# Latin/Spoken Latin

## Audio Files

Hi, if you want to learn spoken Latin some of the wide range of lessons
on the Latinum podcast are aimed at this: have a look at
<http://latinum.mypodcast.com>

## Code Switching Trick

Here is a trick you can use to learn both basic grammar and to get into
the hang of speaking in Latin. One of the biggest problems for students
who learn Latin is the fact that it is not a word order language. This
fact has already been covered in other lessons but the trick presented
here is designed to get you past word order thinking and to start
producing Latin in your head so it can come out of your mouth or off of
your pen. Please note that if you don\'t have enough vocabulary to
produce a real sentence in Latin with out looking up every word you can
still use this trick to get yourself used to speaking in this way but
using English words that you will slowly replace as your Latin
vocabulary grows.

I\'d not use this method for more than a day or so. But playing around
with it will help a little. Nothing will really work, except for working
and studying Latin itself, in Latin.

Of course if you have studied the proper endings for a word then you
should use it but if not just keep the English pronouns He, His, Him in
you mind. Using these in English it is possible to violate English
strict word order and still create an intelligible sentence.

:   *He to her its them gives.*

Of course this is not good English and we don\'t know what the pronouns
are referring to but we can still understand and that is the whole
point. Using pronouns in English we can violate word order and even
leave it behind. The interesting thing about Latin is that it isn\'t
just the Pronouns but every word with few exceptions that can do this.

This is what you do. Any word, from any language can be Latinized and
used in a pseudo language that will teach you to speak Latin if you
stick with it.

Subject of a sentence: do nothing to the word but keep in mind that you
can actually drop it from the sentence if everyone already knows what
you are talking about.

Possessive: add an \`IS\` to the end of the word, so instead of car\'s,
you will have caris.

Indirect object: add \`i\` to the end. This will sound funny but will
work. If a word end in an ee kind of sound just pronounce it twice.

Direct object: add \`EM\` to the end of a word. thus you get things like
flowerem, spacem, computerem, carem, personem and so on.

If you need to use a preposition just use the prepositions you have
learned and don\'t change the word (just use the subject form as the
preposition tell you the grammar of the word)

Thus you could say a sentence like;

:   *boy girli manis flowerem gives*

The above sentence is not English, nor Latin but it is what is called
Code Switching and anyone who is on the way to fluency in a second
language does it automatically. That is why is Japan people go around
saying things like

:   *Car WA Boy OH Hit imasu.*

We don\'t understand this sentence but it again is what may happen when
two languages mix in the brain. Code Switcing is an important step to
really becoming efficient in a new language. It allows you to move past
only translation and actually make words come out of your mouth.

Note; when you practice this trick don\'t worry about the plurals till
you really study them.

Anyone who has studied Latin even a little probably knows the beginnings
of the conjugation for

:   *amo, amas, amat*

What you should take note of is the fact that where the second person in
Latin is governed by an S at the end and the third by a T it is reversed
in English.

:   *I love, thou lovest, he loves*

So this is what you do to start adding Verbs to your new Latin Code
Switching hack; flip what you would normally say for HE from S to T at
the end and start using S for the You form.

:   *I love, you loves, he lovet*

Yes, It looks strange but it is to help you learn to code switch. Again,
don\'t use plurals till you really learn them and have already gotten
used to using the singulars here. When you learn the correct Latin
Vocabulary then replace the English words for the correct Latin words
with correct Latin endings for that particular word.

As a final step before really forcing yourself into creating all Latin
sentences, start using either an \`M\` or an \`I\` after verbs that are
in the first person

:   *I lovem, I lovei*

This will be important when you learn the perfect tense. Then start
dropping the I, we, you, them pronouns all together. You will find that
you don\'t need them since the verb tells you who is doing the action of
the verb. Still use He and she as the difference from Male and Female is
more important in Latin then in English.

Your resulting sentences should be something like this when spoken

:   *boy girli manis flowerem givet.*

Don\'t write in this code. This should be used only for spoken
exercises. Get a friend and both of you learn this code and just speak
back and forth. Keep it simple. Don\'t try anything too complicated till
you actually learn it. Try to make it sound nice as well, Latin was a
fluid, beautiful language that gave use the romance of French and
Italian so giving yourself a little accent can\'t hurt.

Another tip is to put the verb at the end of the sentence. The reason is
that this creates a spoken period. Because we don\'t have word order to
tell us when the sentence ends anymore, by putting the verb, which every
sentence must have, at the end you are also telling the other person
that the sentence is coming to an end. To make a question you can still
put the verb at the end and just make it sound like a question or use a
prober Latin question creator when you learn it.

