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A ladder to digital democracy

Dette materiale er lagret i henhold til aftale mellem DBC og udgiveren. www.dbc.dk e-mail: [email protected] No. 3. 2004

Who watches over the libraries?

Lifelong learning, libraries and living a good life

New pedagogic challenges for the university library

A ladder to digital democracy Contents

Who watches over the libraries? 3

Information literacy and the role of public libraries 4

Ask the Library 8

Viewp int Lifelong learning, libraries and living a good life 12

New pedagogic challenges for the university library 14

VIKO: The road to information literacy 18

råd & VINK 20

Runeberg comes to life in drama 22

Internet bus Netti-Nysse 25

A ladder to digital democracy 28

The public libraries and information literacy in a Nordic perspective 31

Nordic Council of Ministers 32

Recent library developments 34

Scandinavian Shortcuts 35

“The concept information literacy is a concept applied in the education sector and it is almost exclusively associated with formal learning. In other words – to put it quite bluntly: The role of instructor in this subject belongs to teachers and not to librarians.”

The above quotation stuck in my mind after a conference I participated in this spring. The conference was arranged for a number of libraries all of which are engaged in development projects on the library’s role as a place of learning in terms of information literacy.

Are the libraries mistaken then in potentially assuming a new professional role as instructor in this particular competency? The libraries in question are mostly attached to educational institutions, but they also include quite a few public libraries. The public library is the classic open institution which anyone, who is not currently part of an established educational programme, can visit in order to seek information and ‘educate’ themselves on a permanent basis. As I see it, the conference confirmed that in taking on this task the libraries can fly the flag of public spiritedness, as support for and in cooperation with the formal education system – not least in those areas which the system does not quite encompass.

We have chosen information literacy as the theme for this issue and present a number of articles that examine the concept and the task, theoretically and with examples from ’real life’.

Jonna Holmgaard Larsen Editor-in-chief [email protected] Who watches over the libraries? Birgitta Modigh

Any examination of library services will ally and politically much more forceful activities) vanish. It is interesting there- most likely receive keen attention from the area - education and the other deals fore that the Committee on Public library sector. Sweden can at the moment with a weaker area, namely cultural af- Sector Responsibilities has submitted boast two government papers on the sub- fairs. However, it is also a matter of its first instalment of a report analysing ject, the first of which is entitled KB – ett structure; whereas the direct responsi- structure and responsibility between nav i kunskapssamhälle (KB - a hub of the bility for the public libraries lies with state, county councils and municipaliti- knowledge society). It is an overview of the the municipalities, the State assumes es – a matter which to a considerable National Library’s organisation and assign- full responsibility for libraries connec- degree concerns the public library sec- ments, but also takes an expansive view ted to universities and institutions of tor. The point of departure for the on matters other than those related to the higher education. committee in its assignment is that the Royal Library (The Royal Library in Stock- tax payers are active and conscious of holm is the national library of Sweden. There is every reason to consider orga- their responsibilities, but also place in- Kungl. biblioteket is its official name, but it nisation and structure with regard to creasing demands on the welfare sy- is generally known in its abbreviated form, Swedish public libraries. The Library stem. The main question is, who is to KB). The second paper (On library activiti- Act was passed by the Swedish Parlia- pay and who is to assume responsibili- es) was commissioned by the Ministry of ment in 1996 and took effect January ty for the Swedish welfare society. The Culture to examine the need for a revised 1, 1997, following a heated debate and committee outlines two models: One and possibly a more stringent library legis- with the threat of fees for library loans places the direct responsibility for the lation. and contracted libraries hovering over public sector with the State; the other the proceedings. The threat of fees was model involves increased independence Two simultaneous reports presented by averted, but contracted libraries are on behalf of the municipalities. Consi- two separate departments, Department still a reality in certain municipalities. dered in such a perspective the library of Culture and Department of Educati- After a decade of relative calm, libraries issues appear somewhat marginal, but on - each offering different messages, are once more under attack with bran- for the libraries it is a question of sur- makes for an interesting situation and ches being shut down, acquisitions de- vival to be seen as part of the heavy po- is a challenge to the politicians of this creasing and staff being handed their litical areas of concern such as health, country to take a stand. The KB-report notices. The Library Act, which is only a care and education, yet contributing to recommends that the national library framework act, cannot prevent this, it creativity, quality of life and a living assume full responsibility for develop- merely serves to regulate certain lead- democracy. mental and collaborative issues on the ing principles applicable to the general dissemination of information to all library sector, such as free book loans, Who watches over the libraries in times publicly funded libraries, whilst the securing networking ventures between of cutbacks? Who informs the decisi- Ministry of Culture report emphasises different libraries, but failing to regula- on-making politicians that libraries are coordination and joint planning at all te details. The Act stipulates that each important with regard to children’s levels. The funding required to achieve municipality shall have a public library reading habits, immigrants and refuge- the aims set out by the KB-report “to promote interest in reading and lies, free information and lifelong learn- would be extensive, and options as to terature, information, instruction and ing? There is every reason to change financing are somewhat lacking, education together with other cultural the image of the library, to safeguard whereas the measures put forward in activities in general…” but there is no the newly awakened interest in the the other report are not expected to indication as to how such activities library and to discuss the library’s po- cost anything. The reasons why two re- should be administered. tential for growth and development. ports on the same subject come to such different conclusions are in part due to There is a strong desire generally in the Birgitta Modigh, head of department the different characteristics of each as- library world to see the Library Act Swedish National Council for Cultural Affairs [email protected] signment, though this is not the whole tightened up, whilst a large number of reason. It is also due to the fact that politicians would rather see the Act Translated by Jonathan Pearman one of the reports deals with a financi- (and other acts regulating municipal

SPLQ:3 2004 3 Information literacy and the role of public libraries

‘Informationskompetence’, – the Danish view almost all library activities, tradi- dent concept, where the individual’s term for information literacy was introdu- tional or virtual as hosted under the situation and purpose play an impor- ced in Denmark in 1998 by American-born information literacy umbrella; user tant role. The definitions may serve as Elisabeth Arkin, former Head of Library education, library orientation, user-li- an inspiration for discussions among Services at Aalborg University Library, at a brarian negotiation, digital services etc. librarians and other stakeholders on conference on the marketing and evaluati- now seem to form a part of an all-in- how to define information literacy in on of library services. clusive concept of information literacy. their particular context. Development of competencies was a buzz- On the other hand, many librarians word in those days, and the term was im- perceive teaching information literacy In her book Seven faces of information mediately accepted by the library world as in a narrow sense as synonymous with literacy (1997) Christine Bruce identifi- an appropriate term that covered a broad teaching information searching skills. es seven categories of IL as experienced concept of user education and library in- Perhaps the concept is being trivialised by Australian educators in two univer- struction emphasising student learning and watered down by these uses of the sities: and the pedagogical role of the librarian. term? 1. Information technology conception It is important, however, that librarians - using information technology for Although the term has been used in the reach a common understanding of the information retrieval and communi- library discourse for a number of years, concept when speaking to each other, cation it is an open question if we speak of and when discussing information lite- 2. Information sources conception the same phenomenon. Discourse ana- racy with other stakeholders such as - finding information lysis reveals that ‘informationskompe- teachers, IT-staff and school leaders. 3. Information process conception tence’ is a ‘floating signifier,’ a term It might be useful to take a look at the - executing a process open to interpretation, and one that various attempts to define and describe 4. Information control conception means different things to different information literacy in order to reach - controlling information people (Eld, 2001). common ground. It must be emphasi- 5. Knowledge construction conception Recently, there has been a tendency sed, though, that information literacy - building up a personal knowledge especially in the public library sector to should be viewed as a context-depen- base in a new area of interest

4 SPLQ:3 2004 User instruction in public library. (Archive photo)

Annette Skov

...information literacy includes the full range of experience, and students need to be enabled to experience information literacy in these ways...

6. Knowledge extension conception Zealand information literacy framework dards, which underpin information li- - working with knowledge and per- (2004). The Framework provides the teracy acquisition, understanding and sonal perspectives adopted in such a principles, standards and practice that application by an individual. These way that novel insights are gained can support information literacy edu- standards identify that the information 7. Wisdom conception - using infor- cation in all educational sectors. literate person mation wisely for the benefit of It is based on four overarching princi- • recognises the need for information others. ples: and determines the nature and extent of the information needed As a phenomenon, information literacy These are, that information literate • finds needed information effectively includes the full range of experience, people and efficiently and students need to be enabled to ex- • engage in independent learning • critically evaluates information and perience information literacy in these through constructing new meaning, the information seeking process ways. They also need to reflect on the understanding and knowledge • manages information collected or variations in experience which they en- • derive satisfaction and personal generated counter and understand which forms fulfilment from using information • applies prior and new information of information literacy are relevant to wisely to construct new concepts or create different situations. • individually and collectively search new understandings Learning to be information literate for and use information for decisi- • uses information with understand- could be seen as coming to experience on-making and problem-solving in ing and acknowledges cultural, using information in these ways, to order to address personal, professio- ethical, economic, legal, and social expand various repertoires of relating nal and societal issues issues surrounding the use of infor- to information, and to become con- • demonstrate social responsibility mation. scious that information underpins wise through a commitment to lifelong decision-making. learning and community participa- The standards are supplied with learn- tion. ing outcomes and examples that con- The most recent national standard or sist of the characteristics, attributes, framework is The Australian and New The principles frame six core stan- processes, knowledge, skills, attitudes,

SPLQ:3 2004 5 As it is, too much energy and time are being used in institutions of higher education teaching students skills and attitudes

beliefs and aspirations associated with on. It is in the educational system, ness to impart these competencies to the information literate person. They from kindergarten and onwards that students, and the responsibility lies consist of a mixed bag of lower order the foundation for information literacy with the teachers being the main stake- thinking skills and higher order think- and lifelong learning should be laid. As holders in student learning. ing skills, ranging from using Boolean it is, too much energy and time are be- operators to comparing and integrating ing used in institutions of higher edu- From this viewpoint, the most perti- new understandings with prior know- cation teaching students skills and atti- nent role of the public library is a sup- ledge to determine the value added, tudes they should have learned at an porting one. If the concept of informa- contradictions, or other unique charac- earlier stage. There is plenty of research tion literacy is taken to its fullest ex- teristics of the information. evidence that the information seeking tent, the challenge of the public library behaviour of school children is lacking is to get involved in the knowledge In USA, the American Association of in many respects (Limberg et al., 2002; construction process of school children School Libraries has formulated The Kryger & Høgh Mogensen, 2004). They in collaboration with schoolteachers nine information literacy standards for regard the information seeking process and school librarians. In Denmark, a student learning (AASL, 2003) focusing as an information gathering task look- number of public libraries have ventu- on efficient and effective access to in- ing for the ‘right’ answer in a single red upon joint projects with the formal formation, critical and competent eva- source, they cut and paste, they have education system; in Tranbjerg near luation of information, accurate and difficulties in extracting meaning from Århus (project: ‘På samme hammel’/ creative use of information, indepen- texts, they can’t formulate research ‘Pulling together’), the library and the dent learning and social responsibility. questions, they don’t evaluate the qua- local school have developed a shared lity of the information found, they and common set of values regarding It is important to note that these defi- can’t navigate in longer texts, they have learning processes and project work. nitions and descriptions of informati- difficulties in finding proper search The tangible result of the cooperation on literacy, and the attributes of an in- terms, and they display a minimalist is a guide to project work, targeting formation literate person emphasise behaviour: thinking is not work, it’s students in lower secondary education the use of information: critical think- just waste of time. (9th grade), and moreover, all teachers ing, reflection, analysis, interpretation, have been offered a course in informa- synthesis, integration of new informa- These findings illustrate that reality is tion searching. The more intangible re- tion with previous knowledge, i.e. they very far from the ideal picture of the sults are an increased knowledge of perceive the information seeking pro- information literate student. Some li- how the library can support new teach- cess as an integral part of the learning brarians fall into the fallacy that once ing methods and assist students in process, in which the individual enga- information has been gathered, the rest their learning process, and a shared un- ges in a constructive process of finding of the assignment almost writes itself; derstanding of the concept of informa- meaning. In essence, the information it is not so. Retrieving useful informati- tion literacy (Århus, 2002). literate person is a person who has on is a prerequisite for informed reaso- learned how to learn. ning, it is not mission completed. ‘The reflective learning environment’ is Teaching students to become informa- a joint venture between Otterup public This emphasis on the use of informati- tion literate is not done solely by teach- library and Nordfyns Gymnasium (ge- on and information seeking as integral ing information searching, it requires a neral upper secondary level). The aim with the learning process makes it clear painstaking effort to teach critical thin- of the project is to create a reflective why the majority of literature written king, formulation of research questi- learning environment in order to on information literacy deal with the ons, analysis and evaluation of infor- strengthen students’ study competen- concept in relation to formal educati- mation. It is formal education’s busi- cies, and to integrate the public library

