# Applications of ICT in Libraries/Supporting Client Learning

This page is designed for the use of students undertaking the
**Diploma** (Diploma ICTL) or the **Advanced
Diploma** (Advanced Diploma ICTL) in
**Applications of ICT in Libraries**.

These qualifications were developed by the **Scottish Library and
Information Council (SLIC)** and are
validated by the **Scottish Qualifications Authority
(SQA)**

**Supporting Client Learning** is a core unit in both the Diploma and
Advanced Diploma programmes.

Information regarding the **background to the courses**, **content** and
**certification opportunities** can be obtained by following the
**Diploma** (Diploma ICTL) or the **Advanced
Diploma** (Advanced Diploma ICTL)
links.

Further information can be obtained from **angela.lees@sqa.org.uk**

## ICT competence and learning goals

### Establishing client competence in use of hardware and software

The client's **ICT competence** clearly affects their ability to use any
learning packages available. If ICT skills are lacking, the client may
have to undertake some **ICT skills development** before moving onto
their selected learning package. You should determine the client's ICT
competence in relation to both **hardware** and **software**.

Your initial task is to find out what sorts of **previous experience**
and **competence** the client has had with ICT. Typically you might want
to explore four areas:

-   **hardware**
-   **operating system environment (normally Windows)**
-   **using the Internet**
-   **using applications packages**

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.1**

Before proceeding:

-   List the hardware items you would enquire about.
-   Note down what you would want to know about each of these items.

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#### Client competence in using hardware

The main items of hardware which the client is likely to have to use are
the:

-   **mouse**
-   **keyboard**
-   **printer**
-   **scanner**
-   **removable media**

We look at each of these in turn, giving some specific pointers about
what you should ask the client.

#### The mouse

You might want to start by finding out the following information:

-   Has the client used a mouse?
-   Is the client aware of the use of the **left and right buttons**?
-   Is the client aware of **hovering** over items?
-   (For left handed clients) is the client aware of how to change a
    mouse from right- to **left-handed** operation?
-   If the computers in your library use **another type of pointing
    device**, such as a tracker ball or touch pad, can the client use
    this proficiently?

#### Keyboard

You might want to start by finding out the following information:

-   Has the client used a keyboard?
-   Does the client know how to use:
    -   **space and return keys**
    -   **shift and caps lock keys**
    -   **delete and backspace keys**
    -   **cursor (arrow) keys**
    -   **ctrl, tab, esc and insert keys**
    -   **function keys**

#### Printer

You might want to start by finding out the following information:

-   Has the client used a printer?
-   Is the client aware of any printer processes which are *\'specific
    to your library*?
-   Can the client **load the printer with paper**?
-   Is the client aware of the **cost per page** of printing (monochrome
    and colour)?

#### Scanner

You might want to start by finding out the following information:

-   Has the client used a scanner?
-   Is the client aware of the routine of pre-scan, select area and
    scan?
-   Is the client aware of the importance of selecting an appropriate
    scanning resolution?

#### Removable media

Use of removable media, such as floppy disks, CD-ROMs and USB storage
(also known as Flash Drives or Pen Drives) will be governed by library
rules. If these are allowed you might want to start by finding out the
following information:

-   Can the client **insert a disk** (or other media) properly?
-   Is the client aware of when it is appropriate to **remove** it?
-   Can the client access media in **different drives**?
-   Can the client save to **writable media**?

#### Operating systems

We use the term **operating system** to describe the basic software,
such as **Microsoft Windows**, which makes the computer work. When a
computer is switched on, the operating system starts running before any
application package such as Word will run. The operating system involves
**managing applications and data**.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.2**

Before proceeding:

-   List the aspects of the operating system you would enquire about.
-   Note down what would you want to know about each aspect.

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#### Previous experience

You might want to start by finding out the following information:

-   Is the client **familiar with the operating system** on the
    computers in your library?

Note that, even within the same library, different computers may have
different operating systems. Most of the common operating systems are
supplied by Microsoft:

-   Windows 98
-   Windows NT
-   Windows 2000
-   Windows Millennium
-   Windows XP

There are some significant differences in the practical operation of
these, so you should determine whether the client can carry out the
tasks we outline below for the operating system on the computer which
will be used to work through the chosen learning packages.

#### Operating system tasks

You might want to start by finding out the following information:

**Finding applications:**

-   Does the client know **where to look** for the applications or
    packages?
-   Does the client know the **names and icons** for the applications
    required?

**Opening and closing applications:**

-   Can the client **open** an application?
-   Can the client **close** an application correctly? (This often
    involves saving information.)

**Using a file manager to locate files and data:**

-   Can the client use **My Documents/Windows Explorer** to navigate
    around the file system?
-   Is the client aware of the concept of a **hierarchy** or tree
    structure of folders (directories)?

**Creating folders and saving data in specific folders:**

-   Can the client **create a new folder** to save application data?

#### Using the Internet

A great deal of information to support learning as well as complete
learning packages can be accessed via the Internet. It is therefore
important to gauge the client's competence in Internet use.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.3**

Before proceeding:

-   List the aspects of Internet use you would enquire about.
-   Note down what would you want to know about each aspect.

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#### Common Internet tasks

Here are the main aspects of **basic Internet use** which you should ask
about:

**Browsing the Internet:**

-   Has the client experience of **using a browser**? (e.g.: Internet
    Explorer, Mozilla, Firefox)
-   Has the client experience of **using a search engine**? (e.g.:
    Google, Ask Jeeves)
-   Is the client aware of the variable quality of websites found on the
    Internet?

**E-mail:**

-   Has the client used **e-mail**?
-   Does the client have an **e-mail address**?

**Chat:**

-   Has the client used **chat**?
-   Is the client aware of **possible dangers** in its use?

**Groups:**

-   Has the client used any **(news)groups**?

#### Using applications packages

You need to know about the client's existing experience with common
applications packages. This will help to confirm the information gleaned
so far.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.4**

Before proceeding, list some applications packages you might want to ask
about.

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#### Applications packages

Word processing is the most likely example of an applications package.
Almost all computer users will have done some word processing. But many
will have used other packages as well.

**Word processing packages**

-   Has the client used a **word processor**? (e.g.: Word, Write)

**Spreadsheet packages**

-   Has the client used a **spreadsheet application**? (e.g.: Excel)

**Photo/Graphics packages**

-   Has the client used a **photo/graphics package**? (e.g.: Paint Shop
    Pro, Photoshop)

**Database packages**

-   Has the client used a **database application**? (e.g.: Access,
    dBASE)

**Financial packages**

-   Has the client used a **financial package**? (e.g.: Quicken, Quick
    Books)

**Other**

-   Has the client used any other, **more specialised packages** which
    do not fit into the above categories? If so, what are these packages
    and what do they do?

In each case you should try to get an idea of the **level** at which the
packages have been used. The best way of finding this out is to ask the
client to give some **examples** of how they used the package.

#### Using learning packages

One important question to ask is whether the client wishes to use the
chosen learning package **in the library**, using the library's
equipment, or whether they would prefer to take the package away for
**home** use.

If the latter, it is vital that you establish the **specification** of
their home computer. While many home users possess high specification
equipment, others may have older, slower models which will not support
the latest packages. This can be a particular problem where **graphics
or audio** is involved.

All learning packages will state clearly the **minimum specification**
on which the application will run and you should ask the client to
confirm that their home equipment meets or exceeds this.

It is good practice to make a **written record** of what you have
established about the client's ICT competence. Some libraries have
checklists for this purpose.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.5**

Find out if your library service has checklists of this nature. If not,
why not create one for yourself and your colleagues to use?

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#### Establishing learning goals

You need to **establish the learning goals** for the client before you
can think about possible learning approaches. The client may have
learning goals related to their **work** or to their **personal life**.
You should attempt to establish exactly what the client wishes to learn
and if possible get an idea of the reasons why the client is undertaking
the learning.

Some clients may come to the public library seeking learning packages
which are **complete in themselves**. You may be able to provide such
packages "off the shelf" in your library or you may have to source them
from elsewhere.

