based research in assignments backed by specific assistance from the library.

The value of information skills should be clearly reflected in the curriculum with course aims and objectives specifying information skills. Teaching methodologies would need to incorporate information skill-building strategies, assessment would encompass information skills with a reduction in prescribed reading lists and encouragement of the use of alternative sources. Reserve collections are reduced in importance and self-directed library usage becomes of primary importance. Library customer education must be directly related to the needs, interests, and problems of respondents. Library customer education should facilitate the development of high-level communication and information skills in an environment where opportunities are created to assist learners realise their full potential. Individuality should be recognised and encouraged, and innate curiosity fostered and channeled to include a broad area of those general and specific knowledge, skills, and attitudes required in a well-rounded individual. Library educators must be facilitators and mentors of positive attitudes to all aspects of communication, life, and learning.

A library education program should help respondents develop individual search strategies related to their year-level and courses which should commence with general library orientation skills and progressively build into more sophisticated information retrieval skills. Customer education should eventually lead to an enhanced knowledge of sources.

Librarians considering the implementation of education programs must commence with an examination of the earlier library experiences of respondents. Many respondents have experienced some form of library education during their formal education. Library customer education must build on this to link theory with practice and be integrated into training (Wakeman 1990:37). A respondent-oriented approach to customer education would dictate a focus relative to the immediate context of individual needs, and respondents constructing needs out of personally important situations. (Kirk & Todd 1993:128)

Conclusion
Adults construct personal world views through individual perceptions. They then behave in accordance with these in terms of personal beliefs, values, needs, attitudes, and experience. This study has supported Patterson (1993:128) in that it has indicated that to the individual, perception may equal truth. Lifelong learning is characterised by a flexibility of time, place, content, and technique. It requires a self-directed mixture of learning styles and strategies. The goal of lifelong learning is the fulfillment of the adaptive and creative functions of individuals leading to the continuous improvement of the quality of life. Learning opportunity, motivation, and educability are three essential prerequisites for the realisation of this goal. If a program is not compulsory (and even if it is) attendance cannot be guaranteed unless those involved agree that it is congruent with their current and perceived future life needs and goals. Customer education is one way of enhancing this possibility.

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