6 SPLQ:3 2004 they should have learned at an earlier stage Student searching the internet (Archive photo)

in the day-to-day teaching. A public their parents focusing on children’s access and actively support the con- librarian works 27 hours a week in the use of the internet. struction of knowledge of its target school, planning modules of project Cooperation is not easy; it requires groups. An increased awareness of the work with teachers, taking part in mutual respect for the involved parties’ ‘zone of intervention’: the point at classroom activities, teaching informa- professional competencies, understan- which an information seeker can pro- tion searching to both students and ding of different cultures and conditi- ceed more effectively with assistance staff, and developing a gateway to elec- ons, a shared vision, and an open than without, and guiding not simply tronic resources including tools to as- mind; however, if the public library on the sources, but also acting as coun- sist the research process such as mind- wishes to pursue a significant role in sellor on the overall information seek- mapping techniques. The project em- laying the foundation for information ing process, through a continuing in- phasises the reflective element: students literacy and lifelong learning, this is a teraction with the user is one useful are encouraged to reflect on their own most fruitful route to follow. approach to follow (Kuhlthau, 2004). learning and their information seeking Many people wishing to pursue adult behaviour, and the teachers and the li- The ANZIIL Framework emphasises learning lack study competencies; of- brarian reflect together on the best that the information literate person de- fering courses on personal knowledge ways to enhance the learning experien- monstrate social responsibility through management skills, i.e. mind- and ce. The public library provides access a commitment to lifelong learning and knowledge mapping techniques, and to a large number of databases, and a community participation. To support information organising and filing skills shared IT platform between the library these objectives, the public library has besides information searching may be and the gymnasium has been develop- an important role to play in creating a another path to tread. ed (Refleksive, 2004) learning environment for adult learn- Other joint projects between the public ing in all its forms, formal as well as in- The public library is one type of library library and the primary and secondary formal; this environment may take the in a continuum of libraries concerned educational system are in the pipeline. shape of learning centre facilities, sup- with information literacy and lifelong At Herning County Library a project port by study librarians and career ad- learning. It has a major part to play, if targeting 9 to 16 year-old students is visors, access to study materials, and it decides not only to provide ready- being developed; the aim of the project courses provided in cooperation with made answers and access to resources, is to start from the students’ own inte- other stakeholders in adult learning. but takes on an educational role being rests and cultural experiences with the However, providing physical access to actively involved in the knowledge con- internet and experiment with new resources with the latest in IT, and a struction processes of its target groups forms of dissemination of knowledge technician to keep it all working is not in collaboration with other stakehol- about the Net in order to develop the the most adequate approach to boost- ders. students’ information competence. In ing adult learning. A room stuffed with cooperation with local schools, a num- computers is not an arena for learning ber of activities are being planned such per se; just as writing skills are not en- as thematic courses in searching and hanced by using new ballpoint pens, evaluating internet resources in relati- providing access to computers and e- on to both leisure interests and project learning programmes does not auto- work, an internet driving license for matically lead to learning and informa- students in their 5th and 7th grade, tion literacy. Annette Skov, associate professor feature days of downloading music, Royal School of Library and Information Science computer games etc, and class arrange- The challenge for the public library is [email protected] ments in the library for students and to consider how to provide intellectual

SPLQ:3 2004 7 Ask the Library Information literacy among

Living in the information age means ding reads: ‘Fråga biblioteket’, is a Swe- having constant access to considerable dish digital reference service. It accepts amounts of information. However, all kinds of questions between heaven access to information is not to be and earth. A growing network of libra- equated with intellect and knowledge. rians among the public libraries of Quantity is not quality. To evaluate in- Åland and Sweden answer queries via formation in a qualitative manner chat sites and e-mail. Ask the Library requires competence. Librarians are a can therefore be said to be the Swedish professional category endowed with public libraries’ joint information this particular competence. Therefore, counter in cyberspace. many use the libraries to satisfy their information needs and to receive gui- During this coming autumn, Ask the dance. Nevertheless, while the need for Library will initiate a collaborative pro- guidance through the information ject with the Swedish university librari- jungle is greater than ever before, libra- es’ reference service, ‘Librarian On rians are receiving less and less referen- Call’, or its Swedish heading: ‘Jourha- ce queries. How come? One answer vande bibliotekarie’. Its purpose is to among many is that more believe that bridge services, and in the long run all information these days, whatever it create a national digital reference servi- may be, can be found on the internet. ce. One of Ask the Library’s main tasks is In other words, the internet appears to to create accessibility and guidance. be satisfying people’s need for informa- Through this digital reference service tion outside the library sphere, yet they the library reaches out to those who by might still be in need of instruction. their own accord fail to visit the actual This is where the virtual library can library and can offer instruction on perform a valuable task. By allowing options that might not always be appa- the user access to licensed databases rent to the user. and recommending free but hard to find electronic resources – the library Society’s educational structure has can unlock the hidden web. Conse- changed. New pedagogic methods en- quently, alternatives can be offered to courage independent studies and pro- the unspecified, and the often so hard blem-based teaching. Demands are to interpret, web contents, retrieved by thereby placed on the student’s ability the search tool. to search, evaluate in a critical manner, to structure and utilise the information ‘Ask the Library’ or as its Swedish hea- in a creative way. To maintain know-

8 SPLQ:3 2004 Nina Ström

users and librarians is promoted by digital reference services

ledge of new findings and current research in working life requires a degree of information literacy. Lifelong learning implies that we are all to an extent students throughout life. Research has shown that about 50% of the public libraries’ visitors are there to pursue studies. Ask the Library’s chat forum has in excess of 80% queries that are related to studies. This brings forth a pedagogic challenge for the librarian, but also the prospect of marketing the library and in the process encourage users to further information searches or a visit to the library. Ask the Library visualises the library’s virtual reference counter and students discover that the library can actually improve upon the results displayed by Google.

Making the library’s electronic resources visible and offering guidance in how to execute searches is a major aspect in reducing the information chasm apparent in society today. To offer everyone the same possibilities to user instruction is likely to succeed if can be attained, and if it was worth the obtain knowledge and learning, and the ‘pedagogic moment’ can be captu- trouble using the information counter thereby diminish ‘the second digital red as the student poses a question. or its digital counterpart. chasm’, is a democratic issue. The signi- This is where Ask the Library and the ficance of a library as a place of learn- information counter has the pedagogic Linda Ward Callaghani divides the re- ing, both on its physical premise and at advantage over the user-instructional ference process into five sections: a distance is increasing, and with that sessions taught to groups. The exchan- “1) the patron’s expression of what in- also the library’s pedagogic role. ge of the reference query is initiated by formation is needed, 2) the reference Two of the factors which have made a the user and is known as the ‘moment interview to clarify the request, 3) the positive contribution to information of truth’. This is where the user decides librarian’s interpretation of the patron’s retrieval and learning, are interest and whether the library is an institution of information needs, 4) the materials motivation. This is where the library’s competence where qualified assistance available in the library’s collection, and

SPLQ:3 2004 9 5) the librarian’s ability to identify, course, important in becoming an in- der of the bibliographic paradigm to locate, and suggest various materials dependent information retriever, but that of the user’s sense of insecurity either in the collection or from other one’s attitude towards information is of and confusion. The problem is not sources.” All sections are dependent equal importance. To retrieve informa- merely that the user’s concept formati- upon a functioning and efficient com- tion in order to learn requires time and on fails to adhere to the system, but munication. The user occupies the cen- reflection. This is an intellectual pro- also that mankind’s information needs trepoint. cess, not something merely requiring are in a state of perpetual change as the mechanical tapping of a keyboard. long as the information retrieval pro- A hitch in all this is that the student Carol Kuhlthau (Seeking meaning) cess and constructional process is views information retrieval as a quest speaks of man as a creature of learning ongoing. The user’s information need for the one and only answer, or even and writes about learning as “a process is not static; it is constantly being revi- worse, the completed essay. This could of construction which is an active, con- sed and reformulated during the search involve a conflict between the user’s fusing complex process of making sen- process. The librarian has to realise this desire and the librarian’s policy to offer se of new experiences”. Mankind at- and adapt to the user’s perspective to instructional guidance in order to in- tempting to grasp its world. One seeks create an improved and more efficient crease the user’s ability to retrieve in- meaning. For everything new one way of coaching. formation. learns, one’s view of the world is disar- ranged. The experience is staggering, The virtual reference services make vi- Information literacy is a blessed child which in its initial phase is marked by sible the myriad of winding search with many names (spanning ‘library insecurity, doubt, frustration and fear paths. Using cobrowsing, the librarian knowledge to information education’) of the new. Kulthau treats these feelings can visualise the way from a distance. and there is no bridging definition of in a serious manner. To merely see to The user sees the same page on his the concept. Is it about the practical the cognitive aspect of the information screen as the librarian. The advantage attainment of search tools or is it about process, to view it as an intellectual of the digital reference service is that creative solutions? There are a number process is not enough. Aside from ‘the the conversation is automatically saved, of factors affecting the search process, cognitive’ (thought) and ‘the physical’ easing future evaluations of the com- and basically there are different ap- (action), Kulthau emphasises ‘the af- municative aspects, the answers sup- proaches to knowledge and these have fective’ (feelings) in the information plied and to comply with further infor- a bearing on how we relate to informa- retrieval process. mation when the need arises. Users can tion. If information is viewed as a also save the chat sessions, enabling research for meaning and intellect, as op- Kulthau sees the theory of learning as turn visits to elaborate the original posed to an object or as a sealed and ‘a process of construction’, which can query and for further assistance in the delivered parcel of knowledge, one be used to better prepare the user for learning process. soon realises that information retrieval the learning process taking place as is a complex and meaningful process. seen from without the information at It stands to reason that the virtual Knowledge about the sources, search the library. She speaks of ‘the uncer- milieu can be made even easier to navi- paths, Boolean operators etc. are, of tainty principle’ and positions the or- gate and understand. User-friendly ma-