Other clients may be seeking additional learning to support training or
education being **undertaken elsewhere**. The most obvious example of
the latter is school pupils or college/university students wishing
assistance with assignments or desiring materials which will help them
revise for examinations.

Clients engaged in more **informal learning** may also require top-up
materials. For example, an adult working through a self-help book on
word processing might ask for additional exercises in keyboarding.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.6**

Before proceeding outline the different areas you would need to ask
about to find out the client's learning goals. There are quite a few of
them!

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

#### Determining learning goals

Here are some possible areas to look at with the client to determine the
learning goals:

**General subject area:**

What is the **general subject area** in which the client wishes to
undertake the learning? E.g.: the Spanish language.

**Slant or specialism:**

Is there a **particular specialism** to this learning? E.g.: Spanish for
business.

**Existing competence of client:**

Does the client possess any existing relevant competence in the subject?
E.g.: the client has picked up a basic knowledge while living in Spain
for six months last year.

**Future competence as a result of the learning undertaken:**

What **level** does the client wish to be able to reach as a result of
the learning? E.g.: the client wishes to write business letters to
Spanish clients of their company.

**Reasons for learning:**

Is there a particular work or social **reason** the client has for
wishing to undertake the learning? E.g.: the client is soon to take
responsibility for their company's Spanish clients

#### Additional factors

You may need to consider the following additional factors:

**Timeframe:**

Over what **time period** does the client wish the learning to take
place? E.g.: the next six months.

**Time available:**

**How much time** in the week does the client have for learning? E.g.:
up to four hours per week.

**Importance of certification:**

Does the client particularly want to undertake learning which will
result in a **qualification?** E.g.: the client is interested in gaining
a City & Guilds qualification in Business Spanish on completion of the
learning.

**Finance:**

Many of the learning materials available through public libraries will
have no costs attached. However some may involve **enrollment or
certification fees**. In these cases, you must tactfully investigate if
the client would have the financial resources for a course of study with
a fee associated? E.g.: is the client able and/or willing to pay for an
end of course examination fee?

It is good practice to make a **written record** of what you have
established about the client's learning goals. Some libraries have
checklists for this purpose.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.7**

Find out if your library service has checklists of this nature. If not,
why not create some for yourself and your colleagues to use?

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### The UK education and training system

In order to help your clients, you need to have a broad-based
understanding of the **UK education and training system**as a whole -
**pre-school, primary, secondary, tertiary, workplace** and
**informal**. Naturally you are not expected to be an expert on
education and training (although in some instances you may need to
consult such experts). However you should be familiar with the basics of
the system and know how to find out more detail on any aspect, if this
is required.

Remember that we live in an age of **lifelong learning** and that much
learning takes place outside the traditional academic system. So you
should make sure that you know not just the local schools, colleges and
universities, but also private training providers, adult learning
agencies, voluntary groups etc.

In particular, it is essential that you appreciate the ways in which the
education and training systems of the four UK nations differ from one
another (the Scottish system displays the largest divergences from the
others) and the implications of this for the client.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.8**

Here are the official government websites for the education departments
in England, Northern Ireland, Scotland and Wales:

-   England: <http://www.dcsf.gov.uk/>
-   Northern Ireland: <http://www.deni.gov.uk/> and
    <http://www.delni.gov.uk/>
-   Scotland: <http://www.scotland.gov.uk/Topics/Education/>
-   Wales: <http://www.learning.wales.gov.uk/>

Familiarize yourself with the information provided on these sites,
especially that related to the country in which you are resident. Note
that much of the information on the English site applies also to Wales
and some is also applicable to Northern Ireland.Each of these sites
provides links to sites giving information on more specialised aspects
of education. Note the addresses of such sites which are particularly
relevant to yourself and summarise the sort of information which you can
gain from them.

### Ascertaining special needs

You should establish any special needs (in the widest sense) of the
client which will have a bearing on the learning they are proposing to
undertake.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.9**

Before proceeding:

-   Make a list of the different types of special needs which could have
    a bearing on the learning.
-   For each case note the steps you can take to enable the learning.

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#### Types of special needs

It is difficult to compile a comprehensive list of special needs. Here
are some of the most common with some suggestions as to how the library
can facilitate learning for such clients.

-   **Motor disabilities**
-   **Visual impairment**
-   **Hearing impairment**
-   **Special learning needs** (including literacy, numeracy and English
    as a second language)

#### Motor disabilities

This can cover a wide range of disabilities, ranging from a paraplegic
learner in a wheelchair to someone with mild Repetitive Strain Injury
(RSI). Some common examples of library facilities for this group are:

-   a **flexible computer desk** at a height which can be adjusted to
    suit varying dimensions of wheelchairs
-   a **joystick or specially adapted mouse** for clients who cannot
    operate a standard mouse
-   a **specialised "big keys" keyboard** etc. for clients who cannot
    operate a standard keyboard
-   a **mouse tray** so that clients can use the mouse on their lap
-   **touch screens**
-   **programmable keypads** to reduce the number of keystrokes required
    for common inputs

#### Visual impairment

Many manufacturers produce software specifically to enable use by
**visually impaired users**. It is possible for the **users** to hear
what appears on the screen. Some software produces output in
**Braille**.

Sometimes **simple measures** can be effective in facilitating use by
visually impaired clients, such as:

-   changing the **text size** on the screen
-   altering the **colour settings** (It is usually easiest for clients
    with visual impairments to read black text on a white background)
-   using **"text only"** versions where graphics are removed.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.10**

Make sure that you can carry out the three "simple measures" listed
above.

Useful information can be found on the website of the **Royal National
Institution for the Blind**. Go to <http://www.rnib.org.uk/> and search
for "internet".

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

#### Hearing impairment

Again much **specialist software** is available. Libraries can install
systems which pick up sound from the computer through an amplifier and
radio microphone which is then transmitted by infrared around the room.
The hearing impaired person hears this amplified sound through a
lightweight headset. There is no need for users to wear their hearing
aids.

<http://www.deafclub.co.uk> is a useful site with a search engine, which
is specifically designed to help deaf people find information. It can
also lists sites giving advice on ICT adaptations for clients with
hearing impairment.

<http://www.rnid.org.uk/> is the site of the Royal National Institute
for Deaf People.

#### Special learning needs

Public libraries have always played an important role in assisting
clients in these groups and recent **disability and discrimination
legislation** has laid even more emphasis on this role.

Research has shown that libraries are often viewed by such clients as
**friendly, non-judgmental environment**s. In consequence they may be
more likely to undertake learning in the library than in the more formal
setting of a school or college.

Your library service will have staff who specialise in assisting these
user groups. These colleagues can advise you of how best to provide for
individual clients.

You should be aware that nowadays, there are many **holistic learning
packages** which provide upskilling for young people or adults in
literacy, numeracy and ICT.

Remember that, although the word processor's **spell checking facility**
is designed primarily to check for typing errors, it is an invaluable
aid to anyone with problems in coping with the English language's
idiosyncratic spelling.

### Sources of careers information

In order to match the client's learning desires with work goals, it may
be necessary to have information about which **workplace qualifications
and competences** are useful in a particular job role or career. You are
not expected to know this information but you should to be able to
access it efficiently, most probably by use of the Internet.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.11**

Before proceeding, find websites which will give you information on the
following careers:

-   nursing
-   clockmaking
-   actuarial work
-   farriery

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

#### Careers information sites

There are several different sites which will produce the required
information. There is usually a dedicated site for each **sector of
employment**.

