This document discusses instruction for adult learners in public libraries. It covers three main topics: 1) What is public library instruction and how it is provided both directly and indirectly, 2) The diverse people who provide instruction as employees, volunteers or paraprofessionals, and 3) The various methods libraries use to provide instruction including programming, literacy courses, GED preparation, technology training, and community outreach. Key points include that 139,370 work as full-time staff and 46,849 as librarians, and that instruction occurs through programming, literacy initiatives, standardized test preparation, digital literacy training, and partnerships with outside organizations.

1. Public
Library
Instruction
for Adult
Learners
Megan Summers
SLIS J741
Fall 2013

2. Part 1: What is Public Library Instruction?

3. Instruction in public libraries for adults is fostered by both indirect
and direct service on the part of employees or volunteers:
- Direct service involves working with learners face-to-face:
- Tutoring.
- Answering research questions.
- Teaching a technology class.
- Indirect service involves working behind the scenes and
facilitating:
- Maintaining databases with learner information.
- Purchasing materials for classes.
- Marketing programming events for learners.

4. Those who participate in instructional services for adults in public
libraries do so through various means, including:
- General programming events.
- Literacy courses.
- GED testing services.
- Technology learning.
- Outreach.
- One-on-one research sessions.

5. Part 2: Who are Public Library Instructors?

6. Instructors in public libraries represent a diverse group of people:
- Full-time employees.
- Part-time employees.
- Library assistants.
- Librarians with MLIS degrees.
- Paraprofessionals.
- Volunteers.
Source: Wikimedia Commons

7. According to the Institute of Museum and Library Services (2013), in the
2010 fiscal year, public library workforce statistics read as follows:
-139,370 full-time staff members.
- 46,849 librarians.
All of these employees participate in instructional services in some
capacity in the 8,951 public libraries throughout the country.
Source: Institute of Museum and Library Services. (2013, January). Public libraries in the
United States: Fiscal year 2009. Retrieved from
http://www.imls.gov/assets/1/AssetManager/PLS2010.pdf

8. Part 3: How do Public Libraries Provide Instruction for Adults?

9. I. General Programming

10. Programming events have become a staple for public libraries
over the decades, and programming events designed to engage
adult learners can help in the instructional process.

11. What kinds of programming events are available for adult learners in
libraries?
1. Reading programs
2. Film programs
3. Lectures on various topics
4. Gaming programs
5. Arts and Crafts programs
6. Music programs

12. An example of a programming event and how to promote it:

13. What are some public libraries doing in order to facilitate
programming for adult learners?

14. “The Hussey Mayfield Memorial Public Library held a recent miniwriters conference in collaboration with the Midwest Writers
Association. Marilyn Martin publicized the conference in 57
different zip codes, using e-mail blasts, listservs, newsletters,
press releases, and other devices and drew a crowd of 162
attendees, the largest and most successful mini conference that
Midwest Writers Association ever experienced” (p. 9).
Source: Hill, R. (2008). Adult cultural programming in small town libraries. Indiana
Libraries, 27(2), 7-9. Retrieved from Library, Information Science & Technology Abstracts
with
Full
Text
database.

15. “The Central Arkansas Library System ran programming for
adults teaching people about playing World of Warcraft. This may
seem an unusual game to be part of a library education program.
However, the aim of this education program was social inclusion,
and it was thought that playing a game like World of Warcraft
may be one way to assist in this locally. Library staff were
pleased
with
the
outcomes”
(p.
187).
Source: Forsyth, E. (2012). Learning through play: Games and crowdsourcing for adult
education. Aplis, 25(4), 166-173. Retrieved from Library, Information Science & Technology
Abstracts
with
Full
Text
database.