Here is an example of a conversation in this code

:   *computerem uses?*

    :   *yes. use wants?*
:   *dog momis computerem broket.*

    :   *really, terrible ist.*
:   *mom around house dogem chaset*

    :   *funny soundt*
:   *say, girlis from computer class numberem gets?*

    :   *no, she tall guyem liket*
:   *dark hairem she liket?*

    :   *Maybe, not knowi*
:   *heris numberem get tryi*

Yes, silly conversation, but this is just to give you an example of how
to start breaking word order grammar and get into the mindset of the
inflexive Latin grammar. Once you learn the proper endings start
applying them to your English words. When you learn the proper
vocabulary then switch to using the Latin words. When you learn a new
Verb ending for past tense, infinitive and what not then start
practicing with this new ending till you got it down, and not just with
Latin words but with English Code Switching. You will be able to speak
intelligible, near fluent Latin in less than five months.

Once you actually do get some real Latin vocabulary under your belt you
should start paying attention to the grave marks. Macrons can help you
to tell the difference in words in their written form but really
doesn\'t help with speaking. Find a book or article in the net that
shows the little accent markes that are sometimes called graves and
sometimes called Breves. They look like just a little slash over a
vowel. é é à and the like. These tell you what part of the word to sort
of choke up on. Try saying the word Spaghetti. You automatically want to
choke up or **stress** the **E sound** in the middle. You actually say
this \`*spaghétti*\`. Not all words have a stressed sound in them but
many do and it can give you a great way to really sound Latin. All in
all they are really helpful.

Many speakers of Latin will change a C to a CH if it is followed by an E
or I vowel sound. You don\'t have to do this and many people that teach
Classical Latin say it is wrong but if you are speaking Latin today it
really is by definition Not Classical Latin. Doing this will get you
saying the word in a very European kind of pronunciation that really
seems very natural and makes some words easier to say. Again, you don\'t
have to do it and really shouldn\'t if it makes your teacher angry.
Similar to changing the C to CH is the use of changing a G sound to a J
sound if again followed by an E or an I sound.

:   Thus *Ge-nu* becomes *\`jen-u* as in the modern genuflect.
:   *Civitas- Kee vee tas becomes Chee vee tas* which eventually came to
    be *See vee tas-* so that we can say civics and citizen.

The last point of concern is to choose to use the letter V as a
v,v,v,v,v,v,v sound or a W,W,W,W,W,W sound. Once you pick it is best to
stay consistent and not change from one word to another. If you don\'t
like the way it is going with one and want to change to the other then
change all words to the new way of saying them.

## Sentence patterns

Once you have played around with the language a bit you will want to
start putting things in order the way they should be in Latin. Now, it
is true that Latin does not have a specifically set word order, but
there is a usual order that sentences tend to go in. This does not mean
that they HAVE TO go in this order, it just is the common way. The
**word order**, it should be remembered, **has zero relation to the
grammatical meaning of a word**. Regardless of word order the sentence
will mean the exact same thing. However the normal word order goes
something like this.

**Nominative Dative Accusative Ablatives/Adverbs Verbs.**

Put into modern English language grammatical terms, this translates into
something like this.

**Subject Indirect Object Direct Object Compliments verbs.**

Please note, the verb is usually last. It does not have to be, but just
usually is. The subject (nominative) is usually first but does not have
to be and an interesting feature of Latin is that the Subject can be
dropped anytime it is understood. Many sentences in Latin actually wind
up being Direct Object Verb.

The reason most teacher teach the declention list in a certain order
N-G-D-Ac-Ab is because of this normal Latin word order even if they do
not realize it.

Most Latin sentences will not contain every case. Latin has a number of
sentence patterns and these patterns determine what cases are needed and
what those cases mean.

The most basic sentence pattern in Latin is **Nominative Esse**. For
this sentence pattern you basically put your noun in the nominative case
and put the correct form of the \"be\" verb Esse after it.

Examples:\
:*Homo sum. Mulier es. Umbella est. Pueri sumus. Puellae estis. Furnaces
sunt.*

Make sure you match singulars with singular verbs and plurals with
plural verbs.

The next sentence pattern in complexity is Nominative **Nominative
Esse**. This basically says that you are equating the first thing with
the second thing. This pattern is also used to place the qualities of an
adjective on a noun. All that really matters is that they are both in
the nominative. Make sure they match in gender.

:   *Pater homo est. Amicae mulieres sunt. Magister bonevolus est.
    Magistra irata est. Nauta bonus est. Manus dextra est.*

These last two sentence patterns were pretty easy and straight forward,
you just have to remember not to put the \"be\" verb in the middle but
even if you do it is still correct Latin. It just sounds better to put
the verb at the end. The next sentence pattern isn\'t so hard but since
we don\'t really have it in English it can throw some.

**Nominative Dative Esse**. This is where you state that a thing is
\"for\" a person. \"The book is for him\" and the like. English doesn\'t
really have a Dative case anymore so the idea is a bit out there but
datives come up all the time in Latin so it is time to start getting
used them.

:   *Liber puero est. Mulier homini est. Homo mulieri est. (Nominative
    dropped) Mihi est. Tibi est.*

At this point in time it is appropriate to mention the Genitive case.
You will notice even though most of your books state that the Genitive
case is the possessor case similar to English \"His\" \"Her\" \"Its\"
\"Their\", it was not used for that purpose above. In Latin the Genitive
case is a quasi-adjective that states an internal quality of the noun.
Take a look at the difference.