Here are some examples for the jobs we asked about:

**Nursing**

An NHS site <http://www.nhscareers.nhs.uk/careers/nursing/>

**Clockmaking**

The British Horological Institute <http://www.bhi.co.uk/>

**Actuarial work**

Prospects the graduate careers website has a section at:
<http://www.prospects.ac.uk/cms/ShowPage/Home_page/Explore_types_of_jobs/Types_of_Job/p!eipaL?state=showocc&idno=329&pageno=1>

**Farriery**

The Farriers Registration Council has a section on careers at:
<http://www.farrier-reg.gov.uk/>

#### General careers information

There are several useful on-line sources of general careers information,
such as:

-   **For England** <http://www.connexions-direct.com>
-   **For Scotland** <http://www.careers-scotland.org.uk>
-   **For Wales** <http://www.careerswales.com/>
-   **For the whole of the UK** <http://www.careers-gateway.co.uk>

Web 2.0 sources University of Glamorgan YouTube
<http://www.youtube.com/careersglamorganuni> Foreign and Commonwealth
Office Twitter links
<http://web.archive.org/20090804213504/www.fco.gov.uk/en/twitter/>
Energy careers on Facebook <http://www.careerenergy.co.uk/?facebook>
CILIP Graduate Trainee Opportunities on Facebook
<http://www.facebook.com/group.php?gid=13484212748&ref=nf>

## Select a range of ICT-based packages to support learning

### Selection criteria

You must take all the information obtained from the client into account
so that you can **identify learning packages** which will meet the
criteria. You will match learning packages against such criteria as:

-   Does the **subject matter** match the client's desired study topic?
-   Is **certification** available if the client desires this?
-   Does the **length** of the learning package fit with the time
    available for the client to learn?
-   Can the client afford any **costs** associated with the learning?
-   Does the learning package address any **special needs** of the
    client?
-   Is the level of the learning suitable in terms of both **starting
    competence** (i.e.: neither too easy nor too difficult) and **final
    competence** achieved at the end of learning?
-   Can the client undertake this learning without enhancement of their
    existing ICT skills? If not, can the library supply additional
    support for **ICT skills development** in order to enable the client
    to undertake the chosen learning package?

### Learning packages available within own organisation

You need to be aware of the range of learning packages which are
available within your own library service. Some of these will be at your
own service point. Others will be held elsewhere within the service.

The library catalogue will give information about the learning packages,
both in your own library and elsewhere. Some libraries produce
**specific catalogues** or lists of ICT learning packages, giving more
details than might be found in the general catalogue. For packages at
your own service point, it is also useful to examine the packages
themselves and, if time permits, you can actually test them out.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.1**

Familiarise yourself with all the catalogues and lists of ICT learning
packages in your library service. Note what sort of information they
provide for each item.

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#### Restrictions on the use of learning packages

You must be able to determine any restrictions on the use of ICT
learning packages, e.g.:

-   Must the package be used on **library premises** or is it available
    for **home use**?
-   Is there a limit to the **number of hours** a client may book to use
    the package in the library or on the length of time a package can be
    borrowed?
-   If the packages are to be used in the client's home it is vital for
    you to establish the details of the **client's own computer** in
    order to be sure that the specification is high enough to support
    the chosen learning package.

When working in this area you will pick up useful information through
the experience and comments of clients. If several clients recommend a
particular package on keyboarding techniques, for instance, you can feel
confident in recommending it to other clients with similar learning
goals. Additionally you can gain information and advice through
discussions with experienced colleagues.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.2**

Here is an exercise to familiarise yourself with some learning packages
available within your own library service.For each subject area given
below, find two packages and note the differences between them:

-   Business studies
-   French language
-   Basic mathematics
-   Word processing

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### Sourcing learning packages outside own organisation

Your library cannot duplicate all the learning packages which will exist
locally outside your library service. You must have an awareness of what
is available out there.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.3**

Before proceeding make a list of the types of organisation in your
locality which produce and/or deliver learning packages.

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#### Sources of learning packages

Here are some examples of where learning might be found in the locality:

-   **Schools**
-   **Further education colleges**
-   **Universities**
-   **Private trainers**
-   **Local learning partnerships**
-   **Community learning**
-   **Voluntary organisations**, e.g.: Workers' Educational Association

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.4**

Here is an exercise to increase your familiarity with local sources of
learning material outside the library service.

Choose four of the types of provider given in the preceding list. For
each type, find the website of a named organisation in this category and
choose two different study packages offered. Note the differences
between the packages at each organisation and the differences between
the organisations.

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#### Differences between sources

We expect that you will find the following points of difference:

-   **Cost of package (if any)**
-   **Flexibility of study times**
-   **Availability of certification**
-   **Level of studies**
-   **Range of content**

In fact, you should come up with the very points which might be criteria
gleaned from a client seeking learning.

With e-learning it is not necessary for the provider to be local. Much
excellent learning content can be sourced free of charge from the
Internet e.g.: <http://www.studyspanish.com> offers free tuition in
basic Spanish. In other cases e-learning may be delivered via the
Internet for a fee. In these cases a **log in** and **password** will be
required after registration.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.5**

Before proceeding, find and note down five websites where learning is
available on the Internet.

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### Learning on the Internet

Learning can be found on the Web at many, many sites. There is no way
that you will be able to remember even a fraction of these. So it is
extremely important that you should be familiar with sites which are
commonly used to **find learning resources**. Check these sites
frequently for news and developments, as their content is regularly
updated.

It is important to be aware of the scope of any such site. It is often
the case that learning sites which appear to be **UK-wide** are not in
fact applicable to one or more of the four nations. Frequently, learning
sites apply to England, Wales and Northern Ireland (e.g.:
<http://www.learndirect.co.uk>) and there is a separate site for
Scotland (e.g.: <http://www.myworldofwork.co.uk>)

The scope is not always obvious from the title of the site. Be
especially careful when the word \"national\" is used. This can mean UK
or a single one of the four UK nations. For example, the content of the
National Learning Network (http://www.nln.ac.uk) applies only to
England. In contrast, the content of the **National Learning Network**
(http://www.nln.ac.uk) applies only to England.

#### BBC learning materials

The BBC (http://www.bbc.co.uk) offers excellent learning materials most
of which are applicable in all four UK nations. This site also provides
links to **other providers** of on-line learning.

There are many websites which are specifically designed to provide
**curriculum related resources and revision aids**. Once again it is
vital to check that these are appropriate for the school or college
curriculum of the UK nation where the client is studying. The BBC's site
(http://www.bbc.co.uk) has educational and revision material for
England, Northern Ireland, Scotland and Wales.

You should be familiar with websites applicable to your own home
nation's educational curriculum, such as Learning and Teaching Scotland
(http://www.ltscotland.org.uk). However, do not consider that support
learning should be confined to these educational web sites. Rather be
prepared to assist clients to find appropriate support material for
their learning from any suitable Internet source. This applies
especially when the client is seeking information to **enhance a
course** of study undertaken elsewhere. They may come to the library
looking for company financial performance data to include in a
presentation on marketing, literary criticism of T S Eliot for a
university essay or information on the breeding habits of dolphins for A
level biology.

This sort of information in support of learning will probably be found
on websites which are not specifically educational. So be prepared to
assist your client to find information in support of their learning from
**any appropriate Internet** source.

### Devising a learning plan

You can give the client additional help in the form of a motivational
learning plan to guide the learner through the package(s) you have
sourced.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.6**

Before proceeding, make a list of points which you might include in the
plan.

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#### Contents of a learning plan

A suitable set of features to be included in the learning plan is:

-   the overall learning goal
-   specific learning objectives which contribute to the learning goal
-   a deadline for completion of the learning
-   a schedule for learning
-   any support which the library staff have agreed to provide for the
    client
-   a specification of the responsibilities and involvement of any
    outside provider

The learning plan is best expressed in SMART (Specific, Measurable,
Achievable, Realistic, Timebound) objectives. It need not be a complex
piece of documentation. Often it can simply be a checklist.

This plan should be created with and agreed by the client. Usually it
will be signed by both the client and a member of library staff.

The use of such a learning plan avoids confusion and can also be
motivating to the learner. Where the client is returning to learning
after a gap, or has had prior negative learning experiences, it can be
helpful to break the learning into "bite sized chunks" and produce a
series of shorter learning plans. Thus the client has a positive
experience of successfully completing a small amount of learning which
engenders a sense of achievement and spurs them on to further efforts.

#### Example of a learning plan

![](2Learning_Plan.png "2Learning_Plan.png"){width="500"}

### Progression opportunities

An important role of the public library is to be a key player in
lifelong learning. A **positive learning experience** provided by the
library can lead to further successful progression for the client, in
some cases into formal tertiary or workplace vocational education. The
library user who enquires about opportunities to study Spanish language
to further her career in retail sales may eventually undertake a
university course in business and retail management.

