3. The Provision of Information for Adult Learners
| Published date | 01 March 1985 |
| Date | 01 March 1985 |
| Pages | 13-52 |
| DOI | https://doi.org/10.1108/eb054880 |
| Author | Julia Carter |
| Subject Matter | Library & information science |
3. The Provision of Information
for Adult Learners
by Julia Carter
I. INTRODUCTION
This report is the result of a five-month survey of information provision in the London
Borough of Islington. It looks at information on learning opportunities for adults and
complements Brenda Neale's survey of adult learner needs which identified a lack
of accessible information as a major barrier for adults in the Borough wishing to return
to learning.
The researcher looked at information provision from the viewpoint of the providers,
identified initially through interviews with users, and including libraries, jobcentres
and the colleges themselves. She also sought out less formal information networks
by a survey of health visitors, community workers, church ministers and shopkeepers
in two small areas of the Borough. In a study of this type, it was necessary to impose
strict parameters to limit an otherwise never-ending
field.
The researcher, therefore,
confined her activities to organisations operating (1) within Islington and (2) specifically
with adults. Only where a user identified another information source was it included
in the survey.
The survey found no organisation or individual in Islington with a specific, specialist
brief covering learning information for adults. Where an organisation or an individual
was trying to provide such a service either for the public or a group, it was always
as a response to need so pressing that it could not be ignored. That the resulting
service was frequently inadequate or unprofessional is inevitable and implies no
criticism of such providers, but rather a recognition (which they would share) of the
complexity of the field and the magnitude of the need. The researcher wishes to
thank all providers surveyed for their generosity both with their time and information.
The perceptions of the providers are frequently set against the comments of users,
whose views sometimes coincide
with,
and sometimes shed light on, the providers'
views.
The "users" referred to are all adult returners taking "new opportunities"
courses offered by a range of local educational institutions, and interviewed in groups
by the researcher. Users were nearly always disadvantaged by colour, class or gender
and all were educationally disadvantaged and frequently unskilled and unemployed.
The accounts of their information chases, often over a period of years, are always
revealing,
often tragic and occasionally hilarious! The researcher is particularly grateful
to them and their tutors.
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LM 6,3 Education, Information, Libraries and Learners
II.
FORMAL INFORMATION PROVIDERS
The Public Library
Bole
Of all information points mentioned by group survey respondents, the public library
was most frequently mentioned. It was also most frequently mentioned by agencies
directing enquirers they could not help (such as social worker, community worker
and commercial employment agency). Islington public library service has ten bran-
ches located throughout the Borough. The service is, therefore, geographically ac-
cessible, and, unlike all other agencies surveyed, is open in the evenings and on
Saturdays.
The library sees its information role as "a general enquiry service" (a reference
librarian), education being one of a range of subjects covered. To librarians the strength
of the service lies in its generality and the stock of materials, rather than in a detailed
knowledge of a specialist area or a highly personal service. Librarians stress their
"enquiry" rather than "advisory" role and view users as capable adults who, given
access to information, can make their own decisions. The library responsibility is
therefore to provide a well stocked resource.
Operation
Despite this assumption, however, the organisation of material means that in prac-
tice users do not always have open access and have to ask a member of staff. In
less specialist branches this will be a generalist counter assistant whom the enquirer
may already know. Elsewhere, in the central Library for example, enquiriers will be
directed to the reference library on the second floor. Here in general enquirers ask
for information and are provided with materials by staff. Reading space is available
for the study of materials, but the successful operation of the service places
con-
siderable emphasis on the enquirer's ability to phrase his/her question correctly or
to know quite specifically the information she/he requires.
Resources
In addition to posters and leaflets on general display the collection at Central reference
library includes up-to-date directories and reference books weighted towards the
higher academic levels and including degree course guides, university entrance re-
quirements, publications on grants and alternative funding, an FE directory and RAC
regional guide. The collection also includes prospectuses from a range of London
polytechnics, colleges of further education, adult education institutes and univer-
sities nationally. Information was solicited some years ago and now generally comes
automatically, though a branch librarian felt that gaps in the collection are not chas-
ed up. Central reference distributes extra copies of prospectuses to the branches.
Updates in the form of posters and course leaflets are received regularly from local
adult education institutes and some local colleges of further education. These
fre-
quently present problems of handling and "shelf life" and increase the problems of
comprehensive information provision since librarians have no way of assessing if their
collection on a college is complete. (See also Educational Institutions: Publicity). Far
too many posters are received for the available display space (though this space has
14
Provision of Information
recently been enlarged) and in the opinion of library staff the posters are unattrac-
tive and fail to capture the enquirer's attention. Many are, therefore, filed in the ap-
propriate institution file.
Where range of courses is concerned, the library's information is incomplete: it has
no information on Manpower Services Commission sponsored courses and very lit-
tle or no information about non-statutory provision, e.g., private language schools,
individual piano classes, common interest groups or a learning exchange. Informa-
tion on sports and other leisure clubs is also very limited and is again received rather
than solicited.
Training
Since the service is primarily stock-centred, staff receive no specialist training and
are often aware of their own lack of knowledge.
"It is a complex field and we don't really know about it" (a reference librarian). Another
revealing remark was made to the researcher by a librarian commenting on printed
resources and the lack of information on BEC (Business Education Council) courses.
Although in reality the library has as much on BEC as a number of similar courses,
the comment probably revealed the librarian's feelings of inadequacy in a relatively
new field not covered by her own educational experience. Such lack of knowledge
probably extends to a number of less traditional courses including those particularly
for adults, and reveals the lack of links with educational providers. A short training
session for library staff run by the researcher in collaboration with a local adult educa-
tion institute (AEI) revealed considerable lack of knowledge amongst staff and a
will-
ingness to take advantage of the AEI links developed through the course.
Quality of Service
Librarians' feelings of unease over their role are not shared by the educational pro-
viders who continue to use the library as a non-interactive publicity outlet. Similarly
the users of the service are generally happy; though the majority of group survey
respondents had had problems obtaining information, they felt the library had been
helpful and shared the traditional library perception of its role as a first-base informa-
tion point.
One respondent considered the library had been "most helpful" in giving her
col-
lege prospectuses when she had enquired about "0" level courses. She had subse-
quently contacted the colleges and enrolled on a course. It may be significant that
this respondent did not complete the "0" level course, a fact which she considered
due entirely to her own limitations.
Another respondent had asked in the reference library for information "on courses"
and been given "books I could not take away". She had copied phone numbers, ob-
tained prospectuses, applied and been accepted on a course. At the time of the group
interview she was doubting whether she had made the right choice. The course is
due to begin later in the year. She too had found the library "very helpful".
Where comments were critical of the library they were perceptive. "They can only
help you if you already know what to ask for" (group survey respondent).
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