:   *Puer mulieri est. Puer irae est.*

I can say \"the boy is for the woman / He is the woman\'s son\" but I
can\'t say \"the boy is for anger.\" That makes no sense. But I can say
\"He is a boy of anger.\" This gives you the impression that the boy is
just angry all the time. **Datives used with the *Esse* verb tend to be
people**, not objects. **Genitives used with the *esse* verb tend to be
objects** but can often be people. Here is the difference.

:   *Filius homini est.*

The very point of this sentence is to tell you that the Son is for the
Man.

:   *Filius hominis nauta est.*

This sentence uses a Genitive because the reason that the sentence
exists is not to tell us that the Son is for the Man but that the Son is
a Sailor. The fact that he is the Man\'s Son is just an extra idea that
we threw on but could easily take off and still have the meaning of the
sentence preserved. *Filius nauta est. Filius himinis nauta est.*

Basically, for grammar, we will treat the genitive like an indeclinable
adjective. It can go anyplace an adjective can go.

The next sentence pattern we will look at is **Nominative Adverb est**.
You basically state a nominative and give extra information about it
using an adverb, or a preposition plus case noun.

:   *Petasus illic est. Petasus in mensa est.*

With Intransitive and Transitive verbs we can use adverbs, prepositional
phrases and Ablatives by themselves for this.

:   *Bene video. In via sto. Placido quiesco.*

This means that you already know another sentence pattern. **Nominative
Adverb Intransative Verb**.

Once we jump into the world of transitive verbs you will have a bit more
in the sentence to keep track of. A transitive verb allows an Actor
(subject nominative) to act (transitive verb) on an object (Accusative).
The sentence pattern goes like this: **Nominative Accusative Transative
Verb**.

In English we use word order to separate these two because unless we use
a pronoun like **him**, the subject and object of the sentence will look
the same. Not in Latin, or at least not often in Latin. In Latin,
Subjects sound and thus look different than Objects. Keep in mind that
word order could be any order but, so that you can see and get used to
what you are seeing, I will stick to Nominative Accusative Verb. In a
real Latin sentence, multiple adjective/genitives, adverbs/ablatives and
or datives may be in a sentence to extend and enhance the meaning.

:   *Puella puerum videt.* See, even with Puer and Puella being next to
    each other and them being similar in pronunciation, you can still
    easily determine who is the subject and who is the object.

```{=html}
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```

:   *Pueri puellas cum intentissime observant.* No mystery here as to
    what is going on I hope.

```{=html}
<!-- -->
```

:   *Next we will look at giving verbs.* Their sentence pattern goes
    like this: **Nominative Dative Accusative Verb**. Nominative gives
    Accsative to Dative. If you can understand that then this sentence
    pattern is easy.

```{=html}
<!-- -->
```

:   *Puella puero rosam dat. Puer puellae cephalalgiam dat. Mulier
    hominibus litteras misit.*

You will notice I hope that I used the verb Dat twice above. The Dative
does indeed take its name from its frequent use with this verb. Also I
used the verb Misit. Any verb that means \"give\" \"send\" \"grant\" and
the like can logically use this construction.

Next we look at Making verbs. This is where you say that you turned one
thing into another thing. This can be a noun into another noun or a noun
into an adjective. **Nominative Accusative Accusative Verb**.

:   *Coquus similaginem crustulum fecit. Coquus crustulum dulce fecit.*

The last of the most basic sentence patterns that you will need to
remember and use in everyday speech is **Nominative Ab Ablative Passive
Verb**. In this sentence the Nominative Case is not the actor of the
verb but instead receives the action that the verb gives, just like a
passive verb in English. Logically, there can be no Accusative in this
kind of sentence. The **person that is the actor does not have to be
stated** but if he or she is it will be using the Ablative case after
the preposition Ab.

:   *Ab familia mea laudar. Circenses ab omnibus videntur.*

Those sentence patterns listed above are the most basic and most
frequent sentence patterns that you will encounter and have to use is
you become a Latin speaker (and you should be trying to become a Latin
speaker). These sentence patterns are your base and onto them you will
eventually add additional sub patterns that you will use. The important
thing is to master these simple patterns first and then move on to more
complex structures. Once you know the pattern, it becomes just a matter
of vocabulary replacement. Move one word out and put in the desired next
word. You should know how to do this through repetition so much that you
do not have to think about it to parse or translate. The goal is to
understand in Latin and not have to need to translate into English to
get it.


# Latin/Words and their Flexion

## Words and their Flexion

### Stem Flexion

------------------------------------------------------------------------

1\. Words are called in Grammar the Parts of Speech.
:   Words are either Simple, as flagrare flamma, or Compound as
    con-flagrare, flamm-i-er
:   Every Word has meaning and form. Form helps to determine meaning.

```{=html}
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```

2\. Every Word has a STEM and ROOT.
:   Word and Stem may be (but seldom are) the same, as tu, thou; aqua,
    water, while Root differs: flamma, flame: Root, flag-, blaze.

```{=html}
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```

:   Root and stem are often the same: ag-ere, to act. Such words are
    called Radical or Primitive: all others are derivative.