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.7**

Before proceeding note down how you might explore progression
opportunities for a client.

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

#### Exploring progression opportunities

You could explore the following possibilities:

-   What has been the **client's experience** with the learning
    undertaken so far? Have they enjoyed it? What was particularly
    enjoyable or useful and what was less so?
-   Revisit the client's **original reasons** for undertaking the
    learning. Are these motivations still the same or has the experience
    of learning awakened the client's ambition to broader horizons? It
    is not uncommon, for example, for a learner who has embarked on a
    short language package, with a view to being able to order food and
    ask directions on holiday, to be seized with enthusiasm and wish to
    carry on to GCSE or Standard Grade qualifications in the language.
    Based on this discussion you can consider any or all or the
    following:
    -   Is there a **more advanced package** on this topic available?
    -   Are there packages on **related topics** to that being
        undertaken by the client?
    -   Has the client come to the end of the possible informal learning
        on the topic and might now proceed to **formal education**?
    -   Which further learning will further **enhance the client's job
        prospects** after the present studies?

Of course, all of the previously mentioned sources of information on
learning provision are useful to you not only in **sourcing learning**
which is appropriate for the client's immediate learning goals but also
to **suggest further learning options** to the client, on completion of
the initial learning. In other words, at its simplest, when you are
sourcing learning material, you should always have your eye on the level
above, to see how your client might further progress.

#### Concluding the learning experience

Hopefully the learning has been a **positive experience** for the client
and they are interested in taking things further. But do not be
discouraged if the client does not want to sign up for further learning
immediately. It may be that the learning just completed has achieved all
the client's current goals and they wish to pause at this point
meantime. This is a **satisfactory outcome** because you can be sure
that a satisfied client who has found the package stimulating and
relevant is likely to return to the library in future looking for advice
and guidance on other learning.

## Provide appropriate ICT support to the client

### Using in-house learning packs to develop ICT skills

Most public library services have a wealth of **in-house learning
packs** whose aim is to develop ICT skills, ranging from beginner to
advanced level. You should examine the packages in your library so that
you are completely familiar with their **content** and **level**. This
enables you to make the most informed choice when recommending a package
to a client and to be absolutely confident that the client will benefit
from it.

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 3.1**

Select three in-house packages which develop basic ICT skills such as:

-   Using PC hardware
-   Using files and folders (directories)
-   Using the Internet
-   Keyboarding skills

Try out each of the three packages to evaluate:

-   Level (absolute beginner to expert user)
-   Duration (how many hours to work through whole package)
-   Approach (friendly to overly formal)
-   Ease of use
-   Presentation (is it attractive and encouraging for the learner?)

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

### Front-line client support

When a client is using any ICT based learning package in the library,
whether to develop ICT skills or for other learning, it is likely that
from time to time some **technical snags** will arise.

You must be able to assist with straightforward trouble shooting e.g.:
printing problems. We stress the word "straightforward". There is no
suggestion that you should possess sophisticated trouble shooting
skills: this is the responsibility of ICT technical staff. Rather you
should be acquainted with typical, straightforward difficulties which
can arise and be able to suggest how these can be overcome.

Do be clear about the **boundary** between your responsibilities
regarding trouble-shooting and when to call on the services of a
technical professional.

You probably have had experience of this already.

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 3.2**

Before proceeding, note down a few possible problems which may be
encountered by clients using computers. (If this is outside your own
experience ask colleagues to suggest computer problems they have solved
for clients.)

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

### Typical problems

Here are some of the problems you are most likely to encounter.

-   The monitor **appears blank**
-   After using the computer for some time, it **'hangs'**, neither
    keyboard nor mouse appear to operate
-   A client has difficulty reading off the monitor because the **print
    is too small**
-   **Nothing** comes out of the printer
-   The printer does not seem to use the whole of the sheet of paper and
    the **layout** is not the same as on the monitor
-   When saving data from an Office application like Word, the message
    comes up that the **disk is full**
-   The printer **jams**

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 3.3**

Before proceeding, jot down any ideas you have about the help you would
be able to give in each of the above cases. You can compare this with
our suggestions on the following screens.

You will find that with experience and in discussion with your
colleagues you will build up a fund of solutions for these types of
problem.

Once again, as in Outcome 2, you must take full cognisance of any
special needs of the client and offer appropriate technical support to
address these.

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

#### Resolving problems

Some of our solutions are based on your ability to **change computer
settings**. It may be that you do not have access rights to these and
would need to contact an ICT professional.

Note that with the first two faults (monitor blank, computer hanging),
if they require forcing an application to end or indeed resetting or
restarting the computer, it will always mean **any data not saved will
probably be lost**. It is important to explain this to the client.

It is even more important to explain before any incident occurs that
**data should be saved at regular and frequent intervals** just in case
something goes wrong!

#### The monitor appears blank

-   Check to see if the computer has **gone to sleep** by pressing the
    space bar on the keyboard.
-   Check that the monitor is **switched on and connected** to the
    mains, i.e.: is the power light illuminated?
-   Check that the monitor is correctly **connected to the computer**.
-   Check to see if the system works after the computer is **reset** or
    switched off at the mains and on again.

#### The computer hangs

Sometimes, after using the computer for some time, it **hangs**, and
neither keyboard nor mouse appears to operate. If this happens you can
try the following

-   Wait a while to see if the computer is performing some **intensive
    task** and recovers.
-   Try *Ctrl-Alt-Del*. If you are lucky it will bring up a **Task
    Manager** window which will show you which application is not
    responding and allow you to close down only that application.
-   Use the **reset button** to restart the computer.
-   **Switch the computer off** at the mains and then on again.

#### A client has difficulty reading off the monitor because the print is too small

-   If this is confined to a **particular application**, it is usually
    possible to adjust the **zoom setting**. If this does not appear in
    a box near the top of the window, it will be found in the menu
    system under View: *Zoom* or *View: Text size*.
-   If this applies to **everything on the monitor**, then, if you have
    access rights, you can change the **monitor settings**. Right click
    with the mouse on the desktop, choose *Properties* from the
    resulting menu, choose the *Settings* tab from the dialogue box,
    reduce the *Screen resolution* setting and *OK*. Unfortunately, the
    lower the screen resolution, the less can be displayed on the
    monitor. This often results in an uneasy compromise for people with
    problems with their sight.

#### Nothing comes out of the printer

-   Check that the printer is **switched on and connected to the
    mains**, i.e.: is the power light illuminated?
-   Check that the printer is correctly **connected to the computer**.
-   Check that the printer has **paper** in it.
-   Check the **ink supply**.
-   Try printing a **test page**.
-   Check the print settings in both the **operating system** and the
    **application** to see that the computer is looking for the correct
    printer and that the correct size of paper has been selected and
    that manual/auto (as appropriate) is chosen.

#### Print layout is incorrect

Sometimes the printer does not seem to use the whole of the sheet of
paper or the layout is not the same as on the monitor.

-   When using a word processor like Word, it is possible to set the
    paper size in the **application**. However there is also a setting
    for the printer itself. If these two settings are different, then
    the output will not appear correctly on the page. The driver for a
    newly connected **printer** may default to US legal for the paper
    size. It is normal to use A4 in this country and applications will
    use this as default. Go to the printer properties and check the
    paper size. *Start: Settings: Printers*: right click on the printer
    concerned, choose *Properties* and select the *Device settings* tab.

#### The disk appears to be full

Sometimes, when saving data from an Office application like Word, a
message comes up that the disk is full.

-   It may be that the client's **floppy disk or pen drive is full**.
    This is quite likely for any sizable word-processed document
    especially if it contains graphics or other embedded items.
-   A fault condition can arise concerning interaction between the
    application and the operating system which results in a **false
    reporting** of the disk full error. This is irretrievable and
    requires the computer to be rebooted. If the client will lose a fair
    amount of unsaved data, it is worth opening a new document and copy
    and pasting from the original to the new document and then trying to
    save that. You may be lucky!
-   A similar problem can occur regarding the computer **running out of
    memory**. Again only rebooting the computer will correct the
    situation.

