Information Scotland The Journal of the Chartered Institute of Library and Information Professionals in Scotland ISSN 1743-5471 Issue contents | Journal contents | About the online edition of the journal April 2007 Volume 5(2)

Lifelong learning: Aiming Higher

Miffy aids lifelong learning

Jill Evans looks at lifelong learning activities in co-operation with other sectors.

A colleague surprised me by announcing that he was to dress as Miffy, a Dutch 52-year-old female rabbit. However I discovered that this was for the launch of an exhibition designed for families and young children at the National Library of Scotland. The character of Miffy was created by Dick Bruna for his, then, one-year-old child. The learning programme, which is running until June at the National Library, will encourage pre-school children, families, and reception classes to engage in activities such as storytelling, dressing up, making mini books and sending handmade birthday cards to Miffy. The activities for organised groups will support the 3-5 Curriculum and A Curriculum for Excellence. This demonstrates just one aspect of the work of the Library’s Education and Outreach staff. The learning programme also includes activities for students of Higher Art & Design, and evidence-based workshops which support the 5-14 Curriculum.

The NLS Education and Outreach staff liaise closely with representatives from all learning sectors. For example, the John Murray Archive at NLS is supported by an Education Advisory Group including representatives from a variety of learning sectors, including schools and adult learners. Such groups help ensure that development of learning activities for the Archive, from exhibitions to workshops, support lifelong learning.

Similarly in the National Museums Scotland the Connect interactive gallery in the Chambers Street building in Edinburgh features science and technology for public engagement, matching the 5-14 Curriculum for schools. The Museum attracted more than 62,000 school visits in 2005-2006, over its six sites, demonstrating their engagement with the learning appetites of Scottish schoolchildren.

Another national cultural organisation in Scotland delivering learning for schools is the National Archives of Scotland. Their webpage features a section called Scottish Archives For Schools. A poignant page, entitled “Leaving it all Behind”, describes the wills of more than 30,000 Scottish servicemen from WW1 and WW2 who sacrificed their lives. The resource has been designed to support the teaching of Philosophy, and Religious, Moral and Philosophical Studies. The National Archives also holds workshops for schoolchildren.

With this wide variety of activities focusing on lifelong learning it is surprising to read the Scottish Executive’s recent Lifelong Learning strategy consultation document, which they wish to refresh, Lifelong Learning – Building on Success: A Discussion of Specific Issues Related to Lifelong Learning in Scotland (2006). Although the words “Library” and “Information sector” were difficult to find, it was encouraging that we, SLIC and CILIPS, were invited to comment on the document and submit evidence of where learning activities are offered in libraries and learning resource centres in museums, prisons, health, education and the voluntary sector.

Within the voluntary sector there is evidence of many flexible learning opportunities which support our students, users with different abilities, hard to reach groups such as travelling people or migrant workers.

An NLS colleague, David McTaggart, told me about his voluntary work:
“Working as an assistant tutor within an adult numeracy class for a city council is demanding, stimulating and rewarding. I am responsible for enabling adults with learning difficulties, working towards an Access Level SQA, to build upon their numeracy skills, as well as encouraging and promoting both self and social confidence.

Exercises and learning programmes are tailored specifically for the learners, contextualised in a framework that makes direct reference to their everyday lives. For example, working on a money module, they are encouraged to recognise monetary values, developing addition and subtraction exercises with respect to grocery shopping, and comparing prices. Within these frameworks the learners are easily engaged, eager and extremely diligent, displaying an ever-increasing pride and confidence in the work they are producing.”

SCURL is also discussing with the Lifelong Learning UK Sector Skills Council the professional development of librarians in Scotland employed in further, higher, public, museum, and archive libraries. Representatives from SCURL and LIBNET, the Further Education sector librarians’ network, recently discussed the skills gap identified by employers. The contact at LLUK, Peter Ramsden, is a librarian so he has the experience to fully engage in the debate.

A recent article in the Herald (2 March, pp22-23) stated that improving skills in the Scottish workforce in the last 10 years has generated GBP 3bn for the Scottish economy. The target to be reached by 2020 is an additional GBP 7bn on the Gross Domestic Product of Scotland, so continuing investment in employees’ skills is imperative.

It is encouraging to note that the term “lifelong learning” is embraced in all sectors and that the Scottish Executive has made GBP 200,000 pa available for a Scottish Centre for Intergenerational Practice to promote links between older and younger generations.

Perhaps Miffy might also be approached to open the Centre and assist in fostering lifelong learning activities for another sector of Scotland’s population?

Jill Evans is SCURL Service Development Manager. e: j.evans@nls.uk

Information Scotland Vol. 5(2) April 2007

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