A recent research project in the view to the future for senior services (Cuneo, E.J. III (2006). Present and Future Senior Services at South County Regional Library in Camden County: A Thesis points out that the number of seniors (defined as those over 62 years old) living in a rural community (18% in 1997) is greater than that of urban areas and is expected to grow by more than 75% in the next 5 years. These aging baby boomers will want more interactive technology, services and involvement in the library and it is imperative that librarians plan for the future. Cuneo recommends the following:
-Public librarians need to be trained in the study of gerontology. “Understanding the needs of an older person is key to providing services.”
-A partnership of local organizations and businesses is essential
-Grant and government funds must be obtained to put various aspects of services in place before the population is too large
-Public libraries should aggressively use senior citizens as volunteers
-Public libraries need to market their senior services and act soon in order to become an essential part of the information needs of their residents, or someone else will
It is an interesting perspective on library services and one that in so many areas the library needs to attain to. Run the library like a business but don’t forget the business that you are in- serving people of all ages and abilities with what they need.
Tuesday, December 8, 2009
A New Look at Lifelong Access
A New Look at Lifelong Access by Diantha Dow Schull (click on link to access article)
(American Libraries, 36(8), 42-44, September 2005 issue)
This article attempts to answer the question: “How can libraries best serve the new generation of older adults who are eager to volunteer, learn new skills and develop meaningful connections to their communities?” While a typical view of library services to mature adults has been that of large print titles and delivery of reading materials to nursing homes and senior centers, Schull’s concern is to reach the older adults who are not infirm but are active participants in society. The model of Lie Options Libraries, developed in Maricopa County, includes lifelong learning for new or second careers, interest educations, intergenerational programming, leadership and service opportunities and life planning information. Partnerships with other agencies and community groups have provided critical collaborations. This model enables the library to be a vital part of the community fabric for these citizens and certainly provides food for thought.
(American Libraries, 36(8), 42-44, September 2005 issue)
This article attempts to answer the question: “How can libraries best serve the new generation of older adults who are eager to volunteer, learn new skills and develop meaningful connections to their communities?” While a typical view of library services to mature adults has been that of large print titles and delivery of reading materials to nursing homes and senior centers, Schull’s concern is to reach the older adults who are not infirm but are active participants in society. The model of Lie Options Libraries, developed in Maricopa County, includes lifelong learning for new or second careers, interest educations, intergenerational programming, leadership and service opportunities and life planning information. Partnerships with other agencies and community groups have provided critical collaborations. This model enables the library to be a vital part of the community fabric for these citizens and certainly provides food for thought.
Wednesday, November 18, 2009
30 Things We Know For Sure About Adult Learners
30 Things We Know For Sure About Adult Learners
When Ron and Susan Zemke first presented the 30 Things We Know For Sure About Adult Learners in Innovations Abstracts in 1984, their work became the de facto standard for defining what we know about adult learners and their motivation and designing curriculum or classes to meet their needs. The applications for library services whether book clubs, information resources, computer and Internet instruction or databases can help determine success for the programs and for defining the needs of these users. Adult learners, according to the Zemkes, want to learn with their peers, be able to be self-directed and desire problem oriented solutions. They want to learn because they need information and they want to be able to apply it. They want self-directed studies with guides to facilitate their learning.
They don’t like to take risks, be embarrassed or feel intimidated by information with which they are not familiar, but are willing to take the time to learn skills and techniques.
This means, when we design library programs for adult or lifelong learners, we need to keep these preferences in mind and make them programs that fit this particular audience rather than programs we like or can manage. I would desperately like to begin computer use training for seniors in my library, but it would be better to have the whole plan set before starting something that cannot be done well. It means being sure that instructors are on the same page and can use the 30 things to inform their teaching.
When Ron and Susan Zemke first presented the 30 Things We Know For Sure About Adult Learners in Innovations Abstracts in 1984, their work became the de facto standard for defining what we know about adult learners and their motivation and designing curriculum or classes to meet their needs. The applications for library services whether book clubs, information resources, computer and Internet instruction or databases can help determine success for the programs and for defining the needs of these users. Adult learners, according to the Zemkes, want to learn with their peers, be able to be self-directed and desire problem oriented solutions. They want to learn because they need information and they want to be able to apply it. They want self-directed studies with guides to facilitate their learning.
They don’t like to take risks, be embarrassed or feel intimidated by information with which they are not familiar, but are willing to take the time to learn skills and techniques.