#### The printer jams

-   There is no universal solution for this problem as each printer has
    its own unique mechanism. The best you can do is to familiarise
    yourself with the various types of printer in your library and how
    to un-jam each.

### Referring clients to sources of support external to library

Where no suitable in-house packages are available, you will need to
refer the client to **external sources**. These are likely to be hands
on, practical courses from local providers. The knowledge of local
provision outlined under Outcome 2 will enable you to suggest
appropriate referral agencies.

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 3.4**

Before proceeding, make a list of the types of packages which are not
available from your library service and would need to be sourced from
outside.

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

#### External sources of support

As in Outcome 2 you will find ICT skills packages in the locality from:

-   **Schools**
-   **Colleges**
-   **Universities**
-   **Private trainers**
-   **Local learning partnerships**
-   **Community learning**
-   **Voluntary organisations, e.g.: Workers' Educational Association**

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 3.5**

Here is an exercise to increase your familiarity with sources of ICT
skills materials outside the library service.

Choose four of the types of provider given in the preceding list. For
each, find the organisation's website. Locate at each two different ICT
skills packages being offered. Note any differences between the packages
at the different organisations.

You should repeat this exercise for ICT learning packages available over
the Internet from providers outside your own locality.

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


# Applications of ICT in Libraries/Using ICT in Professional Practice

This page is designed for the use of students undertaking the **Level 7
PDA** (Diploma ICTL) or the **Level 8 PDA**
(Advanced Diploma ICTL) in
**Applications of ICT in Libraries**.

These qualifications were developed by the **Scottish Library and
Information Council (SLIC)** and are
validated by the **Scottish Qualifications Authority
(SQA)**

**Using ICT in Professional Practice** is a core unit in both the
Diploma and Advanced Diploma programmes.

Information regarding the **background to the courses**, **content** and
**certification opportunities** can be obtained by following the **Level
7** (Diploma ICTL) or the **Level 8**
(Advanced Diploma ICTL) links.

You will have received **on-site training** allowing you to develop
specific operational knowledge of your library management system. This
might have been provided by the **supplier**, the **systems manager** or
other library staff.

In some cases your job role may not allow you to get practice in all of
the operations we describe in this Outcome. If this is the case, you
must at least understand what is going on and see **demonstrations** of
the operation. As an example, relatively few staff may actively add new
items to the catalogue but it will help your understanding of the
operation of the system as a whole if you can observe new items being
added.

You should know where to find information or instructions on
**procedures** relating to the use of the library management system. If
necessary you can create some "crib guides".

\-\-\--

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.1**

You should have a good knowledge and understanding of the system and its
workflows. As an exercise, taking a typical item, such as a work of
fiction, draw up a flow chart which lists what happens at each stage
from stock selection, through the ordering and acquisitions process, to
the point when the item is made publicly available and is visible on the
catalogue.

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

#### Borrower information

The two main elements in an automated system are the **borrowers** and
the **stock items**. The basic information held on the borrower, apart
from name, is address and contact details. There are usually several
classes of borrower.

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.2**

Before proceeding, jot down the different classes of borrower you are
aware of, and what the key differences are between them as far as the
automated system is concerned.

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

#### Types of borrower

The **main categories of borrower**, common to most public libraries,
are:

-   adult
-   teen
-   junior
-   concession (e.g.: senior citizen, person in receipt of benefits)
-   disability (e.g.: visually or hearing impaired)
-   housebound
-   temporary (e.g.: transient worker)

You may have noted others.

The key differences are likely to be:

-   limits on the **type of items allowed**, e.g.: junior borrowers may
    not borrow adult stock without a parent\'s permission
-   different **loan periods** for different categories of borrower,
    e.g.: no limit on length of loan period for borrowers with
    disabilities
-   the **scale of fines** may vary with the different classes of
    borrower, e.g.: no fines for concessionary borrowers.

#### Registering and removing borrowers

The precise details of **registering and removing borrowers** can vary
significantly depending on the system in use at your location.

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.3**

Note down the steps you need to go through to:

-   register a borrower with the system.
-   remove a borrower from the system.

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

In addition to the borrower details which are permanently on the system,
it may be necessary from time to time to add a **temporary message** to
alert members of staff to something connected with a particular
borrower. Some of these messages may be added automatically by the
system. Typical would be information about money owed by or due to the
borrower.

Staff will also be able to add specific messages.

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

![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, jot down some
examples of messages which you might wish to add about borrowers.

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

#### Messages about borrowers

You might want to ask for some of the **borrower data** to be verified,
e.g.: if you have tried unsuccessfully to contact the borrower by
telephone, you could add a note asking for the telephone number to be
checked. Other data which sometimes changes (and borrowers neglect to
inform the library) are home address and e-mail address.

Messages could be of a more **personal** nature "Mrs Jones left her
umbrella in the library on her last visit. It is in the lost property
cupboard." Or "Tell Mr O'Neill that we have got some good new stock in
about the Atkins diet." With these sorts of messages, do be careful to
keep them factual. Data protection legislation means that borrowers are
entitled to read any information stored in a computer about themselves.

Remember to **delete** these messages once they are no longer
applicable. Mr O'Neill will be pleased to be told once about the Atkins
diet books but he will not appreciate being reminded of them on every
visit to the library!

### The circulation module

**Issuing** and **discharging** items of library stock using an
automated system is usually quick and straightforward. Sometimes the
system will indicate a complexity in the transaction, e.g.: you are
prevented from issuing an item to a borrower. Although in almost all
cases the system will supply you with correct information regarding the
status of the borrower and their borrowing activities, the underlying
reasons may not be displayed on the screen.

However, you have to be able to explain the actions of the system to the
borrower. This requires both an excellent understanding of the library
authority rules (which guide the system) and the ability to access
quickly the required screens of the system to find the reasons for the
system\'s decisions.

You should have a good **understanding** and have had **practice** in
the main operations of the circulation module of the system.

**Issuing items**

This is the basic action of entering the issuing details, i.e.: borrower
and item barcodes on to the system.

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

![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, jot down
problems that may occur with this task.

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

#### Problems with issuing

We can think of several problems, such as:

-   With **self-issuing systems**, where the borrower is able to carry
    out self-issue over the Internet, borrowers, especially if they are
    inexperienced in doing this, can easily make a mistake.
-   The system indicates that the borrower\'s **lending limit** has been
    reached.
-   The borrower would like at this point to know **which other items**
    they have out on loan.
-   Different classes of items may have different **loan periods**,
    e.g.: DVDs may need to be returned within three days. Certain types
    of book may be lent for only one week instead of the general three
    weeks. The system may prompt you about this but you have to remember
    use the correct date stamp on the item.

You must be able to deal with these situations and be aware of relevant
**library policies** so that you can communicate quickly with the
borrower and explain the reason for any problems.

#### Discharging items

Most automated systems allow items to be discharged by entering only the
**item barcode**. They do not require borrower information to be
entered. This makes discharging items a simple and fast operation.
However, **additional steps** are sometimes required.

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

![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, jot down
problems that may occur when discharging items.

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

#### Problems with discharging items

We can think of several potential problems, such as:

-   The returned item is **damaged**. This must be shown on the system
    and the book sent for repair or disposal.
-   The returned item is subject to a **request by another borrower** or
    an inter-library loan. The system will prompt on this and you must
    follow reservation or ILL procedures.

#### Other circulation tasks

-   **Renewing items:** this is a variation on the issuing procedure.
    However, it may be a renewal over the telephone. This requires you
    to manually input the details into the system.
-   **Reserving Items:** make sure that you are familiar with the steps
    you must carry out on the system to input a reservation.
-   **Overdues:** most automated systems generate overdue notices
    automatically and the screen will show any fine incurred by the
    borrower at the point of return of the item.
-   **Charges and Fines:** reservations often require charges to be made
    to the borrower. Charges may also be made for interlibrary loans.
    The other common financial transaction is related to fines for late
    return of items.