10 SPLQ:3 2004 ...Google is faster at finding 235,786 hits, but Google does not offer a pedagogic guidance and that virtual human touch

nuals can be provided to alleviate the Information literacy can be viewed as a ever benefit, as will the user and the li- users’ search for information on their fully learned skill, or as contextually brarian. Lifelong learning must surely own. But, improved systems and user bound and dependent upon the subject also apply to librarians. Every user of- manuals and more intelligent search being searched, in what situation and fers the librarian yet another opportu- engines do not make up for the need of to what purpose, and thereby never be- nity to further the learning process! a librarian with pedagogic skills. coming fully competent (or as unlikely Google cannot judge whether a user is as becoming fully learned). The diffe- knowledgeable about information re- rent points of view on the subject have trieval or merely an insecure beginner, bearing when related to library users. A or at which level the instruction need point of view on the be. search process can be crucial as to how knowledge is acquired and how it is The librarian’s competence is too little taught to users. noticed by far. Ask the Library makes If one believes that everything must be available the electronic resources and under complete control in order to call the competence of the librarians. To oneself competent in information re- suggest that Ask the Library is a Google trieval, the librarian will invariably with delay, is to assume the attitude choose tested and tried ways, delivering that information retrieval is a hunt for ready-made answers. Consequently the ready-made answers. It is true – message emanating is that the search Google is faster at finding 235,786 hits, process is a smooth one leading all the but Google does not offer a pedagogic way to where X marks the spot – no guidance and that virtual human wonder the user feels incompetent and touch, which can be decisive for an frustrated when he or she perform advantageous learning process. their own searches and reach a dead- end. This is where they swallow their Despite good intentions, one does not pride and consult the expert! always succeed. Lack of time is usual given as the main reason as to why one If one dares to venture out with the prefers to supply ready-made answers user on a slippery path, one not only rather than show the way to the infor- shows that one’s learning is still an Nina Ström Project leader Fråga biblioteket mation; or that one actually supplies ongoing process (librarian and all!), Administrator NORDINFOlit what the user needs as an outbreak of but also that an exaggerated respect for [email protected] service-mindedness. Another contribu- databases is not healthy and that it is ting factor can be insecurity regarding not a failure if a query misfires or hit Translated by Jonathan Pearman one’s own sense of competence in in- results are fewer than expected. The in- Portrait by Åke Nygren Illustrations by Gunnar Appehl formation retrieval. formation retrieval process will how-

SPLQ:3 2004 11 Lifelong learning, libraries and living a

Päivi Jokitalo In a speech at a seminar organised by At the same seminar Hilkka Orava said Päivi Jokitalo has been administrative officer the Ministry of Health in Finland last “that people are being classified accor- with the State Provincial Office of Western Fin- year, the legendary Hilkka Orava, the ding to age even when there are no newly retired library director of Salo grounds for that. At least, from the land in Åbo since 2000. From 1996-2000 she City Library, stated that “the goal of the library’s point of view the middle-aged developed the nation-wide libraries.fi networking public library is to help its users to live or the elderly are not a specific target services in Helsinki, and four years prior to this a good life, or at least as good a life as group who need their own special ser- she worked as a librarian in Joensuu, at the possible.” She went on to say that “this vices. Ageing can bring with itself county library for Pohjois-Karjala. The libraries in definition covers all the goals of library physical constraints which affect one’s Joensuu, Nokia and Äänekoske provided an in- service: searching information for use of the library. But other than that, learning, work and other spheres of the aged are like the young, individuals teresting background for her present job. They life, hobbies, cultural experiences and with their individual needs.” Some in- were libraries of different sizes and in different recreation. The player, the subject, at formation needs lead to the library, locations in the country and the work in the the library is always the individual and while others may not. A case in point various departments (adult and children’s de- his or her needs.” Her definition comes are a couple who at 65 and 69 would partments, music library, accession and cata- close to lifelong learning – or the Nor- probably be branded ‘aged’. loguing departments) revealed the great diversi- dic concept of ‘folkbildning’, educating and cultivating the people, which is not The 65-year-old wife has visited her lo- ty of library services. Her expertise and sound easily translated into English. It stems cal library at least once a week ever sin- knowledge of networking services in Finnish from the 19th century and even today, ce she was a child. Libraries have chan- libraries have taken her abroad frequently as a the term is often used when referring ged, their range of services has become lecturer both in Europe and as far away as to the popular non-formal and volun- wider, but for her, the most important Shanghai and Guadalajara. tary educational systems in the Nordic service is still borrowing books. countries: adult education institutes, folk high schools, study circles and Serendipity has always helped her find public libraries. books she didn’t know existed – or books she never knew she wanted to It is no coincidence that the Finnish find – but just as often, she looks for a Library Journal was first published by specific book or author or something the Library and Adult Education As- on an interesting topic. Searching for sociations who both saw it as the basic books at her familiar local library is task of the public libraries to inform, easy for her, as was the use of the card to civilise, to cultivate, and to help the catalogue. Since the catalogue cards citizens in their personal growth. The disappeared, she’s rather tended to ask modern electronic network is one of the helpful staff. She reads detective the tools for cultivating one’s mind, stories, the latest fiction, books on rela- and information literacy can be seen as tivity theory as well as travel stories. one of the basic skills in achieving a When her mother died, she found ‘civilised people’. comforting books on the subject from

12 SPLQ:3 2004 Viewp int

Païvi Jokitalo Information literacy can be seen as one of the basic good life skills in achieving a ‘civilised people’

the library. On the other hand, she of- bring back books for him, too. Now he ten looks for background information also visits the library every week, al- on topical world events. And she is cer- though he also uses the internet servi- tainly not the only working class wo- ces. In addition to fiction, he now bor- man without much formal education rows music, CD-ROMs, language cour- to have looked for and found not only ses and literature on ICT. access to information but also tools for personal growth and self-development, The real-life couple, who are my pa- recreation and leisure at her local libra- rents, have definitely not seen them- ry, tools for living a good life. selves as model examples of lifelong learning or informal adult education. The 69-year-old husband faced a new They have simply used the library ac- information need when he bought his cording to their own individual infor- first PC, scanner, colour printer and in- mation and cultural needs which have ternet connection a year ago. The need varied at different stages of their lives. to understand the workings of the While my mother wants to speak and newly purchased equipment led him to interact with the staff, my father likes the local library. For a year, he bor- to search on the internet first. As long rowed and read books on ICT and as the different needs of users are cate- boldly ploughed his way through new red for, the ideal of ‘cultivating and ci- applications. Today he surfs on the in- vilising the people’ and the philosophy ternet, downloads freeware games (for of lifelong learning will live on. his wife), sends e-mail with attach- ments, makes his own compilation CDs, prints out photographs and pays his bills on the net.

The services and collection of his local library have backed up his informal and independent studies and the development of his information literacy skills. The internet services of the library offer an additional way of using the library which suits him: making reser- vations, searching information, renew- ing loans. Päivi Jokitalo [email protected] Before his computer hobby, his wife would regularly visit the library and Translated by Turun Täyskäännös OY

SPLQ:3 2004 13 Information literacy: New pedagogic challenges Information literacy in Norway for the university library

In 2003 The Norwegian Archive, Library and Museum Authority granted financial support to two separate projects both Introduction New pedagogic challenges aiming to develop internet-based courses This article is an account of why and The national Quality Reform program- in information literacy: The VIKO-project how the Bergen University Library me in education has created new con- ‘The Road to Information Literacy’ is being (UBB) is taking measures to improve ditions for professional and pedagogic carried out at the Norwegian University of information literacy among students. activities in higher education in Nor- Science and Technology (NTNU) in Trond- Information literacy goes far beyond way and the special libraries are work- heim, while the project ‘Råd og VINK (Hints the ability to use a library, its reference ing to adjust their services to the new and Advice) is based on co-operation be- books, catalogues and databases. It re- situation. Quality Reform places an tween the libraries and colleges of higher presents a fundamental aid towards emphasis on problem-based learning education in the county of Telemark and self-help and the building of a basis for and invites the development of work- the Stord/Haugesund region in the west of lifelong learning in today’s information ing methods aimed at activating stu- Norway. society. The American Association of dents. Evaluation of academic progress College and Research Libraries (2003) is based on the accomplishment of A presentation of these projects follows defines an information-literate person written tasks throughout the whole pe- and reference will also be made to a third as one who can: riod of study. Students will be expected programme, ‘Education towards informati- to assume greater responsibility for the on literacy’, which is being carried out by • Define and formulate the amount of selection and completion of project the University of Bergen Library and which, information required work. At the same time they must similarly to the ‘Hints and Advice’ initiative, • Efficiently seek and retrieve the come to terms with an ever-increasing is inspired by the Danish project SWIM at information required supply of information and rapid tech- the University of Aalborg. • Critically evaluate the information nological development. For example, and its sources UBB is making available more and The experience gained from these pro- • Integrate selected information into more printed and electronic sources of jects and the problems dealt with will form his or her own knowledge base information, including electronic a basis for further efforts and new opportu- • Use the information effectively to books and periodicals. A wealth of in- nities, such as closer co-operation with the achieve the desired purpose formation, however, is not the same as various professional environments at uni- • Understand the economic, juridical real knowledge. It is therefore essential versities and colleges of higher education. and social aspects of accessing and for students to acquire the skills neces- The Norwegian Archive, Library and Muse- making use of such information and sary in order not only to search for um Authority also recognises the need for do so in an ethically and legally sources of information but also to further efforts to widen experience in the correct manner. evaluate, select and use them. field of information literacy. In the following we shall first describe Undergraduate students have not been the background to these new challenges a significant target group for the learn- Translated by Eric Deverill and our ideas for user education at ing facilities offered by the majority of UBB. We shall then present the course faculty libraries in Bergen. Traditional in information literacy developed by work methods and assessment proce- the library. dures meant that these students felt

14 SPLQ:3 2004 The participants in the project on user education at UBB little need to make use of libraries. The tends to tackle the new pedagogic chal- the process of learning is contextuali- Quality Reform initiative, however, has lenges presented by the Quality Reform sed. The development of information significantly changed the picture and programme, particularly with regard to skills is linked to situations where the the University Library is therefore de- one particular user group – undergra- student directly experiences their value. veloping a user-education programme duate students. Students acquire information literacy that will also meet the information at the same time as they work with requirements of undergraduates. In The student in focus academic material, while library cour- line with many other special libraries From a pedagogic point of view a ses are linked to those already existing throughout the world, UBB aims to be- change is taking place at UBB in line in the various academic curricula. The come a learning centre and a central with other institutions throughout the library’s user improvement activities pedagogic resource for the university world; a change from a formal teaching focus on the students and their infor- courses of study. In a learning environ- model to a situated learning model. mation needs rather than on library re- ment of this nature the librarian be- Courses of study at UBB have traditio- sources. This model presents a challen- comes both a navigator of information nally been based on a formal teaching ge, since it is conditional upon closer and a pedagogic adviser. The aim is for model offering independent courses on co-operation between the library and students to regard the library as a life information retrieval and library re- the academic milieu and demands a jacket as they struggle to stay afloat in a sources. The learning of information combination of traditional librarian sea of information. skills has been regarded as unconnec- roles with new pedagogic skills. ted with the academic content of the The faculty libraries in Bergen arrange chosen course of study and has there- Developing a course in information literacy for the physical components required fore been the responsibility of the li- In order to meet the challenges descri- to run a learning centre, such as vari- brary alone. Students simply acquire bed above UBB has since September ous types of study places and teaching skills they can put into practice when 2003 been working on a project entit- areas, but even more important to the later required. led ‘A teaching programme for infor- project is the need to develop a peda- mation literacy’. The objective has been gogic plan. The rest of this article will The change now taking place is a move to develop a net-based and module-ba- describe how the University Library in- towards a situated learning model where sed course in information literacy

SPLQ:3 2004 15 aimed in the first place at undergradu- The course consists of seven modules Table 1 shows how the SWIM modules ate students. The course is to be used (upper half of the page) and a guide to link together project work, information as the starting point in the library’s resources (lower half). The first five retrieval and the student’s emotional user-education programme, in other modules (from left to right) are a factors while working. The aim is that words – ‘face-to-face’ teaching. The translated and modified version of students should be made aware of course also constitutes an e-resource SWIM, the course in information lite- themselves through these links and by for the individual student and can be racy developed by Aalborg University combining this awareness with their particularly relevant in connection Library in Denmark. SWIM was cho- own personal experience be better able with distance learning. Modules make sen mainly because of its solid, peda- to identify their own information it possible to offer teaching packages gogic infrastructure, which is well needs and thus influence their search specially adapted to the particular area suited to problem-based learning. and retrieval behaviour. of study concerned. SWIM is based on Carol Kuhlthaus’ Each module in SWIM has the circum- (1993) model of the information-re- stances of the student as its starting The present version of the course ap- trieval process. It takes the position of point in the process (‘Your situation’) pears in diagram 1. UBB’s course in the student as its starting point and and gives him or her advice and the information literacy: Front page. from beginning to end lays stress on means to identify and satisfy the need the problem-solving process. for information (‘Strategy for information retrieval’,‘What is your best move now?’)

