Networked Libraries Promoting Lifelong Learning
Victoria Myroni1, Andreas Pombortsis2
Department of Computer Science, Aristotle University, 54124 Thessaloniki,
Greece,
1myroni@csd.auth.gr 2 apombo@csd.auth.gr
Abstract
Lifelong Learning may be provided by schools, institutions, professional
bodies, private learning companies, community projects or training departments
within businesses. Not only will learners be able to match the availability
of courses with their requirements, but record their achievements, perhaps
building an online portfolio of their experience. To achieve this, many
different organisations with varying methods of storing learner details
will have to interact with one another. After a period of time, intelligent
services may seek out the most appropriate courses based on the learner’s
profile, requirements and information available from the multitude of
learning providers and brokers. Our research uses the description of the
content using metadata and presents a framework supporting the delivery
of learning content to distribute and categorize academic content and
to provide content catalogues and specific educational content to the
target groups.
Library services to support adult and lifelong learning have developed
in response to changes in the higher education system (distance learning,
part-time study, franchising of courses), with developments in adult and
further education and open learning, and in response to demands from independent
learners.
The basic operation of an e-educational organization is to provide e-lectures,
e-labs, supporting contents and e–libraries (acquisition, cataloguing,
circulation and serials control). In the case of e-libraries the vast
information sources, are not only the items held by or owned by the library,
but also include remote information sources. Providing access to remote
sources is a challenge for modern educational systems. The suggested environment
helps the learners to focus on the knowledge and skills necessary for
the fulfillment of work-based objectives and involves a more in-depth
assessment of particular areas of professional knowledge. The environment
under discussion can be used for library automation activities, thus libraries
can increase buying power and access to sources, through qualitative resource
sharing.
Some institutions have developed sophisticated levels of services facilitated
by the development of new technologies, including electronic information
networks. The new role of Libraries is how to provide not only information
but also real knowledge. It is interesting to see how Libraries and Open
Academic Institutions can be real e-educators by making alterations to
their structure, service systems and functions. Libraries need extra support
to respond to the challenges that are broadly associated with information
technology, which affects the nature of information resources. Cooperation
among libraries is essential. New alliances also have to be forged with
other kinds of cultural institutions and repositories.
Interdependency of academic libraries cannot mean self-reliance. Modern
demands formulate the sharing of not only resources but also the functions
and roles inside a well-organized framework, respecting the particularities
of each. National Libraries will have to change their roles from ´gatekeepers´
to ´gateways´ of knowledge and in this way they should perform
such tasks as information mapping, information audits, training in information
literacy, and information of best practices and help their users to navigate
the world of information more meaningfully.
As a result, statistics can be gathered and attention should be given
to the following parameters: (1) Understanding Customer’s Needs,
(2) .Community Profiling and as a consequence designing should be geared
to (1) Market Segmentation (2) Marketing Plan (3) Marketing Audit and
(4) Objectives.
A number of programmes such as PROLIX, CAEL, CLEO have been developed
which have allowed universities to link education to the workplace, and
thus give students the chance to acquire skills which could be useful
in their working lives.
The paper suggests the concept of learning through networks as a challenging
concept for addressing user-driven technologies that support creative
learning processes. Adult and lifelong learning represent an increasingly
essential part of the portfolio of traditional educational institutions.
| About NLC |
2008 Conference Papers
| Conference Committee| Keynote
Speakers
| Papers from previous NL conferences |Research Seminars| Current Conference
| Sponsors | Contact
|