16. II. Literacy Courses

17. A segment of every public library system’s adult population will struggle
with basic literacy: reading, writing, and calculation.
Literacy initiatives in public libraries support a major goal of such library
systems: providing users with equal access to resources.
According to Nassimbeni and Tandwa (2008), literacy helps adults:
- acquire job skills.
- develop the ability to understand healthy life styles.
- participate in democracy.
Source: Nassimbeni, M. & Tandwa, N. (2008). Adult education in two public libraries in Cape
Town: A case study. South African Journal of Libraries & Information Science, 74(1), 83-92.
Retrieved from Library, Information Science & Technology Abstracts with Full Text database.

18. What are some basic goals instructional librarians should create
for public library literacy courses and programs?
1. Self-reliance.
2. Ability to adapt to technological changes.
3. Being able to analyze materials critically.
4. Obtaining common sense, day-to-day skills.
5. Personal development.
Source: Nassimbeni, M. & Tandwa, N. (2008). Adult education in two public
libraries in Cape Town: A case study. South African Journal of Libraries &
Information Science, 74(1), 83-92. Retrieved from Library, Information Science &
Technology Abstracts with Full Text database.

19. Literacy courses are designed for group and one-on-one
interactions. Some public library systems create literacy
instruction departments, while others integrate literacy instruction
into day-to-day interactions with adult library users.
Public library systems can also support literacy initiatives by
incorporating basic reading and writing materials into their
collections, allowing outside organizations to use their spaces for
literacy classes, and promoting the value of literacy.
Source: Nassimbeni, M. & Tandwa, N. (2008). Adult education in two public
libraries in Cape Town: A case study. South African Journal of Libraries &
Information Science, 74(1), 83-92. Retrieved from Library, Information Science &
Technology Abstracts with Full Text database.

20. Nanci Milone Hill, the Director of M.G. Parker Memorial Library in
Dracut, MA, suggests that public libraries do the follow to support
literacy:
- Understand their communities.
- Get help from educators.
- Think outside the box with collection development and
circulation.
- If needed, select engaging volunteers for classes.
- Create a clear vision of the bigger picture in terms of education.
Source: Hill, N. (2013). Adult literacy approaches in public libraries. Public Libraries, 52(1),
18-22. Retrieved from Library, Information Science & Technology Abstracts with Full Text
database.

21. What are some public libraries doing
to address literacy concerns in their communities?

22. Since 1985, the Brooklyn [NY] Public Library system has
maintained five adult learning centers. The library’s literacy
program connects adult learning with volunteers for one-on-one
tutoring. While the learning centers are separate spaces from the
libraries in Brooklyn and the librarians do not instruct adult
learners, they facilitate the literacy programs in these ways:
1. They develop and keep up with the book collections in each
center.
2. They communicate with literacy staff regularly and refer the
public to them.
3. They instruct literacy staff about library procedures.
Source: Malus, S. (1987). The logical place to attain literacy. Library Journal,
112(12), 38. Retrieved from Library, Information Science & Technology Abstracts
with Full Text database.

23. Amy Prevedel (2013), the coordinator of the Second Start program at the
Oakland Public Library in California has this to say about her program:
“Second Start was one of the original library-based literacy programs in
California. In 1983, State Librarian Gary Strong had the vision to bring
adult literacy programs to libraries in California in order to serve people
who were not served anywhere else in the community and to expand
access to libraries and their many resources.”
This program in Oakland excels, like the one in Brooklyn, through the
help of volunteer tutors.
Source: Prevedel, A. (2013). Second start at Oakland Public Library. Public
Libraries, 52(1), 46-51. Retrieved from Library, Information Science & Technology Abstracts
with Full Text database.

24. Listen to Gary Strong discuss the role
for adult literacy in public libraries:

25. III. GED Testing Services

26. Sometimes incorporated into literacy programs or sometimes
established alongside them, testing services in public libraries
help adults achieve enough confidence, through skill
development, to pass standardized tests, most commonly the
GED.
Having up-to-date testing materials in circulation and knowledge
of other local GED preparation services in the the area will also
help adult learners achieve their goals of going to college or
advancing in their careers.