Diagram 1. Information retrieval in connection with written work In addition to adapting the SWIM modules, UBB developed two modules of Your its own: Source Evaluation and Quotati- starting point Quotation technique on Technique. By introducing these two modules the library aimed to take into consideration clear signals from the Take Source evaluation a general view academic milieu that students need greater awareness and training with regard to source evaluation, quotation Create Completion technique and, not least, quotation key-words ethics. These are vital elements in in- Detailed retrieval formation literacy, as illustrated by the definitions given in the introduction above.

General guidelines Subject-specific guidelines Finally the course includes guides to Library catalogue BIBSYS Law: Lovdata – survey – demonstration the library resources most in use, both general and study-specific. The idea is Works of reference Medicine/Odontology/Health: PubMed - directions in English and Norwegian that students can refer to this advice as Newspaper articles: Atekst they work through the modules and/or carry out a search. Norwegian articles: NORART Psychology: PsycINFO – Norwegian International articles Further work on this new course inclu- ISI Web of Science, instructions Other subjects and databases under their des the development of a pedagogic in English and Norwegian respective titles programme explaining how the course Several electronic resources modules can be employed in practical Reference Tools teaching situations. In addition the university library will be able to pro- EndNote duce a variety of different courses spe- Reference Manager cially adapted to specific subjects and Tips on how to use the course target groups.

16 SPLQ:3 2004 A successful pedagogic development at Conclusion the university library is conditional This article has dealt with Bergen Uni- upon closer co-operation with the versity Library’s plan of action to tackle academic departments. This requires a the new pedagogic challenges presented separate plan of action aimed at inte- by the introduction of Quality Reform, grating the course – in all its different particularly with reference to the needs versions – into the subjects already of undergraduate students. With this existing in the academic curricula; a new course the university library offers policy strongly recommended by the student users a teaching aid aimed at Middle States Commission on Higher improving their information literacy Education (2003), Philadelphia, USA. during their period of study while at Compulsory subjects such as ‘Academic the same time helping them to create a Writing’ and ‘Examen Philosophicum’ basis for future lifelong learning. This lend themselves well to such integrati- represents an important assignment for on. the library as a learning environment, always assuming that the intentions of the Quality Reform initiative are acted upon by the university faculties.

Table 1. SWIM-modules and the information-seeking process

SWIM-modules MODULE 1 MODULE 2 MODULE 3 MODULE 4 MODULE 5

Phase 1 Phase 2 Phase 3 Phase 4 Phase 5

Written-work Assembling ideas Preliminary search Formulating Closer Completion phases the focus examination Erik Arnesen, higher executive officer Bergen University Library Your situation Start task Provisional Further information Precise Extensive [email protected] Choice of subject approach Categories defined approach information retrieval. Regina K. Lein, academic librarian Information Bergen University Library evaluation. [email protected] Task completed! Susanne Mikki (dr.sci.), senior academic librarian Strategy Use information Obtain general Collate Support focus Bergen University Library for information you already have overview by information. with detailed [email protected] retrieval means of Work on information rapid information key-words retrieval. Therese Skagen, academic librarian Use of more Bergen University Library concrete [email protected] key-words Anne Sissel V. Tonning, faculty librarian Your best Practical details and General search Prepare Search in Bergen University Library next move? formulation of on internet search various method of approach and in databases. [email protected] reference books Examine specific literature Maria-Carme Torras (dr.phil.), senior academic librarian Reaction From uncertainty Confusion, Clarity You know Relief Bergen University Library, Emotion to optimism frustration where you [email protected] and doubt are going All authors were involved in the project Adapted from the University of Aalborg Library (2003: 45). A Teaching Programme for information literacy.

Translated by Eric Deverill Photo of authors by Morten Heiselberg

SPLQ:3 2004 17 VIKO:The road to information literacy

Background for the project courses and guidance programmes, ject encouraged us to recommend the Last year the library of the Norwegian both those of the library itself and NTNU library to develop the VIKO University of Science and Technology those of the university. tutorial and bring it into use. (NTNU) in Trondheim started the VIKO Project ‘The road to information Pilot project The project literacy’ (Veien til informasjonskom- During the period January – March The VIKO project was started in May petanse). The purpose of the project is 2003 we carried out a pilot project, 2003 and Version 1 was completed 1st to develop a tutorial, a web-based gui- where we examined several tutorial July 2004. The NTNU library contri- de, which will help students to acquire programmes, some of them very close- butes by making labour available and information literacy. VIKO’s primary ly. We contacted a number of libraries paying salaries. The project group con- target group is new students. All new in Scandinavia and the USA in order to sists of three persons. In addition there students at the NTNU must attend obtain information about their use of are three more to assist with the de- compulsory courses spread over two tutorials, their technical solutions, the velopment and writing of the modules, terms and the examples and tests in costs of designing and maintaining the together with a reference group of four VIKO are designed with this in mind. programme, their experience with the persons from various sections of the use of tutorials in relation to costs and library. The VIKO concept is based on infor- the degree of integration in the librari- mation literacy, focusing on problems es and their mother institutions. The VIKO consists of seven modules. These and solutions rather than providing a answers received with regard to bene- are: Sources of Information, Defining tool to assist in finding one’s way fits and use were very mixed. The most Your Research Topic, Essay writing, Use around the library. It can still, however, positive response came from the uni- of the internet and Source Evaluation. be used as a resource offering practical versity library at the University of Mas- We will make a new version of parts of help. We attach great importance to sachusetts, whose tutorial is called the two practical modules, Finding presenting tasks that are relevant and Merlin. The library had received very Books and Finding Articles; this is due test problems with a pedagogic answer. positive feedback from students who to the fact that we are waiting for a These answers are intended to bring a had used Merlin instead of the normal new version of the library system Bib- student’s knowledge a step further by library introduction for new students. sys before we can produce examples of demonstrating that there can be several They felt that they learned more in this information retrieval and exercises to alternative answers, also why some are way than from a ‘one-shot’ session in be carried out. We have carried out two good and others are bad. The problems the library. This also meant that the li- usability tests in accordance with the are designed to give students the op- brary had more time available for spe- Jakob Nielsen model. The feedback portunity to test for themselves cialist training at a higher level. Parts of with regard to VIKO was overwhelm- whether or not they have understood Merlin are linked to other basic tuto- ingly positive and as a result of this test what they have read and gone through. rials in the library. A conclusion com- we shall be carrying out a number of VIKO is divided into seven modules mon to all the answers we received was alterations in navigation. We have and provides a complete course from that tutorials must be integrated into made a two-minute ‘teaser’ video to start to finish for new students. Indivi- library training and also employed in arouse interest in VIKO. This will be dual modules and parts of these can be teaching at the mother institution. used in our marketing of VIKO during used as a tool box and can be imple- Little use was made of ‘stand-alone’ meetings with students and teachers mented by students in other on-line tutorials. The results of the pilot pro- and also on our web pages. We are also

18 SPLQ:3 2004 Karen Johanne Buset Sigvor Kvale

considering making a video providing will provide useful support in the ...there is a great need to learn how to practical help in finding a particular teaching of foreign-language students. find information, assess it critically book on the shelves. We must also turn our attention to maintenance requirements and the and use it in completing academic The way ahead further operation of VIKO. The techni- assignments The response from students and staff cal status should initially make it pos- confirms that VIKO is useful and that sible to update and modify the con- there is a great need to learn how to tents of VIKO, but we need to clarify find information, assess it critically and the chain of responsibility in order to use it in completing academic assign- ensure that VIKO does not become ments. The challenge is to persuade the out-dated. Responsibility for integrati- target group to make regular use of the on and practical assistance for each in- programme. We would like to see dividual subject and course will rest VIKO as part of the compulsory gene- with the relevant members of library ral courses or as a separate course earn- staff, but VIKO in its role as a basic ing credits. We have a number of stra- tutorial in information literacy requires tegies to reach our aims for the imple- follow-up and modification in step mentation and use of VIKO. We shall with the development of the library’s offer teachers separate modules tailo- electronic services and with any future red to their special subjects and the changes in our practical rules and ar- possibility of implementing parts or all rangements. of VIKO in the university learning platform ‘it’s:learning’. The future challenge for us will be to ensure VIKO’s secure integration into We shall work to have VIKO included both the library’s and the University’s in the training programme for teaching teaching and to maintain and further assistants at NTNU. Since the intro- develop the programme as a live and duction of quality reform, NTNU has dynamic tutorial. made considerable use of teaching assistants to help students with the writing and correcting of their work. We also intend to promote actively the use of Karen Johanne Buset, senior librarian VIKO in the library’s own teaching and NTNU Library, Trondheim instructions to students. [email protected]

In the autumn of 2004 we shall be set- Sigvor Kvale, academic librarian NTNU Library, Trondheim ting up a pilot project for the integrati- [email protected] on of VIKO with ‘it’s:learning’.We shall also be creating an English version of Translated by Eric Deverill VIKO. This is already sought after and Portraits by Geirr Brækstad

SPLQ:3 2004 19 råd & VINK

Web tutorial in information literacy for students

To be information literate, a person must be

The aim of the project ‘råd & VINK’ (‘hints The term ‘information literacy’ can be ‘add on’. It can, therefore, be difficult to and advice’ is to produce a web-based interpreted in many ways. It is often motivate the student to see it as an es- tutorial in information literacy for students used as a synonym for library skills, sential part of studying. Secondly, most in Norway. The project is a collaboration information skills and computer skills. librarians do not have the necessary between the libraries of Telemark Universi- We have chosen to adopt the descripti- teaching skills to motivate the students ty College (HiT) and Stord/Haugesund Uni- on formulated by the American Library to learn new strategies. According to versity College (HSH). The tutorial is ex- Association in 1989: “To be informati- Sharon Markless, librarians “… spend pected to be ready by October 2004 when on literate, a person must be able to re- time helping users to develop the stra- it will be made freely available on the web. cognise when information is needed tegies that they need to exploit resour- The tutorial consists of two main parts. In and have the ability to locate, evaluate, ces and to use information more ef- the first part the student is led through the and use effectively the needed informa- fectively. However, it is not easy for research process: finding a topic, defining tion.” This description forms the basis people to adopt new strategies: such and refining a research question, finding for information literacy standards in changes in behaviour cannot simply be information, evaluating sources and prepa- higher education in USA (ACRL 2000) handed over to users.” ring to write the assignment. The second and Australia (CAUL 2001). part consists of a tool box of information After a literature study in educational literacy skills and links to guides and Teaching methods such as group work, theories, androgogy, web learning and resources. problem-based learning (PBL) and web design, we concluded that we need project work require that the student is to design a web tutorial with the main The libraries of HiT and HSH are wor- competent in the acquisition and use emphasis on the research process king to improve their teaching in libra- of relevant information. However, li- rather than on the technicalities of in- ry and information use to students on braries often experience that students formation searching. It should stimula- campus and to the growing number of are not sufficiently information literate te the student to active participation, distance learning and part-time stu- even though they have attended library problem solving and reflection. We dents. A web tutorial and guide is seen education and information literacy searched for web tutorials in English as an aid in this task. At the time of courses. A study made as part of the and the Scandinavian languages to see planning the project, we were not awa- Godin Project at the University of Ros- if an existing tutorial could be trans- re of any Norwegian language tutorials, kilde in Denmark showed that students lated into Norwegian and adapted to and saw, therefore, the need to create a soon forgot what they had learned at our needs. We found only one tutorial tutorial ourselves. the information literacy course (Clas which we considered to be totally pro- The aim of the project is to create an Poulsen, 2002). This is in accordance cess-orientated, rather than task-orien- interactive web-based tutorial in infor- with our own observations. tated – the Danish tutorial SWIM. mation literacy for students. It should be possible to use the tutorial as a part Why is this so? There seems to be two SWIM looks at information literacy of the library’s face-to-face teaching, main reasons. Firstly, information lite- from the student’s point of view. and also as selfpaced self-instruction. racy teaching or library skills teaching “SWIM is a social simulator based on The tutorial will be module-based and is not usually an integrated part of the interactive video, where the user has to it will be freely available on the web. main course curriculum, but is just an reflect on and make decisions on infor-