```{=html}
<!-- -->
```

:   A Compound Word has only one Stem, but as many Roots as it has
    composing parts. Thus the Stem of conflagrare is conflagra, the two
    Roots, cum and flag-.

```{=html}
<!-- -->
```

3\. Every true element in a word following the Root is called a SUFFIX.
:   Thus in flamma (for flag-ma) --ma is a Suffix; in flagrare, -r, -a
    and --re and suffixes.

```{=html}
<!-- -->
```

:   Suffixes may need a connecting Link or Vincular, which is not
    elemental: reg-I-bus, quer-I-monia. The final Suffix, which converts
    a Stem into a Word, is called an Ending, as --re in flag-r-a-re. But
    the Suffix --ma is not called an Ending because flamma is itself a
    Stem. When it forms flammas, s is an Ending.

```{=html}
<!-- -->
```

4\. A syllable placed before a word to modify its meaning, not being a root word, is called a PREFIX.
:   Thus in te-tend-I and cin-cinnus, te and cin are Prefixes. But
    particles in composition, as de-, re-, and se- are not Prefixes as
    having roots of their own.

```{=html}
<!-- -->
```

5\. The last letter of a Root, as g in flag is called the Root Character.
:   The last letter of a stem, as a in flamma, is called the Stem
    Character. The Stem Character, being of chief importance is also
    known as the Character of the Word.

```{=html}
<!-- -->
```

6\. FLEXION, or Stem Flexion is the method of inflecting a stem, that is, of making such changes in its form to indicate changes in its meaning and uses.
:   This is usually done by suffixing a Flexional Ending to the Stem:
    flagra-re; flamma-rum. Such suffixed endings sometimes need a
    Vincular, as I in regibus; sometimes they cause a mutation of the
    stem, as flamm-is for flamma-is (which is for flamma-bus). Sometimes
    change in a letter of the Stem itself is an inflection, such as
    flamm-a (short a) to flamm-a (long a). Sometimes both Letter-change
    and Ending are used; ag-, eg-I. Sometimes Prefix, Letter Change and
    Ending are used: can-, ce-cin-ci.

```{=html}
<!-- -->
```

7\. How then is a Stem defined?
:   A stem is that part of a Word which is virtually contained in every
    change of form, though the character is often liable to be hidden
    through the operation of the laws which determine letter change. So
    the character of flamma is hidden in the form flammis; the character
    of virgin- is hidden in the form virgo; the character of dirif- is
    hidden in the form direxi.