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.4**

Make a list of the charges your library make to borrowers which must be
administered via the library\'s automated system.

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

Data provided by the circulation control module of the automated
management system can make a significant contribution to the successful
management of stock. Used properly, the system can provide data on usage
for managers to support their decisions in areas such as stock selection
policy, opening hours, staffing levels, distribution of stock and
information for statutory and local performance indicators. A particular
use of the library management system is in monitoring the performance
(levels of issuing of resources) of existing stock.

### The acquisitions module

Once new stock to be purchased for the library has been selected (the
selection process is covered in outcome two of this unit) the automated
system plays a prominent part. Although details will differ, there are
three clear steps - **ordering, receipting** and **invoicing**. The
system then will allow the acquisitions process to run, using its
Reporting Systems and Order Transmission.

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.5**

Find out the procedures for placing and receiving stock orders on your
automated library system and how this interfaces with the system\'s
monetary reporting facility.

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

The above are the procedural steps. However, the automated system is
equally powerful in aiding the acquisition process when it comes to
**financial control**.

The acquisition of new items for your library stock is governed
principally by an **acquisitions policy**. Different library authorities
will have different methods but the following is the basis of the
process:

-   The **total level of resources** available for the library service
    as a whole is set.
-   **Priorities** for spending are agreed.
-   The total budget is then broken down across the various **budget
    headings**, e.g.: fiction, non-fiction, DVDs, allocations to
    different branches etc.
-   Budget holders are informed of their **budget allocation** and
    acquisitions may proceed.

It is important that you clearly understand the **boundaries** of your
personal authority within the ordering of any stock selection process.
You may be permitted to place orders or this may only be done by a more
senior member of staff. Know what responsibility you have and your
accountability for actions within your remit.

Clearly the whole process of acquisitions is based on the **availability
of funds** to enable the purchase of new stock items. Thus, there is
always a very clearly defined method of deciding how much money can be
spent on the various types of new stock item.

The joy of an automated system is that it can give really hard data to
inform the acquisition process. It will give the **spending situation**
under the various budget headings. This includes both the projected and
the actual spending to date. Although you may not need to access this
management information, it is important for you to realise that you have
a vital part in this. You must always enter order information accurately
to ensure the system has the correct data for its calculations.

Of course there is also **non-financial information** in the data. For
instance, it can also give information on the performance of the various
suppliers used by the library. This allows the library managers to
select the best performing suppliers for future orders.

### The cataloguing and stock management modules

A library catalogue has two main functions:

1.  it is a **record** of the items which comprise the library stock
2.  it allows people to **seek out** suitable items they wish to use

The first appearance of automated systems in libraries related to
automation of the library catalogue. In the late 1960s computers became
powerful and available enough to allow libraries, particularly
**academic libraries**, to embark on 'computerising' their catalogues.
It is easy to see why this was more attractive than going for the
circulation system first. Users could use searching techniques to find
book titles by keywords. Networks were beginning to appear so that it
became possible to search for titles in **other libraries** remotely.
You must compare this with the position up till this point of using
paper or card indexes to find a book only by its author or subject.

From the user\'s point of view the cataloguing module of the automated
library system is the most powerful and useful part of it. Of course the
user has to learn how to use it to advantage, as indeed do those who
work in the library.

#### The advantages of automated catalogues

The advantages of automated catalogues are twofold:

1.  They permit sophisticated **searching** of the library stock.
2.  They link to the circulation control system so that not only can a
    borrower ascertain that the library service holds a particular item,
    they can also see its **loan status** at the time.

The search facility of the catalogue module is very flexible. It will
allow searching for items on author, title, accession number as well as
classification. However its greatest power for users is to search on
**subject keyword** or **word in title**. You will no doubt have to
demonstrate this feature to keen users of your library.

In your administrative work related to the catalogue, i.e.: stock
management, you are most likely to be locating items whose details are
known. You will be searching on author, title or accession number.
Having found the item, you may need to withdraw it, thus deleting its
entry in the catalogue.

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.6**

Note down the procedure to withdraw an item from the catalogue module of
the automated library system.

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

#### Withdrawing items

Although the **basic deletion process** is very simple, there may be
complications. The system may require a special procedure if it is the
last remaining copy of a book, or if it is an item forming part of a
special collection. Clearly your library will have its unique rules for
this type of matter.

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.7**

Ascertain the policy in your library if an item being withdrawn is shown
to be the last copy of this title held within the library service.

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

#### Adding items

You also need to understand how resources are added to the catalogue. In
some library services, library staff undertake much of the work related
to cataloguing and classifying items to be added to stock. In many other
services this is done **automatically** using records from the supplier
or downloaded from elsewhere during the order process. However, even
here, with certain items, such as donations to the library, it may be
necessary to create a new record and enter all its data manually.

\-\-\--

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.8**

Note down the procedure to manually add an item to the catalogue module
of the automated library system.

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

Of course, having found the item after successfully searching the
catalogue depends on knowing the layout and organisation of the
particular library. The catalogue entry will include a shelf mark.

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

![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, note down how
fiction items are arranged in your library.

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

#### Shelving items

Fiction is usually arranged by author surname in alphabetical order.
Then, within any one author, by title. Where no author exists, the
editor\'s surname or title is used alphabetically.

A popular method of shelving fiction is by the use of **genres**.
Essentially a set of genres are decided upon, e.g.: crime, fantasy,
science fiction, romance and the books are labelled correspondingly and
placed on the shelves in their appropriate genre. The catalogue entry
will indicate this.

Non-fiction is usually shelved by **subject** according to the local
classification system. Here too genres may be used, e.g.: libraries
frequently group all biographies together.

Whichever methods are used, stock items are always organised according
to agreed principles by libraries in order to aid the swift retrieval of
resources either physically from the shelved collection or virtually
from the library catalogue.

### Inter Library Loan module

You should be familiar with the steps associated with the ILL process.

It may be that the borrower has a specific item in mind, in which case
you must get a precise description of the item.

What information about a book would you ideally wish to have before
placing an ILL request?

To satisfy the British Library ILL form, a considerable amount of
information is required, indeed the full bibliographic details. In the
case of a book, these are the following:

-   Author
-   Title
-   Year of publication
-   Edition
-   ISBN
-   Publisher & place of publication
-   The source of the reference

And remember you also need to record the name and contact details of the
borrower.

If, as is likely, the borrower cannot supply you with full bibliographic
details of the item being requested, you will need to ascertain these
using appropriate bibliographic tools.

It may be that from the nature of the borrower request (they cannot find
an item to satisfy their quest) you may need to follow the reference
interview process, described in Unit 1 so that you have a clear
definition of the subject area required by the borrower.

#### Inter Library Loan procedures

Before embarking on the ILL procedure, it is always worth
**double-checking** your own library catalogue to verify that the
requested item is not actually in your stock. If it is not, your library
service will have **procurement procedures** and appropriate ways of
securing the item. For example, this might be purchasing the item,
instigating an internal ILL or carrying out an external ILL.

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.9**

Check out your library authority\'s procurement procedures for securing
an item which might be subject to an ILL.

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

Let us assume that an ILL will be required. The automated library system
will allow the following steps to be carried out:

-   The initiation of an ILL request
-   Tracking the progress of an ILL request
-   Informing the borrower of the arrival of an inter-loaned item
-   Issuing the inter-loaned item
-   Discharging the inter-loaned item
-   Recalling an inter-loaned item
-   Recording the return of an inter-loaned item to its home library

#### Using Inter Library Loans

You should be familiar with all aspects of the Inter Library Loan system
in use at your own location.

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.10**

Make yourself familiar with the Inter Library Loan module of your
automated library management system for:

-   Initiating an ILL request
-   Monitoring progress of an ILL request
-   Carrying out internal ILL procedures for issue, discharge, recall of
    ILL items to client
-   Carrying out procedures for receipt of and return of ILL item
    from/to home library.

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

You will find that the rules governing the use of ILL items will vary
from those for stock items found in your own library. It is important to
be aware of these conditions and to be able to explain them to the
borrower.