27. Thoughts from a Librarian
In a reflective essay about learning to write effective essays for the GED,
librarian Cindy Strodel McCall raises important questions about the value
of GED testing services in public libraries:
“But when the exam is over, what do our students bring forward in their
lives? A new confidence and a newfound ability to look for the resources
they need to reach their goals, along with the satisfaction of having
accomplished an important educational milestone.”
Source: Strodel McCall, C. (2013). Personal observations, experience, and knowledge.
Public Libraries, 52(4), 38-40. Retrieved from Library, Information Science & Technology
Abstracts with Full Text database.

28. A Helpful Test Tool for Librarians: Learning Express Library
Learning Express Library is an
online practice test service many
library systems subscribe to. It
offers practice tests and test
preparation materials for many
standardized tests, including the
GED. When a library’s physical
collection is lacking, this is an
important resource to point library
users toward for help.

29. IV. Technology Learning

30. The importance of digital literacy for adult library users goes
without saying in an age where many services are only available
online. It is common for adults who utilize public libraries
frequently do:
- Not have internet access or a computer at home.
- Feel hurried to complete a job application or a school
assignment with little knowledge of how to use a computer
effectively.
- Not have knowledge of how to keep their information secure
and private on websites.
Libraries should promote technology learning in order to shorten
the digital divide in their communities.

31. What exactly is this “digital divide”?

32. Statistics from the ALA’s annual State of America’s Libraries
report from 2013 show how primary technology services have
become alongside more traditional services like book borrowing:
“Among Americans 16 years and older, 80% say borrowing books
is very important service libraries provide, and 80% say reference
librarians fall into the same very important category. Free access
to computers and the internet finished in a virtual tie, at 77%” (p.
12).
Source: American Library Association. (2013). The state of America’s libraries report 2013.
Retrieved from http://www.ala.org/news/sites/ala.org.news/files/content/2013-State-ofAmericas-LibrariesReport.pdf

33. Providing training to adult library populations when it comes to
technology services happens in different ways:
1. By answering questions directly while a user is on a public
computer.
2. By answering questions online or over the phone related to
computer or technology issues.
3. By providing public computer classes on site at varying skill
levels.
4. By providing technology courses online.

34. Some libraries realize that training staff on technology services
must occur before the public can receive proper instruction on
the subject, as the Deschutes Public Library in Oregon.
Its staff training program, Embracing Technology, served to make
staff curious about online technologies and to contribute to
learning within the larger community.
The training program existed solely online and was tweaked to
suit the needs of different staff members, i.e. part-time versus
full-time.
Source: Sjoblom, L. (2008). Embracing technology: The Deschutes Public Library's
Learning 2.0 Program. (cover story). OLA Quarterly, 14(2), 2-6. Retrieved from Library,
Information Science & Technology Abstracts with Full Text database.

35. V. Community Outreach

36. Partnerships
Library programs will be unsuccessful without community
support, and the best way for librarians to gain support for their
programs is by partnering with other community organizations.
As Stein (2009) writes, “Partners can provide a direct audience; a
network of partners can help broaden the audience base as well
as provide strategies for how best to reach various segments of
the targeted audience. They expand library programming beyond
the four walls of the library building…” (p. 13).
Source: Stein, M. (2009). Working together with community groups to provide big-time
programming for adults. Louisiana Libraries, 72(1), 13-19. Retrieved from Library,
Information Science & Technology Abstracts with Full Text database.

37. Marketing
It is equally true that library programs will be unsuccessful if they
are not promoted in ways that reach one’s targeted audience. For
adult literacy programs, consider:
1. Having ample materials inside the library for users who many
benefit from learning services.
2. Put fliers up in community centers, homeless shelters,
community colleges, and other places disenfranchised segments
of populations may spend time.
3. Make sure to have materials for non-native speakers.
4. Utilize local government organizations to get the word out
about your program.

38. FIN