```{=html}
<!-- -->
```

8\. How then is a Root defined?
:   A Root is the primitive element in any word; that part which the
    word has in common with all other kindred words. Thus in agito, the
    Stem is agrita-, but the root is ag-, which it has in common with
    ag-o, ag-men, and many other kindred words. The Root-character and
    Root-vowel are more liable to be in hidden through letter change
    than even the Stem-character. Thus the Root ag- is contained in the
    words action, examen, redigo, but obscured in word by some mutation.


# Latin/Stylistic Features of Latin Verse and Prose

# Stylistic Features of Latin Verse and Prose

This is a brief glossary of stylistic features often found in Latin
especially in rhetoric and poetry.

## Alliteration

Alliteration is a common poetic technique used in Latin from the
earliest surviving fragments to the latest literary age. In alliteration
there is a repetition of the initial consonantal letter.

### Example 1

  Latin                 English
  --------------------- ----------------------------
  Caesar cum Cicerone   Caesar, with Cicero
  Veni,Vidi,Vici        I came, I saw, I conquered
  bellum bonum          good war

## Hyperbaton

Hyperbaton is the arranging of words in a particular manner to produce
an effect. Hyperbaton is used often in Latin literature because Latin
syntax is far more flexible than English.

### Example 2

  Latin                                 English
  ------------------------------------- ------------------------------------------------------------
  magnae periculo opes Karthago, \...   danger because of great wealth/resources of Carthage, \...

Analysis: The word \'periculo\' separates the words \'magnae\' and
\'opes\' even if it should be used before *magnae opes*.

## Hendiadys

Hendiadys is a rhetorical and poetic technique that uses the
juxtaposition of two or more words with a similar meaning to reinforce
an idea.

## Parallelism

Parallelism is a stylistic device common in Latin in which two sentences
have similar syntax.

### Example 3

  Latin                       English
  --------------------------- ------------------------
  Italia in Europa est.       Italy is in Europe.
  Marcus ad scholam currit.   Marcus runs to school.

Analysis: In both sentences the nominative is placed first and the
principal verb is last.

## Chiasmus

Chiasmus is the reverse of parallelism, because syntactic structures are
inverted. The name is from the Greek letter Chi which resembles an X and
illustrates symmetrical crossing. A good example is the aphorism quod
cibus est aliis, aliis est venenum, \"What is food to some, to others is
poison.\" The pattern is: noun, verb, pronoun; pronoun, verb, noun.

### Example 4

  Latin              English
  ------------------ -------------------
  Claudiam laudo.    I praise Claudia.
  Venio ad Marcum.   I come to Marcus.

## Litotes

The negation of a verb instead of using an antonym is a poetical device
known as litotes. Litotes is much weaker than simply using an antonym.
Litotes is often used as underestimation.

### Example 5

  Latin               English
  ------------------- ------------------------
  non ignorare        to not be ignorant of
  As opposed to\...
  tenere              to be knowledgeable of

## Anaphora

The rhetorical figure called anaphora is often used in conjunction with
parallelism where the first word in the first sentence of a paragraph or
stanza is repeated in the following sentences. It is sometimes used
where the initial word in a sentence must be understood in the clauses
or sentences that follow.

### Example 6

  Latin                                      English
  ------------------------------------------ ----------------------------------------------
  timeo ne non pueri essent boni in schola   I dread that the boys are not good in school
  timeo ne non puellae essent bonae domi     I dread that the girls are not good at home

Analysis: `<i>`{=html}timeo`</i>`{=html} is repeated in the sentence,
although not strictly necessary

## Epistrophe

An epistrophe is a rhetorical device like anaphora except at the end of
a sentence.

## Asyndeton

  Latin            English
  ---------------- ----------------------------
  Veni,vidi,vici   I came, I saw, I conquered

As you can see, an asyndeton is a multiple numeration without the \"et
(and)\"

## Polysyndeton

This is a numeration **with** et:

Veni et vidi et vici.

Polysyndeton is marked by the repeated use of the same conjunction
(et\...et\...et) or (neque\...neque\...neque). It is the direct opposite
of asyndeton (listing with no conjunctions).

## Pluralis modestiae

This is an advanced technique, often used in ancient fabulae, by Aesop
and others.

It means that the Plural is used to show \"modestia\", for example

\"officium magnum e nostro est.\"


# Applications of ICT in Libraries/Diploma ICTL

The **Advanced Certificate** and the **Advanced Diploma** in
**Applications of ICT in Libraries** were developed by the **Scottish
Library and Information Council (SLIC)** and are validated by the
**Scottish Qualifications Authority (SQA)**

`<big>`{=html}\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--CHANGES
TO THE
QUALIFICATION\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--`</big>`{=html}

The Certificate and Diploma have been superseded by the Professional
Development Award in Applications of ICT in Libraries at levels 7 and 8
(English and Welsh levels 4 and 5). They consist of much the same
content as the certificate and diploma but the PDAs include two new
units:

:   Digital Culture: Online Communication: In this unit you will focus
    on the "new literacies" created by digital technologies. You will
    consider Web 2.0 tools, including social networks, online
    publishing, online collaboration and virtual worlds.
:
:   Digital Culture: Online Collaboration: This unit considers the
    sociology and operation of virtual communities. You will discuss the
    uses of Web 2.0 and online collaboration tools within your
    workplace.

To achieve the level 7 award you must complete three mandatory units:

⋅Locating Information on Behalf of Clients ⋅Using ICT in Library
Practice & Professional Development ⋅Supporting Clients in the safe &
Legal use of ICT

and one of:

⋅Supporting Reader Development ⋅Digital Culture: Online Communication

`<big>`{=html}\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--`</big>`{=html}

### What are these qualifications?

These qualifications are based on the training already carried out as
during the People's Network programme. They have been developed by the
Scottish Library and Information Council (SLIC) and are accredited by
the Scottish Qualifications Authority (SQA). The level of the
qualifications is roughly equivalent to a UK Higher National Certificate
