# 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.

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![](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.

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#### 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.

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![](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?)

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### 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.

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![](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.)

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### 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**

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![](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.

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![](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.

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#### 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**

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![](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.

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