20 SPLQ:3 2004 Patricia Anne Idenden Flor

able to recognise when information is needed and have the ability to locate, evaluate, and use effectively the needed information

mation searching strategy in different At the same time, the student should ting the information in regard to con- dilemmas.” (Niels Jørgen Blåbjerg, be able to find specific information on tent, pedagogy and information design. 2003). In addition to the role play, information literacy skills. there are five modules, which go into The aim is to test out the tutorial on the information search process in more The process-orientated part of the student groups in September in order detail. SWIM presents information li- tutorial will consist of a series of situa- to make any necessary adjustments teracy in a very realistic way and is tions consistent with Kuhlthau’s six before the final launch in the middle of extremely student-orientated. However, phases. The situations will be presented October 2004. we found the sequences in the role play in the form of a comic strip showing a to be rather long at times and the feed- group of students who are doing a pro- back confusing. The navigation was ject. After each sequence, the user will also rather rigid in the role play secti- be presented with a choice of actions on. Re-recording and dubbing the Da- and strategies. The user will get imme- nish dialogues in Norwegian would be diate feedback on his/her choice and prohibitively expensive. will be able to click on links to further information if required. SWIM is based on Carol Kuhlthau’s In- formation Search Process (ISP) (Kuhlt- This additional information will also hau 1993). We found this model for in- be available in the form of a tool box formation searching interesting. It pla- which will contain guides in informati- ces more emphasis on the early stages on searching techniques and strategies, of the research process than many search guides to specific databases and other models. It has six phases: task catalogues, evaluation techniques, stu- initiation, topic selection and prefocus dy techniques and writing techniques. formulation, focus formulation, infor- The tool box will function as a referen- mation collection and search closure. ce work, where the user can pick and It also incorporates dimensions such as choose from the tool box according to thoughts, feelings and mood in additi- his or her needs. on to actions and strategies. At the time of writing, the manuscript Comic strips as a guide for the process-orientated part has We decided to base our tutorial on been completed and an illustrator and Kuhlthau’s model and to use SWIM as a web designer are working on the web our inspiration. We saw the need for a presentation. The project co-workers process-orientated tutorial covering the have started on the content and con- Patricia Anne Idenden Flor, head of department complete research process from the struction of the box. Here we are look- Telemark University College, the library e-mail: [email protected] time the student receives the assign- ing at the many existing web tutorials Portrait by Nicolay B. Flor ment to the completion of the paper. in order to find good ways of presen-

SPLQ:3 2004 21 Runeberg

comes to life in drama “Drama goes beyond mere

This year marks the 200th anniversary of for dealing with attitudes and feelings as acting, nor does it require special the birth of J. L. Runeberg. Finns see Rune- and give flight to the imagination. The skills in performing. The Life and berg as playing an important role in their drama exercises provide a creative sti- Works of Runeberg drama narratives in- national identity, especially in Porvoo mulus for the senses, manual skills and clude theoretical subject matter and where he was an influential writer and physical and vocal expression. We illu- tasks, which require information about lecturer for several decades. While living strated the use of non-textbook materi- Runeberg. The information includes there, Runeberg became known as Fin- al as a natural part of learning through in-depth articles about various topics, land’s national poet. As librarian and dra- information-based tasks and theoreti- links to websites, and lists of sources. ma pedagogic responsible for cooperation cal subjects of the drama narratives. Instructions, subject matter, lists of with schools, Runeberg’s works gave Raija This is certainly a way to spark the in- requisites (materials needed in the Airaksinen MA (Education), the inspiration terest in pupils and teachers to learn classroom) and resources are available to make Runeberg accessible to pupils and data management skills, which enable for anyone interested at http//city.por- teachers in a new, vivid way. them to acquire material from their voo.fi/runeberg/etusivu.htm or http:// surroundings. city.porvoo.fi/runeberg/swe/hemsida. In the Porvoo City Library - Regional htm. Library of Eastern Uusimaa project, the The teachers and pupils in Porvoo ‘Life and Works of Runeberg’, we plan- readily accepted us to take the lead in Runeberg’s life ned and presented three drama narrati- presenting the drama narrative to clas- and the creation of his works ves based on Runeberg’s works. These ses; a total of 26 classes in Finnish and Not only does the drama narrative de- drama presentations lasted a full school Swedish primary schools acted their pict Runeberg’s childhood and school day: 1) Runeberg’s life and the creation way through one of the drama narrati- years, but it provides insight into the of his works 2) Sven Dufva and 3) Paa- ves during the course of one school day impressions he received of Finland and vo of Saarijärvi. We demonstrated that in autumn, 2003 and winter, 2004. the Finns when he moved inland from Runeberg’s subject matter and themes, Indeed more classes would have been coastal Finland to become a private such as perseverance, love for others, interested in performing the drama teacher. Learning about the character and kindness, are still of current narratives, but finances would not of Finland’s Finnish-speaking rural po- interest. Furthermore, we demonstra- allow it. The project was financed by pulation and the rich countenance of ted that, as literature, Runeberg’s works the Ministry of Education, the Porvoo the landscape in Finland’s lake district, such as The Tales of Ensign Stål, or his City Runeberg Committee and the made a lasting impression on Runeberg lyric poetry still provide enjoyable Uusimaa fund offered by Finland’s which he has portrayed in his more reading experiences. Cultural Foundation. Using the sample important works. By and by, Rune- material from the project on the inter- berg’s view of Finns became a decisive We also aimed to demonstrate that Ru- net, any teacher interested can carry factor in the way Finns think of them- neberg’s texts are ideally suited as a ba- out a drama narrative in his or her selves, and it has an influence on the sis for dealing with the subject matter own classroom. works of other Finnish artists and wri- of different curriculum subjects. Not ters even today. only can Runeberg’s works be used in What does drama education mean? the subjects of Finnish and literature, Drama education is comprehensive Writing words on another pupil’s back, they would also be useful in history, learning based on experience where for example, illustrates how pupils natural science, social studies, religion, doing things collectively is crucially wrote by drawing in a sand box in psychology and even home economics. important. The methods of drama are Granny Westermann’s school when The dramas expand into several sub- used to achieve the goals of learning ‘Janne’ was small. Using thought bub- jects and they also present guidelines and education. Drama is not the same bles, pupils express ‘Janne’s’ feelings

22 SPLQ:3 2004 Riitta Papunen

knowledge, it enriches the imagination, it may even touch the heart and soul just as much as intelligence”. (Adapted from Brian Way)

about being sent to his relatives in the Russo-Swedish War (1808-09) and Oulu for a longer period of time and its consequences: Finland’s liberation attending trivial school. Pupils can from Sweden and its formation as a practise writing their own name with Grand Duchy under Russia. Runeberg Greek letters or relate what they think describes the Russo-Swedish War in the would be the best thing to take along form of poetry, The Tales of Ensign Stål, with them if they had to move to with his own artistic viewpoint. Pupils another town for a year. Pupils make a for many generations have learned journey from Turku to Saarijärvi with these poems by rote in school. graduate Runeberg by way of paintings painted by Finnish artists. The The Sven Dufva drama narrative takes paintings (as slides) depict the varied shape around a poem portraying the

landscape and people of inland Fin- character Sven Dufva. Sven is the youn- Riitta Papunen land. The teacher plays the role of Ru- gest son, large and strong, of a poor neberg and takes the pupils through village policeman. Although Sven is the lane, he must decide whether or the phases of the journey as young Ru- diligent at home, he is constantly invol- not to participate in the war. The pu- neberg himself. ved in mishaps due to his clumsiness pils can then perform a collective tac- and slow thinking. It has been presu- tical field exercise where two groups This topic can be taken a bit further by med that Sven’s behaviour reflects the test their strength by approaching each acting out short scenes, or expressing typical behaviour of someone with a other in large leaps from opposite di- the speech, thoughts and aspirations of reading and writing disorder because rections in a united front, making as the people in a particular painting, one symptom of this learning disorder much noise as possible. The pupils not based on the theme of the painting. Af- is difficulty in distinguishing between participating decide which group is the ter their journey, the pupils paint a col- different directions. After putting on winner. lective painting which depicts their their thinking caps and telling each view of the Finnish landscape in the other exaggerated accounts of Sven’s At the end of the drama narrative, the 21st century, keeping in mind that the blunders in his home village, the pupils pupils relate how Sven managed in the painting may be found 200 years from work in groups to come up with titles war, his battle alone against the enemy now. for an afternoon newspaper. Pupils can in Savo on the Koljonvirta bridge and perform a move through time like this his death by reciting the stanzas in Runeberg’s hymns could be discussed in the drama. question from the poem. The pupils in scripture lessons, and his extensive then work in pairs (again, with their works of individual poems, Dikter I-III, Sven aims to boost his poor self-esteem eyes closed) and make a commemora- which have been made into compositi- by deciding to go off to war, believing tive statue of Sven Dufva out of clay. ons (Lähde - spring, Joutsen - swan), that there he can become a hero. The could be discussed in both Finnish and pupils form a ‘conscience lane’ where The other theme of this drama narrati- literature lessons. His surprisingly mo- one side whispers words that support ve deals with reading and writing dis- dern free verse poems, which portray Sven’s departure to war and the other orders, i.e. learning difficulties. The erotic love, can also be discussed in side whispers words that warn against issue is embodied in the character of these lessons. the dangers of going to war. Pupils who Sisko Savolainen who ‘looses’ her direc- wish to take part walk one at a time, tion and ‘coincidentally’ comes to tell Sven Dufva eyes closed, through the lane as Sven. her life story in 1950’s Finland when The material for the drama narrative is When ‘Sven’ reaches the other side of the disorder was not recognised and

SPLQ:3 2004 23 frost took the harvest of our neighbour as well.” However, as each pupil walks poem. The drama centres around two through the lane, he/she must decide attitudes towards life - Paavo’s and his for himself/herself what their decision wife’s - as frost destroys the grain crop would be. The teacher and the pupils again and again. Paavo digs and culti- can discuss the positive and negative help was not available. A child with vates again and again, and gnaws on decisions that the pupils made and the dyslexia was considered feeble-minded ‘pettuleipä’, expressing perseverance discussion could be directed to the si- or lazy. The teacher can inform pupils and patience as well as a strong belief tuation today. Which of us would give about the forms of manifestation of in God. His wife first suggests that they someone close to us something of our dyslexia and its treatment based on begin begging, and then eventually own and in what situation - who are material from the internet and other suggests that they surrender to death. today’s distressed? resources. She looses her faith after the first mis- fortune. Saarijärven Paavo (Paavo of Saarijärvi) The background for this narrative deals The pupils conceive the thoughts of the with the farming conditions in 19th- family by interviewing participants in a century Finland, the structure of the hot seat who are playing the roles of population, suffering from hunger, the the family members, or by writing significance of frosts, and rye as nou- diaries of the family members during rishment, as well as ‘pettuleipä’ (a kind the years of famine in groups. Finally, a of bread made from rye flour and pine miracle happens: the frost moves to the bark) as emergency nourishment. The neighbour’s land and Paavo is able to drama narrative helps pupils become fill his granary with real rye flour. This close to the characters of small farmer, is not, however, the climax of the Paavo, his wife and their flock of chil- poem. The pupils form a ‘conscience dren whose destiny is touching. Pupils lane’ in which they walk one by one, learn the significance of frosts physical- eyes closed, in the role of Paavo and try ly through both the improvisational to decide whether or not to give some expression of voice and theoretical ma- of his grain to the neighbour or not terial. Pupils also try real ‘pettuleipä’ because the frost has now destroyed the and learn about rye through written neighbour’s harvest. This would mean, material and an exercise. They can though, that Paavo would have to add learn how to use wild plants in food ‘pettu’ flour to his own bread dough preparation by making their own ‘pet- because even Paavo’s rye is not enough tuleipä’ or a meal based on recipes that for two families to feed on. When each Riitta Papunen, MA, Librarian require wild plants, a practice that has pupil has reached the end of the lane, Porvoo stadsbibliotek-Itäinen once again become a current interest he/she tells the others what his/ her de- Uusimaa Landskapsbibliotek among people. cision is. After all decisions are revealed, the teacher reads the positive deci- [email protected] The course of the drama narrative runs sion for Paavo’s neighbour: “Use half Translated by Turun Täyskäännös OY according to the phases of the ‘Paavo’ the pine bark for our bread, the May

24 SPLQ:3 2004 Elina Harju

Internet bus

The heaviest and most yellow mobile service in the world?