or Diploma (HNC/HND), a US Associate Degree or years 1 and 2 of a UK or
US undergraduate degree. Credit for approximately one year of study may
be transferable to other academic programmes.

The **Museums, Libraries and Archives Council (MLA), SLIC, CyMAL** (the
Welsh body) and **DCAL** (the Northern Ireland department) supported the
development of the qualifications for use throughout the UK. SQA is
currently exploring accreditation with the **QCA (Qualifications &
Curriculum Authority)** and articulation into higher education. The
qualifications have been reviewed by content advisers from across the UK
in order to balance any variation in the context of library service
delivery and the learning materials contain UK-wide examples of best
practice.

### Who are they for?

These qualifications are appropriate to library staff in any sector:
public libraries, higher education, further education, schools, health
libraries, national libraries etc. They are suitable for experienced
staff (by showing how ICT can used in traditional library work)and they
are also suitable for **new entrants** to the profession. They may also
be of interest to English-speaking library staff in other countries.

Candidates would normally be expected to have reached a reasonable level
of general education, for example A-Level or SCE Higher and possess
reasonable ICT skills, such as PC Passport or ECDL.

### What is the content?

The **Level 7 in Applications of ICT in Libraries** consists of six 8
credit units, each roughly equivalent to 80 hours of study, as follows:

Mandatory units:

-   Locating information on behalf of clients Applications of ICT in
    Libraries/Locating
    Information
-   Using ICT in professional practice Applications of ICT in
    Libraries/Using ICT in Professional
    Practice
-   Supporting clients in the safe and legal use of ICT Applications of
    ICT in Libraries/Safe and Legal Use of
    ICT

Optional Units (learners undertake one of these units):

-   Supporting reader development Applications of ICT in
    Libraries/Supporting Reader
    Development
-   Supporting client learning Applications of ICT in
    Libraries/Supporting Client
    Learning
-   Digital Culture: digital communication

The **Level 8 in Applications of ICT** in Libraries includes three 16
credit units (160 hours of study) and one 8 credit unit (80 hours of
study):

Optional Units (learners undertake one of these units):

-   Net Navigator Applications of ICT in Libraries/Net
    Navigator
-   Educator Applications of ICT in
    Libraries/Educator

(candidates must choose one of these)

Mandatory units:

-   Graded Unit -- Reflective Project Applications of ICT in
    Libraries/Graded Unit
    Project
-   Digital Culture: digital collaboration

Summaries of the **unit content** can be found later in this document.

### What support material is available?

A wide range of support material is available, including top-up learning
material, assessment tools and electronic log-books to record
assignments for authentication in the workplace. The top-up learning
material is available in Wikibook format.

### How are they assessed?

Almost all of the assessment is of a practical nature and involves the
completion of logbooks relating to workplace activities, essays and
reports. Most assessments can be submitted online.

### How do they relate to professional qualifications?

### What are the benefits?

There are a number of benefits for individual and employers in
supporting this development. Staff will have the chance to have their
People's Network learning accredited, improve their qualifications, gain
academic credits for transfer into other courses or improve their
promotion prospects. From the employer\'s perspective, the
qualifications will contribute towards workforce development and meeting
corporate quality agendas such as Investors in People and Charter Mark.

## Applications of ICT in Libraries: Unit Summaries

You can obtain the complete **unit specification** by following the link
after the title.

### Locating information on behalf of clients

The purpose of this unit is to guide candidates to work logically
through the steps of a reference enquiry, typical for a public library,
using Internet resources.

1.  Define the precise nature of the enquiry in conjunction with the
    client.
2.  Create a search strategy to fully satisfy the client\'s enquiry.
3.  Evaluate the results of the search in terms of validity of
    information found and its appropriateness in meeting the client\'s
    needs.

### Supporting reader development

The purpose of this unit is to develop skills in public library staff
required to use online resources in order to support clients in the
development of their reading.

1.  Demonstrate an understanding of reader development.
2.  Identify, evaluate and use a range of online resources that promote
    reading to adult clients.
3.  Identify, evaluate and use a range of online resources that promote
    reading to younger clients.
4.  Identify, evaluate and use a range of online resources that promote
    reading to clients with special needs or with specific language
    requirements.

### Supporting client learning

The purpose of this unit is to develop skills in public library staff
required to support clients in their selection and use of ICT-based
learning packages within the library.

1.  Profile client in terms of ICT competence and learning goals.
2.  Select a range ICT-based package(s) to support this learning.
3.  Provide appropriate ICT support to the client in the use of their
    chosen learning package(s).

### Using ICT in professional practice

The purpose of this unit is to develop skills in public library staff
required to use ICT in support of professional practice.

1.  Use an automated library management system proficiently.
2.  Use and evaluate online selection tools.
3.  Use ICT in continuing professional development, to join in
    professional discussions and to improve own professional practice.

### Supporting clients in the safe and legal use of ICT

The purpose of this unit is to develop skills in public library staff
required to support clients so that they can use ICT safely for a range
of purposes and within the current legislative framework.

1.  Demonstrate safe practice relating to the use of ICT for
    communication.
2.  Demonstrate ways in which ICT can support clients with special needs
    or with specific language requirements.
3.  Demonstrate awareness of legislation relating to the use of ICT for
    storage, manipulation and access of information.
4.  Demonstrate awareness of Freedom of Information legislation and
    information access issues.

### Digital Culture: Online Communication

This unit focuses on using social media for communication purposes. It
supports developing new digital literacies and using these skills to