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

![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, jot down some
points which you think might be different for ILL items.

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

#### Rules governing Inter Library Loans

Three important points are as follows:

**Costs:** your library may make a charge, thus passing on some of the
ILL cost to the borrower, e.g.: fines for late return - there are
additional penalties for non-return of British Library items within loan
period.

**Timescales:** you will need to give as accurate as possible an
estimate of the time taken to secure the item. Also the period of time
that the borrower can hold the item may be different from the loan
period for similar items in your own library stock.

**Restrictions on use**: it may be that the item may only be consulted
within your library and not borrowed. There may be photocopying
restrictions on the item.

## Use ICT sources in stock selection

### Criteria for stock selection

Although you may not be responsible for the **selection** and
**acquisition** of materials for your library, you may contribute to the
identification of appropriate materials for the service. You certainly
need to understand the **principles** of stock selection for public
libraries.

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

![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, jot down the
information you think you would need to make decisions on which stock to
purchase.

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

#### Selecting stock

The two main drivers in stock selection are the **current demands of the
borrowers** and the **current stock available**.

The current demand has to be **audited**. This is relatively simple when
an automated library system is being used. In fact, it is possible to be
overwhelmed by the available statistics from an automated system. So a
careful approach is required in deciding which categories, fiction
genres and authors to run statistics on.

This information on borrowing can be compared with the current stock
provision. Broadly speaking there should be a match between the two.
Thus looking at the detective genre, if the books by two popular authors
show a great disparity such that the books by author X are on loan five
times as much as author Y, there may be a good case for purchasing more
copies of the books by author X.

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

![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, think of
circumstances where this may not be valid

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

#### Factors affecting demand

It would be important to take into account any **reading promotions**
carried out by the library on author X. Another factor might be that
author Y\'s books are shelved in an inaccessible place. Perhaps X\'s
books are paperback and Y\'s are hardback and your borrowers prefer the
paperback format.

The conclusions on the previous page are made under the assumption that
the **stock levels, display methods** and **format** are roughly the
same for both authors

You also need to be aware of reading promotions external to your library
which might drive a boom in borrowing books by author X. Although it may
still be valid to increase your stock because there is a genuine and
sustainable increase in interest in reading author X as a result of rave
reviews on a television arts programme, you do need to question the
**sustainability**. You do not want to be left six months later with a
shelf full of author X\'s books which are no longer being borrowed.

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

![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, think of other
reasons for choosing items for stock apart from balancing stock and
demand.

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

#### Additional criteria for stock selection

Apart from this **balancing of stock and demand**, we think that the
following points will drive stock choice.

**Gaps in stock** which need to be filled. Obvious examples are new
novels by favourite authors, or earlier novels which have never been in
the stock of the library. There will also be a need for **replacement
copies** due to poor condition or because material is out of date in the
case of reference items for instance.

There will also be some form of **stock development plan** for your
library. This may cover the need for more diverse formats, including
non-book resources, as well as new directions of book materials.

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.1**

Note down the stock development plans for your library. If necessary ask
other library colleagues.

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

All the above points go to making up the **stock selection policy** for
your library. From this policy, it is possible to identify criteria for
selection of new stock items.

It is now possible to use **online selection tools** to find possible
new items and assess them against the agreed stock selection criteria.

### Online library catalogues

Of the possible ways of finding suitable material for stock selection,
the use of online library catalogues of other libraries has the
advantage that the materials ought to be properly catalogued and so easy
to find using keywords.

QUESTION TextEntry1: Online library catalogues

This ability to search other library\'s catalogues is increasingly
possible because it is becoming commonplace for libraries to have
catalogues which can be searched via the Internet. The **UK Public
Libraries Page** is a useful resource, linking to the web-available
catalogues.

<http://dspace.dial.pipex.com/town/square/ac940/weblibs.html>

Some services **combine** together the catalogues of several libraries.
A single-search interface is used to cross-search multiple catalogues in
a single search action. In Wales there is
CatCymru which enables the
searching of library catalogues across all public, FE and HE libraries
in Wales

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.2**

Go to the UK Public Libraries Page and find examples of public library
services with combined catalogues. (There are several examples of this.)

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

#### Combined catalogues

Some websites combine catalogues of collections with a common theme.
Here are some more examples of catalogues to explore:

-   **British Library** <http://catalogue.bl.uk>
-   **Northern Ireland**
    <http://www.ni-libraries.net/library-card/library-catalogue/>
-   **CatCymru** <http://library.wales.org/catcymru/>
-   **Birmingham** <http://www.birmingham.gov.uk/libcat>

#### Differences between catalogues

The catalogues we looked at on the previous page vary in the details
they provide and in the range of functions which can be performed. They
do however offer the opportunity to trace resources. Here you are using
the existing systems for inter-library loan as a helpful way of allowing
library staff to view each other\'s collections.

Some services may have automatic links to bibliographic service
providers such as **Talis** or subscriptions to services such as
**Whittaker\'s Books in Print**.

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.3**

Go to the Northern Ireland catalogue <https://opac.librariesni.org.uk/>
and search under author for Dan Brown\'s "The Da Vinci Code". Look
through the list and select the correct author. Follow the links and
note that you can clearly see format, availability and reserve the item
online. Compare this to the information available for the same book from
your service.

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

QUESTION TextEntry1:

### Publishers' and booksellers' websites

The most obvious place on the Internet to look for new stock items is of
course the library booksellers' and publishers' websites. These
companies aim to sell the items and so one would expect that they
contain the most **up to date information** on things like prices and
publication dates for the items.

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

![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, think of other
more negative points about the use of such websites.

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

#### Negative aspects to commercial sites

Well, you have to bear in mind that publishers and booksellers have a
**commercial imperative** and thus the content may be biased or might
not provide full information.

You must exercise **caution** when using these websites to select
material and you must therefore ensure that any selected materials do
properly match the agreed selection criteria.

#### Example sites

Here is a small selection of useful sites:

-   **Askews** <http://www.askews.co.uk/site/default_askews.asp>
-   **Bertram Library services**
    <http://libraryservices.bertrams.com/BertramLibraryServices/>
-   **Booksellers Association** <http://www.booksellers.org.uk/>
-   **Scottish Bibliographies Online**
    <http://www.scotlandsculture.org/sbo/sbo.htm>
-   **Welsh Books Council** <http://www.cllc.org.uk/>
-   **Books from Scotland** <http://www.booksfromscotland.com>

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.4**

Go to the Harper Collins website (http://www.harpercollins.com) and
follow links from the home page to New Releases, Forthcoming Titles and
Best Sellers. Look for a favourite author in these sections and note the
information you can find about the author, forthcoming events, full list
of titles in print, range of formats titles are available in and links
to author\'s websites. NB: You can also register for an author tracker
facility and to find out about new writing.

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

#### Services offered

Some of the websites offer a range of sophisticated services --
pre-publication ordering facilities, EDI (Electronic Data Interchange)
information, download facilities of MARC (Machine Reading Catalogue)
records and tracking systems for current orders.

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.4**

Choose one of your own library suppliers, view their website and make a
note of the services apart from straight forward sale of items which
they provide. Find out how well they integrate with your automated
library management system. You may find it useful to ask your colleagues
about this.

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

### Online reviews and personal evaluations

The Internet provides a great potential for reviewing potential new
stock items. There are many websites which will provide this sort of
service. An obvious choice is the bookseller Amazon

However, there are many others' including sites linked to newspapers.
Here are some examples:

-   **The Guardian book review site**
    <http://books.guardian.co.uk/reviews/>
-   **The Independent book review site**
    <http://www.independent.co.uk/arts-entertainment/books/reviews/>

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

![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, think of more
negative points about the use of such websites.

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

#### Negative aspects of online reviews

You have to treat reviews which have been posted on the Internet with
some caution. They often include only part of the entire review and the
views of the individual reviewer are unlikely to have been through a
**rigorous editorial process**, unlike print journals.

It is also possible to review extracts of audio/visual materials using
the Internet, again candidates should return to the stock selection
policy for guidance prior to purchase.