It began as an old articulated bus belong- are new to the internet. Of course older do eight hours of work together. Netti- ing to the city public transport. The local age groups form a larger proportion of Nysse is on the road in two shifts from vocational school and the city’s informati- these people, because they did not morning till evening. On an ordinary on technology unit converted the bus into learn about computers in school or at day, we meet with four groups. Netti- Tampere City Library’s internet bus, work. There are even many fields in the Nysse can provide instruction wherever Netti-Nysse. working world where computers are an 18-meter accordion bus will fit. The only now coming into use or where best internet connections, however, are Netti-Nysse’s purpose in life is to en- terminal work is being transferred to accessible at W-LAN antenna stops. courage and guide people in learning the internet. Orders made for kitchens There are about 10 stops like these about computers and the internet. It is and work shift lists for bus drivers are around Tampere. If there is an antenna a place where people can discover the being transferred to the internet, sup- spot in the area, Netti-Nysse will pick use and fun of information technology plementary training requires internet up the group and drive closer. If there in their everyday lives. Netti-Nysse also skills or jobs and proceedings are sent is no stop nearby, the connection can provides new models and solutions for by email. Curiosity, however, is the be made using a mobile phone or a instruction in the basic skills of infor- greatest motivating factor. “I wanted to portable W-LAN antenna. This is mation technology. It serves as a door- come and see what it means when I certainly a mobile service, isn’t it? opener to the information society and notice everywhere: for more informati- aims to convey feedback to the builders on: www...”. Netti-Nysse has been in service for of the information society concerning three years and its reservation book problems of the systems and user inter- You can receive instruction at Netti- still fills up quickly. Our patrons have faces. Nysse when you come with a group of done a splendid job in marketing our 7-10 people who are eager to learn and service. This may also be a sign of good Netti-Nysse is a name specific to the sign up for a course at the Netti-Nysse quality work. Patron feedback has been Tampere dialect and perhaps a bit odd- office. The group can be from an orga- excellent. The free, doorstep service sounding for an internet bus. The laid- nisation, neighbours, acquaintances, and, above all, the professional skill of back name and colourful appearance anyone. Coming with your own group the instructors are appreciated. There are a deliberate attempt to dispel the creates a sense of security and the are five employees working on Netti- mystery of the information society and group leaders handle the task of com- Nysse who are customer service profes- to lower the threshold to its realm. munication. There are many kinds of sionals. They possess the skill to ex- Image is significant. Most important, groups: a florist with friends, winter plain matters in a user-friendly way however, is that the same policy be swimmers, Sotaorvot ry (war orphans), and in plain language. The good sense continued in the service and that pa- Seniorikauppiaat (senior shopkeepers), of humour and patience of the instruc- trons have positive learning experien- Huonokuuloiset ry (the hearing-im- tors and their ability to create a relaxed ces and believe in themselves as com- paired), housewives and female immi- atmosphere are vitally important in the puter users. grants. Organisations and associations face of the new and perhaps intimida- have been active users of Netti-Nysse. ting topic. The less you know about the subject, Netti-Nysse also arranges for open There are always two instructors in the more right you are to come here groups, in which individuals can enrol. charge of a group of ten people as per- Netti-Nysse serves all Tampere resi- Basic instruction is free for Tampere sonal guidance is fundamentally im- dents who are not familiar with com- organisations and private persons resi- portant. Each person is able to advance puters or the internet. There are people ding in Tampere. at his or her own pace and to receive in all age groups and social classes who With groups, we meet four times and help specifically for his or her own

SPLQ:3 2004 25 Netti-Nysse and the City of Tampere received the 2001 European Commission eGovernment Best Practice Award and the Ministry of Education Adult Education Quality Award

problem. For example, there are very Netti-Nysse is not taking clients from electronic searches of places to study. different ways of learning to use the adult educators, on the contrary. After Many visiting groups familiarise them- computer mouse. The mouse is a new the course, participants are encouraged selves with the bus as well. Altogether, tool and the key to the internet world. to continue with other information 7,000-12,000 people visit the bus every In order to facilitate the process of ‘ta- technology courses. Thanks to a good year. ming the mouse’, the teaching pro- network of instructors, information Netti-Nysse and the City of Tampere gramme ‘Catch the mouse’ was de- about courses can easily be obtained received the 2001 European Commissi- veloped for adults. The programme can from the instructors’ communal news- on eGovernment Best Practice Award be downloaded freely from Netti-Nys- paper. Tampere city has over 140 inter- and the Ministry of Education Adult se’s website in both Finnish and Swe- net terminals where we distribute in- Education Quality Award. dish. The setting of the teaching pro- formation about our courses and these gramme is the familiar environment of terminals are available for free use by The technology behind Netti-Nysse the summer cottage, where you can the municipal residents. The library’s - what is inside? drink coffee, kill flies and clean up the data centres are excellent places to con- The front section of Netti-Nysse has 10 yard using the mouse. tinue practising, because there is always modern patron computers with inter- someone at hand to help. net connections and a server. The back When the mouse is under control, or at of the bus has a 10-person ‘auditorium’ least more tame, you can go to the in- Basic instruction is provided to about with data projectors, audio-visual ternet. The internet is like a treasure 1,000 persons yearly. 2/3 of the partici- equipment and a screen. chest for learners. Everyone will find pants during our time of operation something of interest to him or her. have been women. In our first years of Electricity is battery-generated from Our patrons find wonder and surprise operation, 2/3 of the participants were the bus’ own generator or by connec- at their fingertips, as the vastness and senior citizens. Last year, and especially ting to the main supply current. Inter- possibilities become apparent. Websites this year, over half of our participants net connections are made via W-LAN devoted to their own city, library inter- have been of working age. Only 2% of antennas or mobile phones and these net services, the database of the casu- participants have said they will not use connections are very reliable and fast. alties from Finland’s wars, horoscopes, computers after the course. About 20% According to some young boys, the real road cameras, lace-making instructi- remain undecided and their biggest experts, Netti-Nysse has “totally awe- ons, timetables, and bank network ser- problem is how to get continued finan- some” connections. vices all kindle a spark for using the in- cing. ternet. If nothing else kindles interest In addition to providing basic instruc- All in all, the technology has been in learners, opening a free email action, Netti-Nysse also participates in working magnificently. The bus has count certainly does. Catching up with different events and serves as an inter- operated in 26-degrees heat, as well as friends and relatives from far and near net access centre. Even when taking in freezing temperatures, excellent for a via email inspires the continued use of part in different events, we try to lower vehicle designed for completely diffe- the internet. Instructors do not try to the threshold of the information socie- rent purposes. All honour and thanks scare participants about the dangers of ty, to learn about EU information re- for the technological solutions go to the internet, but a critical attitude and trieval or wonder at the art of media. those who built Netti-Nysse – the caution is emphasised. The most im- Netti-Nysse has been used for video people at the vocational school and the portant thing, however, is not to get conferences between the mayors of information technology centre. people ‘hooked’ on the internet, but to Kaunas and Tampere, for sale of con- identify its possibilities. tracts with energy companies and for Netti-Nysse is registered as a small-

26 SPLQ:3 2004 Elina Harju

scale bus and as such is able to take 12 hicle can also be used for many other The first data centre opened in con- passengers. The internet instructors purposes. Cooperation with media nection with Sampola’s local library in also drive the bus. education instructors is being launched autumn 2003 and the second one ope- which would enable the bus to provide ned at Hervanta in spring 2004. The Cooperation and the future more expensive and uncommon pro- data centres have their own permanent Netti-Nysse is owned and financed by grammes for those who need them. professional staff who provide assistan- Tampere city. Netti-Nysse also has bu- The bus could support distance-learn- ce when needed and also arrange their siness partners, whose share of the full ing students or arrange events for pa- own basic courses. There are 20 com- operational budget is just under 10%; rents who worry about how much their puters available to visitors. It is possible Nokia and TeliaSonera, among others, children are playing on the computer. to reserve computer time for up to support and develop the mobile con- It could also serve as a voting location three hours. Groups can also reserve nections. Maintaining an open line of for sparsely populated areas. The most the premises for instruction in compu- communication with the companies in important ‘purpose in life’ for the new ter usage from their own instructor or the field is important. Netti-Nysse, however, will be to help from a data centre employee. For ex- people enter the gates to the internet’s ample, daycares and school groups use Netti-Nysse has been actively involved sources of information. data centres frequently before the libra- in a major information society project, ry opens. ‘eTampere’, which has a broad coopera- Tampere’s neighbouring municipalities tion network with universities, schools, are also interested in collaboration, be- Data centres have attracted clients research institutions, businesses, associ- cause small municipalities by themsel- quickly and the computers are actively ations and the city. Netti-Nysse’s most ves do not have the possibility to offer used. The clientele consists mostly of important daily partners, however, are services like those provided by Netti- adults, but the data centre seems, for the associations and organisations. Nysse. The production of the ‘net bus’ example, to be an important place for is being clarified and it is possible that immigrant youth. Sampola’s data cen- Netti-Nysse also participates in de- new net buses may be purchased from tre received 36,000 visitors during the veloping basic instructional material, Tampere in the near future for others first autumn it was open. The data cen- for example, the ‘Catch the mouse’ pro- to use as well. tres and Netti-Nysse work in cooperati- gramme, and the revised edition of the on with one another and provide good booklet Tietokone iloksi ja avuksi (The One Netti-Nysse cannot support for one another’s operations. computer for fun and practical use), open up the information society completed in spring 2004. The de- Tampere City adds to motivation by velopment of instructional material has working to develop new internet servi- been made possible with the support of ces and keeping its own webpages the Finnish Library Association and the maintained. Motivation seems also to Ministry of Education. be flowing from an old tradition of free popular education work. New techno- Currently, it seems that as a vehicle, logy awakens curiosity in Finns. Elina Harju, Netti-Nysse is coming to the end of its coordinator of Netti-Nysse road. Continuation of the service, how- Tampere City Library’s new form of Tampere City Library ever, is necessary and plans for a new service, the data centre, would be [email protected] vehicle have begun. There is a demand worthy of its own article. The following for basic instruction and the new ve- is a short description of it. Translated by Turun Täyskäännös OY