manage information effectively.

1.  Examines communication using social media and collaborative
    documents
2.  Explores using online publishing tools to support library services
    and continuing professional development
3.  Uses new technologies to reflect on the information society

### Carrying Out the Educator Role

The purpose of this unit is to develop skills in design and delivery of
training on ICT-related topics.

1.  Establish ICT training needs for individuals and groups.
2.  Select delivery approach which takes account of learner\'s preferred
    learning style and is appropriate for learning content.
3.  Design learning materials and programmes on ICT-related topics.
4.  Utilise appropriate skills to support individuals and groups in
    their use of learning materials and programmes on ICT related topics
5.  Evaluate and revise learning materials and programmes on ICT-related
    topics.

### Integrative Unit (Project)

This Integrative Unit is designed to provide evidence that the candidate
has integrated the knowledge and skills acquired throughout the
programme into his/her ongoing professional practice.

1.  Review the programme to identify key areas of learning.
2.  Demonstrate the incorporation of key areas into ongoing professional
    practice.
3.  Formulate an approach to continuing professional development in key
    areas.

## Certification

Anyone wishing to be certified for the Diploma or Advanced Diploma must
enrol as a student at one of the centres approved by SQA to offer the
programmes. Centres may offer the programmes by different means, e.g.:
full-time or part time, presencial, distance learning etc.


# Applications of ICT in Libraries/Advanced Diploma ICTL

The **Advanced Certificate** and the **Advanced Diploma** in
**Applications of ICT in Libraries** were developed by the **Scottish
Library and Information Council (SLIC)** and
are validated by the **Scottish Qualifications Authority
(SQA)**

\-\-\--CHANGES TO THE
QUALIFICATION\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--
The Advanced Diploma has been superseded by the Professional Development
Award in Applications of ICT in Libraries at level 8 (English and Welsh
level 5). It consist of much the same content as the Advanced Diploma
but the PDA includes a new unit:

Digital Culture: Online Collaboration: This unit considers the sociology
and operation of virtual communities. You will discuss the uses of Web
2.0 and online collaboration tools within your workplace.

To achieve the level 8 award you must complete the level 7 award plus
two mandatory units:

\- Digital Culture: Online Collaboration and - Reflective Practice unit

and one of either

\- Carrying out the Net Navigator Role or - Carrying out the Educator
Role

------------------------------------------------------------------------

### What are these qualifications?

These qualifications are based on the training already carried out as
during the People's Network programme. They have been developed by the
Scottish Library and Information Council (SLIC)
and are accredited by the Scottish Qualifications Authority
(SQA). The level of the qualifications is
roughly equivalent to a UK Higher National Certificate or Diploma
(HNC/HND), a US Associate Degree or years 1 and 2 of a UK or US
undergraduate degree. Credit for approximately one year of study may be
transferable to other academic programmes.

The **Museums, Libraries and Archives Council (MLA), SLIC, CyMAL** (the
Welsh body) and **DCAL** (the Northern Ireland department) supported the
development of the qualifications for use throughout the UK. SQA is
currently exploring accreditation with the **QCA (Qualifications &
Curriculum Authority)** and articulation into higher education. The
qualifications have been reviewed by content advisers from across the UK
in order to balance any variation in the context of library service
delivery and the learning materials contain UK-wide examples of best
practice.

### Who are they for?

These qualifications will permit library staff who have already.
undergone the **People's Network** training to obtain accreditation, but
they are also suitable for **new entrants** to the profession. The main
target group is staff working in the UK public library service, but the
qualifications are also likely to be of interest to staff in other
library services, particularly **school libraries**. They may also be of
interest to English-speaking library staff in other countries.

Candidates would normally be expected to have reached a reasonable level
of general education, for example A-Level or SCE Higher and possess
reasonable ICT skills, such as PC Passport or ECDL.

### What is the content?

The **Diploma in Applications of ICT in Libraries** consists of five
single-credit units (each roughly equivalent to 40 hours of study), as
follows:

-   Unit 1: Locating information on behalf of clients Applications of
    ICT in Libraries/Locating
    Information
-   Unit 2: Supporting reader development Applications of ICT in
    Libraries/Supporting Reader
    Development
-   Unit 3: Supporting client learning Applications of ICT in
    Libraries/Supporting Client
    Learning
-   Unit 4: Using ICT in professional practice Applications of ICT in
    Libraries/Using ICT in Professional
    Practice
-   Unit 5: Supporting clients in the safe and legal use of ICT
    Applications of ICT in Libraries/Safe and Legal Use of
    ICT

The **Advanced Diploma in Applications of ICT** in Libraries includes
all of the above units, plus the following double-credit units, each
roughly equivalent to 80 hours of study:

-   Unit 6: Net Navigator Applications of ICT in Libraries/Net
    Navigator
-   Unit 7: Educator Applications of ICT in
    Libraries/Educator

(candidates must choose one of these)

-   Unit 8: Graded Unit -- Project Applications of ICT in
    Libraries/Graded Unit
    Project

Summaries of the **unit content** can be found later in this document.

### What support material is available?

A wide range of support material is available, including top-up learning
material, assessment tools and electronic log-books to record
assignments for authentication in the workplace. The top-up learning
material is available in Wikibook format and also in an interactive
web-based format at <http://www.ictl.org.uk>.

The top-up material includes activities, prompts and refresher learning.
More than 600 pages of material have already been written and this is
being expanded all the time. The top-up learning can be integrated with
People\'s Network, cascade or new training and work-based practice.

### How are they assessed?

Almost all of the assessment is of a practical nature and involves the
completion of logbooks relating to workplace activities, essays and
reports. Most assessments can be submitted online.