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.4**

Go to the Guardian\'s website <http://books.guardian.co.uk/reviews/> and
compare one of the reviews with the book blurb on the publisher\'s
website or another review on the same title. Look at style, content,
detail and overall conclusion of the reviews with a view to their
helpfulness within stock selection.

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

## Use ICT in continuing library practice and professional development

### Discussion lists

Online discussion lists (sometimes called groups, newsgroups or forums)
are the Internet version of electronic **bulletin boards**, popular
among computer users long before Internet. A user can post comments on a
topic and other users can respond. Messages are visible to all members
of the group and some services provide extensions such as file storage
and calendaring. The original newsgroup service, **Usenet**, is now
available via Google Groups (http://groups.google.co.uk). Other services
include **Jiglu** (http://www.jiglu.com/) and **Yahoo Groups**
(http://groups.yahoo.com).

Discussion lists are a useful tool for both individual professional
development and solving specific problems. Lists work in the following
way. You have to sign up as a member, giving your e-mail address. Any of
the members can send in an e-mail with information of interest to the
group or a question. All these e-mails are forwarded automatically to
all list members. This usually generates a flurry of helpful responses.

Some lists are **moderated** so that the e-mails are only posted after
they have been vetted. For the lists you use, you should be aware which
are vetted and which allow e-mails to be sent instantaneously.

We can classify discussion lists into three broad categories:

-   professional discussion lists run by or for the professional library
    bodies
-   government or local government sponsored lists
-   ad hoc lists run by interested people or groups.

#### Professional discussion lists

JISC mail (the service provided by the Joint Information Systems
Committee) is one of the key providers of discussion lists and has a
number of **public library, special interest** and **library profession
groups**. The home page is <http://www.jiscmail.ac.uk/>. You can search
for different lists based on topic and there are many related to
libraries.

You can see a list of library categories on this page:

<http://www.jiscmail.ac.uk/mailinglists/category/Library.html>

Three specific examples of lists which can be used for professional
matters by library staff are:

-   **LIS-PUB-LIBS:** is a forum for discussion of issues relating to UK
    public libraries. See the joining page at:
    <http://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=lis-pub-libs>
-   **LIS-SCOTLAND:** is a forum for discussion of issues relating to
    Scotland. See the joining page at:
    <http://www.jiscmail.ac.uk/cgi-bin/webadmin?SUBED1=lis-scotland&A=1>
-   **LIS-Wales:** is a forum for discussion of issues relating to
    Wales. See the joining page at:
    <https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=lis-wales>

CILIP has a range of professional discussion lists which are targeted at
supporting members of library staff who share particular professional
interests or working environments. Visit
<http://www.jiscmail.ac.uk/mailinglists/category/Library.html> to browse
the library discussion lists (you can search for the CILIP sponsored
discussion lists using \'LIS-CILIP\').

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 3.1**

Select an appropriate online discussion group on a subject that
interests you e.g. information literacy, youth library work or
mentoring. Join a group (you will find more at
<http://www.jiscmail.ac.uk/mailinglists>) and read some of the recent
discussions.

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

#### Government sponsored lists

Non-library-specific discussion groups, such as those run on local
authority websites or the websites of other agencies may also be useful.
An example is the **Welsh Assembly Government** which offers a range of
consultation and discussion forums (you have to register to access the
forums):

<http://wales.gov.uk/?lang=en>

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 3.2**

Search the Internet for a discussion list for your geographic area,
perhaps run by your local authority.

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

#### Ad hoc groups and lists

There is a range of commercial service providers such as:

-   **Yahoo Groups** <http://uk.groups.yahoo.com/>
-   **Jiglu** <http://www.jiglu.com/>
-   **Freeboards** <http://www.freeboards.net/main.htm>

They provide discussion groups (lists) free of charge. These offer
simple, alternative ways to start discussion lists for groups, e.g.
Community Services Group (Scotland) at:
<http://groups.yahoo.com/group/csgscotland/> Of course this also means
that you can also easily set up a group to discuss any topic you choose.
This approach can allow you to share ideas in the professional field.

Social networking websites have a huge potential for useful exchanges of
news, information and ideas. Many of them have established areas for
library interests. The main problems are the quality of the content and
access from within local authority firewalls. Here are some sites to
look at, if you can access them.

-   **CILIPS** <https://twitter.com/CILIPScotland>
-   **CILIP South East Branch Flickr**
    <http://www.flickr.com/photos/cilip-se/>
-   **CILIP Career Development Group Facebook**
    <http://www.facebook.com/group.php?gid=2421438148>
-   **Welsh libraries blog** <http://libalyson.wordpress.com/>
-   **Del-i-cious**
-   **Scottish libraries blog**
    <http://scottishlibraries.wordpress.com/>
-   **Scottish Library and Information Council**
    <http://www.scottishlibraries.org/> which incorporates a range of
    web 2.0 tools. Guidance on using web 2.0 in a library and
    information service context have been published and are interesting
    reading.

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 3.3**

Taking any one of the three group providers mentioned above, explore how
to set up a group for your own use.For all three use the group index or
search system to find groups related to library work.

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

### Professional websites

You should be familiar with and able to access a range of key
professional websites to support you in your professional practice.

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

![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, jot down any
websites you can think of which fall into the above category.

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

#### Types of professional website

The websites you have listed are likely to fall into one of three
categories:

-   Websites of the **strategic agencies**
-   Websites of **professional associations** and **special interest
    groups**
-   Websites of **local agencies**

#### Websites of the strategic agencies

Each of the 4 UK home nations has its own strategic agency for
libraries. These are:

-   **Arts Council England**
    <http://www.artscouncil.org.uk/what-we-do/supporting-libraries/>
-   **Scottish Library and Information Council (SLIC)**
    <http://www.scottishlibraries.org/>
-   **Museums Archives and Libraries Wales (CyMAL)**
    <http://www.cymal.wales.gov.uk/>
-   **Library and Information Services Council (Northern Ireland)
    LISC(NI)** <http://www.liscni.co.uk/>

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 3.4**

Look at each of these 4 websites and compare the information given.

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

#### Websites of professional associations and special interest groups

All **professional associations** have websites. These usually comprise
pages which can be accessed by anyone plus further sections which are
**available only to members** who use a password to access them. The
main professional association in the library field is the **Chartered
Institute of Library and Information Professionals (CILIP)** at:
<http://www.cilip.org.uk/>

Many relevant special interest groups have websites. These can be
particularly useful as they often act as portal sites, collecting links
to other websites based on the same or similar topics. Examples are:

-   **CILIP Multimedia Information and Technology Group**
    <http://mmitblog.wordpress.com/>
-   **The Historic Libraries Forum**
    <http://www.historiclibrariesforum.org.uk/>
-   **International Association of Music Libraries, Archives and
    Documentation Centres** <http://www.iaml-uk-irl.org/>

#### Websites of local agencies

You should also be aware of the importance of the contents and functions
of your own **local authority website** and **local intranet**.

Simple client enquiries made at the library counter or over the
telephone can often be answered from these sources and it is useful to
be well informed regarding content and layout so that site navigation
takes the minimum amount of time.

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 3.5**

Spend some time making yourself familiar with the website run by your
own local authority.

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

### Online professional journals

**Online journals** offer a readily accessible and searchable source of
professional information. Some are freely available but others operate
on a subscription basis. Examples are:

-   **CILIP Update**
    <http://www.cilip.org.uk/publications/updatemagazine>
-   **CILIP in Scotland** <http://www.cilips.org.uk/>
-   **Journal of Information Literacy**
    <http://ojs.lboro.ac.uk/ojs/index.php/JIL>

CILIP members enjoy free online access to the **Journal of Information
Science** and J**ournal of Librarianship and Information Science** from
the CILIP website.

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

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 3.6**

Look at the latest issue of CILIP Update at
<http://www.cilip.org.uk/publications/updatemagazine> Familiarise
yourself with the layout and content. Is there anything in this issue
which is of interest to you in your current job role?

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

You should get into the habit of regularly checking on-line journals to
gather information and ideas which are relevant to your own continuing
professional development.