This means, when we design library programs for adult or lifelong learners, we need to keep these preferences in mind and make them programs that fit this particular audience rather than programs we like or can manage. I would desperately like to begin computer use training for seniors in my library, but it would be better to have the whole plan set before starting something that cannot be done well. It means being sure that instructors are on the same page and can use the 30 things to inform their teaching.
Monday, November 9, 2009
How to do what should be done?
NCES study- Programs for Adults in Public Library Outlets: This report published by the National Center for Education Statistics in November 2002, presents data on programs for adults in public library outlets. NCES collected data from public library outlets in fall 2000 concerning three general areas of interest for adult programming: adult literacy programs, programs for adult lifelong learning, and Internet access for adult independent use. Programs were defined to mean planned activities for groups or individuals that are offered by libraries to provide information, instruction, or cultural enrichment. This report provides information about the extent to which public library outlets offer adult literacy programs, the types of literacy programs offered (adult basic literacy skills, pre-GED, GED, family literacy, and English as a second language instruction for adults), groups for which literacy programs are specifically offered, and reasons that library outlets do not offer adult literacy programs. Information is also provided about types of adult lifelong learning programs offered by public library outlets including book or film discussion, cultural performances, recreational activities, employment and career guidance, college/continuing education guidance, financial planning/investment information, parenting skills, citizenship preparation, and computer/Internet instruction. The report also presents information about the extent to which public library outlets provide access to the Internet to adults for their independent use, and barriers to providing such access. The results were indicated for public libraries overall and also by the size based on typical library patronage for a week and population size/density- rural or urban. Only 17% offered adult literacy programs, those primarily for ESOL training. Most indicated a lack of staff or resources as the primary impediment with about half also indicating that other area groups were providing that service. The training was more often done in an urban library setting. Lifelong learning programs as defined above were offered by more than half of the libraries with many of these geared primarily towards senior citizens.
We almost all provide some kind of book discussion group, may venture into a knitting or quilting group and provide some cultural performances for our adult patrons. Internet training can be a bit more of a challenge between providing accessible computers and trained instructors and the varying levels of comfort the students may have with technology. It cannot be argued that the digital divide has definitely excluded many of our senior citizens and efforts need to be made to bridge the gap. The challenge is, as is so often the case with rural libraries and the small budgets and spaces we live with, how to squeeze one more thing from the rock…
http://www.nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003010
We almost all provide some kind of book discussion group, may venture into a knitting or quilting group and provide some cultural performances for our adult patrons. Internet training can be a bit more of a challenge between providing accessible computers and trained instructors and the varying levels of comfort the students may have with technology. It cannot be argued that the digital divide has definitely excluded many of our senior citizens and efforts need to be made to bridge the gap. The challenge is, as is so often the case with rural libraries and the small budgets and spaces we live with, how to squeeze one more thing from the rock…
http://www.nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003010
Sunday, September 20, 2009
Grey-Gold in rural communities!
Retirees Benefit Rural Areas
Retirees are moving in droves to the country and they are rapidly assimilating into the social life of their communities. These "in-migrants" are much more likely to participate in service, social and volunteer activities than their long term resident counterparts. While willing to jump in and help, they also expect to receive the same services from their local library that they had in the urban areas they left. Rural libraries don't have the resources, space, staffing or expertise to commit, so often the balance has to be reached between the needs and wants of these vital and energetic citizens. A balance must also be found between the needs of the long-term residents and their view of the library with those of the newcomers.
Retirees are moving in droves to the country and they are rapidly assimilating into the social life of their communities. These "in-migrants" are much more likely to participate in service, social and volunteer activities than their long term resident counterparts. While willing to jump in and help, they also expect to receive the same services from their local library that they had in the urban areas they left. Rural libraries don't have the resources, space, staffing or expertise to commit, so often the balance has to be reached between the needs and wants of these vital and energetic citizens. A balance must also be found between the needs of the long-term residents and their view of the library with those of the newcomers.
Serving Seniors Successfully
In our rural libraries we have active children's programming and services - from summer reading and kids' clubs to preschool story hours. We hire Children's and Young Adult Librarians and reading specialists. But, what are we doing for that other active population segment in our rural libraries: the senior citizens? These are the patrons that are retired or near retirement, are moving into rural areas and want to be involved. They are the generation that did not grow up with computers and are often intimidated by our online catalog. They need assistance with tax forms and medical information hand have special visual and physical requirements. These are the vital citizens who have years of experience and skills to give back to their communities- and the time to do it. What can we, as rural libraries, do to meet their unique needs and incorporate them into the lifeblood of our libraries? What are some of the ways we can better serve our seniors?
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