SPLQ:3 2004 27 A ladder to digital democracy

In March of this year the IT work team from solving these problems and to what ex- climb upwards. The higher one the Swedish Ministry of Justice presented tent does the new technology instead reaches, the more IT will alleviate and the publication Förslag till strategi för att create and expand on existent rifts? IT enrich the individual in her dual role as minska de digitala klyftorna (Proposals for has the ability to intensify contacts citizen and user. How far one reaches, a strategy to reduce digital rifts) to the Mi- between citizens, those elected and civil depends on one’s position on the ever nister of Democracy, Mona Sahlin. One servants of the joint sectors. The inter- present social ladder in terms of class, member of the work team is Ingrid Atle- net provides ample opportunity for gender, education and income. The stam, chief librarian of Kortedala district participating in public information, main task is to give everybody the pos- panel of lay assessors in Gothenburg. This give voice, adhere to procedures of sibility of scaling the ladder. One can- is her summary of the issues discussed in decision-making, form opinions etc. A not generalise about the digital rifts, the group and the proposals put forward. number of associations, networks, and represented by each rung on the ladder instigators of public opinion exist sole- as each level requires its own analysis ly because of the web, and the possibi- and measures. Dual problems of democracy lities to combine local and global in- One simplified explanation of the crisis volvement and access to world-wide Access within democracy could be the lack of information increase knowledge and Approximately 70% of the Swedish effective citizens. Citizens who actively insight. Effective citizens enhance their population has access to a computer in exercise their democratic privileges and competence, increase their level of their homes, although not every mem- rights to influence social progress. The involvement and those rather passively ber of a household has the same range situation might be due to feelings of interested are more easily engaged. of possibilities. Research shows that alienation, powerlessness, individua- Much of the administration surroun- men and children are the main users lism and to marketing strategies. The ding social services can be simplified of computers. Among those who lack public sector’s dilemma is handling an and made more accessible through IT, access are many from other cultural increased need for services, combined and information on the supply of ser- backgrounds, people with low incomes, with a declining economy and the vices is kept up to date as well as being of advanced age and little education. threat of no staff. In other words how cheaper via the web. An increase in the We will never, not even with large scale to pursue a policy of fairer distribution use of IT in the democratic process, the subsidies and campaigns, reach the of income among different groups in public dialogue, public services, and point when everyone, regardless of age, society that does not put at risk demo- administration will invariably lead to can access the internet from their ho- cracy and welfare and does not allow profits, both financially and democrati- mes, and access therefore needs to be rifts to grow, causing a society, built to cally. It is already a matter of course for secured from public authorities. This is a certain extent on solidarity and mu- those effective information competent where the public libraries play a pivotal tual understanding, to no longer be citizens. Nevertheless, this must not role, a reality that both staff and users able to function. From the individual’s take place at the expense of leaving in the 1,500 public libraries throughout perspective, the dual problems of de- others outside the system. the country with its 5,000 public com- mocracy can be described as with- puters, have understood. The public drawal from the role as a citizen and The digital ladder and the class society libraries are pioneers when it comes to dissatisfaction with the user role. ‘The digital rift’ is in fact rather a mis- the realisation of the vision of 24-hour leading metaphor. A more apt descrip- service. Ask the Library e-mail and chat IT as a catalyst tion is that of a ladder where one must forum are established on a national le- To what extent does IT contribute to begin on the first rung in order to vel. Most libraries have their cata-

28 SPLQ:3 2004 Ingrid Atlestam

The act of performing ingenious searches is unfamiliar to most and what one does not know, one does not ask for

logues on the internet and more are of- or less forcefully inflicted usefulness sidised disablement aids. It goes with- fering renewal of book loans, reservati- and this development will move rapid- out saying that demands placed on all ons, free searches in pay-databases, ly forward. Technical proficiency in publicly funded websites should adhere ebook loans etc. round the clock. The handling a computer will become an to the guidelines agreed upon by the link lists and portals supplied by the li- obvious part of a school’s agenda, but EU-members in WAL, Web Accessibili- brary are often the best introduction we are not there yet. In the foreseeable ty Initiatives, and that the information for those who wish to search. The pre- future there will need to be free, wide- aimed at the majority has a language sent library act stipulates that “public ranging teaching of elementary data- and structure as easily understandable libraries should strive to make database handling, even if technology might well as possible, and also that the wording information accessible to all citizens”. become easier to handle eventually. At of demands is made available to the In the current overhaul of the Library the library in Kortedala in Gothenburg larger minority languages. Act the wording needs to be made we have for the past few years offered a more succinct to ensure that libraries programme in elementary data-hand- Information literacy “guarantee IT access to information ling, using PC and the internet. The The ability to technically search the in- and communication with regard to courses are not only in Swedish, but ternet is something completely diffe- teaching and effective citizenship”. also in other frequently used languages rent to the wording of search queries, However, it is obviously not society’s in the region such as Persian, Arabic, how portals, link lists, databases and responsibility to give everyone the right Kurdish and Somali. The response has websites are structured in terms of to surf. been excellent and to date 1, 500 have content. The act of performing inge- participated. nious searches is unfamiliar to most Technical proficiency and what one does not know, one does A number of computers remain un- To possess a language not ask for. Traditional information at- used or the usage is limited to games, An inquiry shows that 25% of the po- tainment through books, periodicals certain spare time interests, e-mail, pulation suffer reading and writing dif- etc. imply built-in filters. The publicati- school essays and basic bureaucracy. ficulties and fail to grasp normal prose on itself is the important aspect, who On the whole such use is hardly related and that does not include those who has published what and why. On the to democracy, the usage of IT being experience problems with the Swedish internet everyone is their own pub- more a part of the entertainment indu- language because it is not their first lishers and all appear egalitarian, which stry than democratic processes. A pa- language. Everything will, of course, be increases the need for critical assess- rallel can be drawn to the extensive use done to alleviate this problem since the ments. Inquiries show that pupils of light reading, going back a hundred ability to write is decisive for an indivi- searching information for their assign- years, and how it has dominated the li- dual’s possibilities to assert herself in ments will often be satisfied to “just braries’ lending statistics despite ambi- other contexts than those of IT profi- find something on the subject”,regard- tious adult education ventures to in- ciency. The fact remains that special less of who has produced the informa- crease ‘knowledge-orientated reading’. equipment and language aid program- tion. The certainty that there is infor- During the past years squeezing every- mes, supported by technology, can mation out there which deliberately thing possible into the notion of life- diminish the number of functional illi- seeks to misinform in a way that is long learning, has led to a reversed si- terates. Speech synthesis, magnification virtually impossible to detect, does not tuation, and the same will no doubt and special programmes should there- make matters any easier. The ability to happen to the libraries’ computer ser- fore become standard at schools, libra- critically evaluate the sources and the vice. A change from pleasure to more ries etc. and should be classified as sub- adaptation of the information are part

SPLQ:3 2004 29 The lack of knowledge about democracy and how the public aspects of Sweden are organised is noticeable among new arrivals to the country

of the concept ‘information literacy’. onal measures must therefore also con- democratic point of view to be an The proposed educational measures, tain social studies. obvious choice. According to mass me- along with all formal education, will dia researcher, Professor Lennart Wei- also offer information literacy. On a Liable to a charge bull, the share of the population who pragmatic level it has been suggested Digital dictionaries, articles databases, adapts to IT, and other technical inno- that national tests in information lite- periodicals requiring subscription, are vations, will stop at 80%. This entails racy should be introduced and that a a few items that some have access to that there will always be alternate library/civics-portal consisting of through their employers or educational forms needed of personal guidance and civic information should be made institutions. The purpose of which is information retrieval via libraries, civic available to everyone (similar to www. not to engage in one’s civic role, but to offices, telephone services etc. How the finfo.dk). Despite all educational ven- be used in a profession or education. future role of the citizen will be af- tures and all demands as to content Most people have no access at all and fected by IT depends on how political and technical accessibility, there will lack the necessary financial means to parties, associations, creators of public always be a need for assistance and gui- enter a private subscription. What is opinion, the media choose to act and dance in the handling of computers liable to a charge can be seen as a pa- to what extent the state and municipa- and information retrieval. The public rallel to all other media supply, judged lities try to steer developments through libraries can guarantee access to com- relevant enough from given stated ob- supportive or restraining measures. petent staff if funding is granted. jectives and are obtainable free of charge from our public libraries. What needs to be done? Citizenship competence What will eventually be realised from The lack of knowledge about democra- Let the ascendancy begin the proposals put forward in the publi- cy and how the public aspects of Swe- To summarise, there are three kinds of cation Förslag till strategi för att minska den are organised is noticeable among measures needed to maximise the de digitala klyftorna (Proposals for a new arrivals to the country. Restruc- usage of IT in order to firmly establish strategy to reduce digital rifts) is up to turing the public sector and our com- democratic procedure. A guaranteed the Minister of Integration and Demo- mitments to the EU involves a number access to technology and competence cracy, Mona Sahlin. It is crucial that a of people who need to be ‘up-graded’ on premises available to all. Free in- discussion about the proposals is invi- in relation to democracy and civic or- struction in technical handling of the ted from as many vantage points as ganisation. The part of the general computer and ‘information literacy’ possible. A list of proposals makes no education previously designated for with elements of traditional citizenship revolution, but the constant dripping civic education is barely taught today instruction provided by schools, adult of water is said to wear away the stone. as most citizens are seen as customers. education and libraries, and accessibili- The decrease in public spending and ty and co-ordination to important the changed outlook on mass media websites, as well as access to a selection culture and its interaction with IT de- of pay-databases. velopment have brought with it a change in the way we regard informati- On all these points the approximately on. One can no longer expect to receive 1,500 public libraries are a necessity in it; instead it is something people ac- order to guarantee the citizen’s possibi- quire by themselves. And if informati- lity, with the aid of IT, to safeguard and Ingrid Atlestam, head of library on is served on a platter, it requires a utilise her rights as a citizen. To take a Kortedala in Gothenburg critical faculty to query whether the in- chance with a hundred year old estab- [email protected] formation is correct and comprehensi- lished structure used by a trusting ma- ve. The previously mentioned educati- jority, appears from a financial and Translated by Jonathan Pearman

30 SPLQ:3 2004 John Nørskov Hansen The public libraries and information literacy in a Nordic perspective

At the meeting of the Nordic central and • The library as learning centre – defi- scheduled for publication in November county libraries in February 2003 in Sta- ning the subjects of lifelong learning 2004. vanger, Norway, Jens Thorhauge, director and informal learning in connection general of the Danish National Library Au- with the term of information literacy Some of the most important conclusi- thority, announced the idea of a common • The librarian as teacher - new skills ons are expected to be: Finland is the Nordic project on information literacy in and roles in association with teach- only Nordic country to have an explicit public libraries. ing proficiency, theory of teaching national policy on information literacy. On behalf of the authorities in Norway, Fin- and planning the education of the In the other Nordic countries informa- land, Sweden, Iceland and Denmark, the citizens tion literacy is stated as a purpose and Danish National Library Authority made an • What’s going on in the Nordic public an intention in for example the library application to Nordbok on the subject libraries – a research into and de- acts and in general education acts. All ‘Strategies on Information Literacy in Nor- scription of the actual activities in the Nordic countries are running a dic public libraries’. The application was the Nordic public libraries in con- great amount of activities associated successful and the project received a grant nection with the subject with learning, libraries and informati- of 75,000 NOK. • Library learning activities on the on literacy, and while it is possible to internet extract some good examples, but there Representatives for the county/central • Accentuate the good examples – the also seems to be a great need to work and public libraries in each of the Nor- highlights out a stricter and more operational de- dic countries were assigned to carry • Library strategies on different levels: finition of the term information litera- out the project. The members of the local/national, librarians/teachers/ cy in relation to the task and roles of group are: Margrét Ásgeirsdóttir (Ice- others, public libraries/educational public libraries. A final conclusion is land); Leena Marja Tikkanen and Leila institutions/research libraries. bound to be that one of the main chal- Wirtanen (Finland); Helena Kettner lenges is to create strategies and allian- Rudberg and Kerstin Olsson (Sweden), The project group has held two one- ces across sectors and different library Hildegunn Hestness and Eva Mo- day meetings in Copenhagen and in types. straum (Norway); Annette Brøchner Stockholm. The agenda was to work All this – and other conclusions and Lindgaard, John Nørskov Hansen and out a common definition of ‘informati- suggestions from the report - will be Mads Gaml (Denmark) with John on literacy’ and to organise and prepa- the main item at the conference for the Nørskov Hansen and Mads Gaml as re the analysis in each of the Nordic Nordic central libraries in Malmø,Swe- project managers.The project is divided countries. The definition of the term is den in February 2005. Later on in 2005 into two main parts. Part one is an based on the theories of Louise Lim- it is the intention to arrange a broader analysis of initiatives and activities on berg and Carol Kuhlthau and inspired based conference on the subject in co- the subject in the Nordic countries. by the work of Anette Skov, The Royal operation with NORDFOLKlit, direc- Part two is the completion of a Nordic School of Library and Information Sci- ted at public libraries, research librari- conference on the subject in associati- ence, Denmark. The analysis contains es, the education sector and others on with NORDFOLKlit. the sub-items listed above, and the pro- with a particular interest in the subject group was responsible for the more ject. The analysis intends to describe the detailed description in each country of following sub-items: information literacy on the national John Nørskov Hansen, head of development • Policies on national level in each level and for the research into concrete Gentofte Central Library [email protected] Nordic country regarding informati- activities in the public libraries. on literacy as an essential skill for the The report is being prepared during citizen of today August and September 2004 and is