### How do they relate to professional qualifications?

The qualifications support the **CILIP Framework of Qualifications** and
can be used as evidence towards Certification, Chartership and
Revalidation submissions. The Diplomas are based on reflective practice,
and electronic logbooks make it easy to build portfolios.

### What are the benefits?

There are a number of benefits for individual and employers in
supporting this development. Staff will have the chance to have their
People's Network learning accredited, improve their qualifications, gain
academic credits for transfer into other courses or improve their
promotion prospects. From the employer\'s perspective, the
qualifications will contribute towards workforce development and meeting
corporate quality agendas such as Investors in People and Charter Mark.

## Applications of ICT in Libraries: Unit Summaries

You can obtain the complete **unit specification** by following the link
after the title.

### Unit 1: Locating information on behalf of clients

The purpose of this unit is to guide candidates to work logically
through the steps of a reference enquiry, typical for a public library,
using internet resources.

1.  Define the precise nature of the enquiry in conjunction with the
    client.
2.  Create a search strategy to fully satisfy the client\'s enquiry.
3.  Evaluate the results of the search in terms of validity of
    information found and its appropriateness in meeting the client\'s
    needs.

### Unit 2: Supporting reader development

The purpose of this unit is to develop skills in public library staff
required to use online resources in order to support clients in the
development of their reading.

1.  Demonstrate an understanding of reader development.
2.  Identify, evaluate and use a range of online resources that promote
    reading to adult clients.
3.  Identify, evaluate and use a range of online resources that promote
    reading to younger clients.
4.  Identify, evaluate and use a range of online resources that promote
    reading to clients with special needs or with specific language
    requirements.

### Unit 3: Supporting clients learning

The purpose of this unit is to develop skills in public library staff
required to support clients in their selection and use of ICT-based
learning packages within the library.

1.  Profile client in terms of ICT competence and learning goals.
2.  Select a range ICT-based package(s) to support this learning.
3.  Provide appropriate ICT support to the client in the use of their
    chosen learning package(s).

### Unit 4: Using ICT in professional practice

The purpose of this unit is to develop skills in public library staff
required to use ICT in support of professional practice.

1.  Use an automated library management system proficiently.
2.  Use and evaluate online selection tools.
3.  Use ICT in continuing professional development, to join in
    professional discussions and to improve own professional practice.

### Unit 5 Supporting clients in the safe and legal use of ICT

The purpose of this unit is to develop skills in public library staff
required to support clients so that they can use ICT safely for a range
of purposes and within the current legislative framework.

1.  Demonstrate safe practice relating to the use of ICT for
    communication.
2.  Demonstrate ways in which ICT can support clients with special needs
    or with specific language requirements.
3.  Demonstrate awareness of legislation relating to the use of ICT for
    storage, manipulation and access of information.
4.  Demonstrate awareness of Freedom of Information legislation and
    information access issues.

### Unit 6: Carrying Out the Net Navigator Role

The purpose of this unit is to guide candidates to work logically
through the steps of a complex reference enquiry, typical for a public
library, using a complex search strategy, a wide range of internet
resources and current awareness and alerting services.

1.  Define the detail of a complex enquiry in conjunction with the
    client.
2.  Demonstrate knowledge of search logic, search engines and features
    of the internet.
3.  Create and implement a complex search strategy.
4.  Evaluate websites located in a complex search.
5.  Review effectiveness of search strategy.
6.  Use ICT to set up current awareness and alerting services.

### Unit 7: Carrying Out the Educator Role

The purpose of this unit is to develop skills in design and delivery of
training on ICT-related topics.

1.  Establish ICT training needs for individuals and groups.
2.  Select delivery approach which takes account of learner\'s preferred
    learning style and is appropriate for learning content.
3.  Design learning materials and programmes on ICT-related topics.
4.  Utilise appropriate skills to support individuals and groups in
    their use of learning materials and programmes on ICT related topics
5.  Evaluate and revise learning materials and programmes on ICT-related
    topics.

### Unit 8: Integrative Unit (Project)

This Integrative Unit is designed to provide evidence that the candidate
has integrated the knowledge and skills acquired throughout the
programme into his/her ongoing professional practice.

1.  Review the programme to identify key areas of learning.
2.  Demonstrate the incorporation of key areas into ongoing professional
    practice.
3.  Formulate an approach to continuing professional development in key
    areas.

### Digital Culture - Online Collaboration

This unit examines the creation, sociology and operation of virtual
communities and explore how individuals can collaborate for a common
purpose using social media and online publishing tools.

1.  Initiate and facilitate professional discussions using forums
2.  Utilising social media for professional and personal networking
3.  Co-orinate a group collaborative social media marketing project
4.  Plan, edit and produce a group collaborative blog
5.  Reflecting on the most appropriate social media strategy for your
    information service

## Certification

Anyone wishing to be certified for the Diploma or Advanced Diploma must
enrol as a student at one of the centres approved by SQA to offer the
programmes. Centres may offer the programmes by different means, e.g.:
full-time or part time, presencial, distance learning etc.

### Approved Centres

At present there is only a single approved centre, but this is expected
to change and further centres will be added as approval is granted.

#### Millennium City Academy

**Millennium City Academy** is an associate college of **London Graduate
School of Management**, a private college located in the heart of
London, UK. It offers the ICTL programmes by distance learning. Full
details can be obtained from the college\'s web site
<http://www.lgsm.ac>, or by emailing **ictl@lgsm.ac**.