SPLQ:3 2004 31 Nordic Council of Ministers

The multicultural society Improving the expertise of employees in cultural institutions

Two years ago the Nordic ministers for The report comes to the conclusion cultural affairs approved a grant to- that the following themes are para- wards a project entitled ‘Improving the mount: qualifications of employees in cultural institutions – adjusting to a multicultu- Cross-cultural understanding is a funda- ral society’. The project, recently com- mental qualification for those working pleted, has been a joint initiative of in archives, libraries and museums and Nordbok and the Nordic Committee provides the essential basis for cross- for Museums. The project leader, Per cultural collaboration and communica- Bjørn Rekdal, has submitted a compre- tion. This is recommended first and hensive report which will be distribu- foremost as training best suited to the ted during the course of the summer. workplace. About a hundred persons from the Nordic countries have contributed to Cultural awareness is a qualification the project, either in the steering com- taken for granted where expressions mittee and the part-project groups or of the cultural majority are concerned. as participants in trial courses and The basis of knowledge concerning meetings. manifestations of non-western cultures, however, is very weak. Cultural The project’s guiding principle is that awareness is a pre-condition for estab- the Nordic countries today have an lishing qualified cross-cultural contacts established multicultural normality of value to both the majority and the and that it is now time for cultural in- minority and is absolutely essential for stitutions to take this reality into ac- creating mutual critical attitudes based count. The project focuses on archives, on insight. It is recommended that cul- libraries and museums and the nature tural awareness should be included as of the expertise that should be available part of the basic training syllabus, as an to these institutions in a multicultural item of choice in combined studies and society. The aim of the project has been also as a further education course. to determine the elements and themes which educational institutions can Contemporary documentation has be- employ in order to ensure that various come increasingly important for both forms of multicultural awareness be- archives and museums. Since the 1970s come a permanent part of training immigration has brought about one of courses. The report describes the op- the 20th century’s most radical changes portunities available to archives, libra- in society and will continue to have ries and museums, if they are to play a deep consequences throughout the significant role in the multicultural 21st. It is vital to future research and society, and also discusses what themes for those who make use of archives and this widening of expertise should focus museums that contemporary docu- on. mentation fully records this process of

32 SPLQ:3 2004 immigration and the multicultural si- report should be sent in. It is not un- tuation of the present day. Contem- reasonable to assume that a website of porary documentation of the multicul- this nature could make a significant tural aspects of society must form a contribution to practical advance plan- part of both basic training and further ning and thus to more realistic pro- education. jects.

Contemporary presentation in a multi- Enclosures to the report include artic- cultural society creates new challenges les and overheads produced either di- for archives, libraries and museums. rectly for the project or in close associ- There are considerable difficulties ation. In addition to a list of important attached to reaching users among the links on the internet, there is also a new minorities and to establishing the description of the project, together co-operation and new functions neces- with an account of the way it was con- sary to turn cultural institutions into ducted and an evaluation of the pro- arenas helping to promote integration. ject’s trial course. Many of the principal questions which The report can be ordered directly arise today of both an ethical and criti- from NORDBOK. E-mail: nb@abm- cal nature are central in themselves and utvikling. Tlf. +47 23 11 75 00 independent of the multicultural di- mension. Systematic teaching material Asbjørn Langeland, on these subjects should be produced director Nordbok [email protected] for use both in basic training and in further education. Translated by Eric Deverill

Collection of ‘Best/Worst Cases. Sample material is of extreme importance when establishing a new field of research and not only examples of suc- cess. Even more can be learned from failures and the difficulties encoun- tered. It is recommended that a website should be created and maintained for the collection of such examples and for the use of Nordic cultural institutions. There is presumably already a considerable amount of material in existence which has been presented at various seminars and conferences. It could be requested in connection with such projects that a down-to-earth, unvarnished

SPLQ:3 2004 33 Recent library developments

Council of Public Libraries - promote cooperation and interplay Swedish libraries suffer cutbacks In Finland’s Library Political Program- between all public libraries The National Council for Cultural Af- me 2001-2004 the need was stressed for - promote cooperation with central fairs recently sent a questionnaire to a more versatile service on behalf of interest groups and the rest of the the county libraries. It concerned the the National Library towards the public library service library situation in each county, such as libraries. The programme also defined budget cutbacks for 2004 which have the tasks of the Central Library for - represent its member libraries in an effect on the municipal libraries, Public Libraries (Helsinki City Library) issues concerning the development whether cutbacks are on the agenda for and the need for an intensified coope- of the national library network 2005 along with those potential areas ration with particularly the provincial that might be implemented. libraries. According to the library act - introduce new ideas and initiatives The material covers 214 out of Swe- the central library must i.a.: and make suggestions for the den’s 290 municipalities. Of the 214 development of activities in the li- municipalities, 95 have accounted for - promote cooperation of public libra- braries and in the entire national direct cutbacks this year. Furthermore, ries and between public and scien- library network a number of municipalities had bud- tific libraries gets which remained unchanged during - be aware of changes in conditions for 2004. In reality this implies cutbacks. - develop common methods and in- the public libraries’ activities as well struments necessary for organising as for the library and information Other municipalities have to a certain library and information services service as such and when necessary extent been compensated with regard put forward suggestions in relation to increases in prices and salaries. - The Ministry of Education’s working to such issues. In approximately 40 municipalities cut- group for the development of the backs are currently being discussed for National Library’s activities finished The provincial libraries have perma- 2005. Solutions are numerous among its report at the beginning of 2003. nent representation in the council, the the libraries dealing with reduced bud- The report maintained that some other public libraries each has a repre- gets: further educational ventures for kind of consortium for the public sentative per provincial library area. staff are put on hold, vacated appoint- libraries was needed to improve co- The chairwoman of the council is ments are withdrawn when staff are operation on various issues. The Maija Berndtson, director of Helsinki pensioned off, organisations assume council of public libraries was estab- City Library. management of smaller library bran- lished within the year at the central ches, size of premises diminish, and li- libraries’ meeting in Helsinki. The braries are beset by demands to increa- council, which is the equivalent of Barbro Wigell-Ryynänen, counsellor for library affairs se their earnings. Ministry of Education the Council of Research Libraries, [email protected] Reduced number of staff often involves must according to the statutes: a decrease in the libraries accessibility; Translated by Vibeke Cranfield 23 municipalities economise by closing branches or withdrawing the bookmo- bile. Thereby the dominant trend over the past decades continues; that of closing branches and merging public and school libraries.

Helena Kettner Rudberg, Swedish National Council for Cultural Affairs [email protected]

Translated by Jonathan Pearman

34 SPLQ:3 2004 Scandinavian Selected by Shortcuts Tanja Hesselager Olesen

SWEDEN NORWAY DENMARK

Libraries in Skåne Book and Blues House at Notodden The libraries’ net music cooperate on adult learning becomes blues capital of Norway A major project starts in Denmark in “We need a different infrastructure for September 2004 where a number of learning from the one that exists today. There are great plans for the future for public libraries all over the country will This is where Swedish public libraries the small south Norwegian town Not- be able to lend online music to their can assume a central role in local as odden with about 13,000 inhabitants. patrons. This is completely legal, says well as regional development”. These The Storting has in 2003 granted 30 Susanne Buus-Pedersen from Copen- are the words of Roland Persson, Skåne mil. NOK for a new combined library hagen Municipal Libraries, as the copy- county library and Christer Bergqvist, and blues ‘house’ in the small town right owners will be compensated for regional library of Kalmar. Together whose development was being threate- the loans. It all takes place in coopera- they have published the report Ex- ned by large price fluctuations. Now it tion with Phonofile Denmark who has tended library cooperation in north- is just a question of finding another 30 signed agreements with 30 Danish re- eastern Skåne as a result of the wish for mil. to get the project launched. The cord companies. It will also be possible a library plan with focus on adult building process is supposed to com- to buy the music by being transferred learning. mence in 2007. to the commercial net shops that are going to sell Phonofile’s music. The authors suggest that citizens It all started when the local librarian, should be able to further educate Ragnhild Kraugerud, was a volunteer In the first instance it is a question of themselves without having to move in the local blues festival and here dis- Danish music which broadly covers the away from their region. More intense covered the great potential for coopera- musical genres: classic, jazz, rock, light cooperation and flexibility between li- tion between library and music. Back music. The intention is in the long braries and educational institutions is in the library, Ragnhild Kraugerud in- term also to include foreign music and necessary, and the libraries must be introduced this challenge. Together with that multinational record companies volved at managerial level in the plan- Jostein Forsberg, project manager in will realise that libraries are an excel- ning of media- and information supply the blues festival project ‘Cooperation lent advertisement for the music indu- in the local authorities. The main pur- makes waves’, she founded the Blues Li- stry. pose of these activities is for more brary of Europe which is housed in adults to join education programmes Notodden Public Library. The blues Nyt fra Nyhavn, 2/2004 and to increase the level of education festival is locally anchored with more Translated by Vibeke Cranfield in the local authorities. than 600 volunteers, and the whole project has provided a ‘lift’ to the small DIK-forum, 6/2004 town, also in financial terms. Ragnhild Kraugerud is still the driving force.

Bok og bibliotek, 3/2004

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Scandinavian Public Library Quarterly Legally responsible publisher: Lay-out: Stæhr Reklame & Marketing Volume 37, no. 3, 2004 Jens Thorhauge Print: C.S.Grafisk A/S SPLQ Editor-in-chief: Jonna Holmgaard Larsen. [email protected] ISSN 0036-5602 Danish National Library Authority Assistant editor: Vibeke Cranfield. [email protected] Nyhavn 31 E Scandinavian Public Library Quarterly (SPLQ) DK-1051 Copenhagen K Co-editors: is published by the Nordic Public Library Authorities [email protected] Sidsel Hindal. [email protected] www.splq.info The Norwegian Archive, Library and Museum Authority Barbro Wigell-Ryynänen. 4 issues per year [email protected] Price: DKK 295,- Finnish Ministry of Education, Dep. for Cultural Policy Helena Kettner Rudberg. [email protected] Swedish National Council for Cultural Affairs SPLQ:3 2004 35