An Academic Librarian's Search for Meaning: A Survey of Lifelong Learning in Library Literature

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An Academic Librarian's Search for Meaning: A Survey of Lifelong Learning in Library Literature Megan Hayes Mahoney Emporia State University Libraries and Archives, Campus Box 4051, 1 Kellogg Circle, Emporia, KS 66801, United States

A B S T R A C T Lifelong learning is not a new term; many colleges and universities in the United States have lifelong learning programs or departments, such as the Lifelong Learning College at the University of Indianapolis, or an Osher Lifelong Learning Institute. At one Midwestern University, lifelong learning is part of the University mission statement, which spurred the creation of a new position in the Library—Lifelong Learning Librarian. Discussions with the Dean of the Library and colleagues, however, indicated that there was no consensus on campus as to what lifelong learning means for the University's students. The author conducted an analysis of 228 citations from a library literature database and a content analysis of 137 PDFs from that set in order to discover how library professionals use the term lifelong learning in published literature. Results indicate two potential paths for developing the new librarian position on campus.

Background Lifelong learning not a new term; many colleges and universities in the United States have lifelong learning programs or departments, such as the Lifelong Learning College at the University of Indianapolis, or an Osher Lifelong Learning Institute. In Fall 2015, I began my new role of “Lifelong Learning Librarian” at a small, public Midwestern university. Part of Emporia State University's (ESU) mission statement is to prepare students for lifelong learning, and this new position was the result of rewriting an existing reference position to match the University's goals. Discussions with the then-Dean of the Library and colleagues revealed that the University did not, in fact, have a specific definition of “lifelong learning” for its students, leaving me at a bit of a loss as to how to develop my role in a way that would be meaningful to the campus. The need for a definition on which to ground my daily work inspired the literature survey that follows, which then expanded into a citation and article analysis of library literature similar to that used by Head, Van Hoeck, and Garson (2015). This research project seeks to answer the following questions: 1. How is lifelong learning defined in a library context? 2. What services or programming do libraries provide in order to promote or support lifelong learning? Literature review A quick survey of library literature reveals that lifelong learning is a

vague term with highly varied use, and it has been in the literature for some time. The Association of College and Research Libraries stated in the Information Literacy Competency Standards for Higher Education that information literacy is the basis of lifelong learning (ACRL, 2000), and later the American Library Association adopted lifelong learning as one of eleven core professional values (ALA, 2004). However, neither document actually defines lifelong learning. The 2005 Alexandra Proclamation on Information Literacy and Lifelong Learning states: Lifelong learning enables individuals, communities and nations to attain their goals and to take advantage of emerging opportunities in the evolving global environment for shared benefit. It assists them and their institutions to meet technological, economic and social challenges, to redress disadvantage and to advance the well-being of all (International Federation of Library Associations and Institutions, 2005). This section of the Alexandria Proclamation explains what lifelong learning does, but again, not what it is. Some articles explicitly mention that pinning down a definition is difficult (e.g., Bruce, 2001; Elmborg, 2016; Head et al., 2015), while others make no attempt to define it at all, instead using the term as if the meaning is common knowledge and often in conjunction with the term information literacy (e.g., Morgan & Atkinson, 2000; Cronau, 2001; Hegarty, Hurley, & Lynch, 2005; Ross, Perkins, & Bodey, 2016). It is clear that lifelong learning and information literacy go together in the minds of library science practitioners, but it would also seem that lifelong learning is either a stubborn, indefinite term or one with a definition so obvious that it

E-mail address: [email protected]. http://dx.doi.org/10.1016/j.acalib.2017.05.004 Received 22 March 2017; Received in revised form 17 May 2017; Accepted 19 May 2017 0099-1333/ © 2017 Elsevier Inc. All rights reserved.

Please cite this article as: Mahoney, M., The Journal of Academic Librarianship (2017), http://dx.doi.org/10.1016/j.acalib.2017.05.004

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community or policy level. Han & Makino (2013) provide a concise summary of the development of learning cities and communities in Japan, the Republic of Korea, and China, in their article on the structure of these learning communities. According to the Han & Makino, the concept of lifelong learning made its way into Japanese policy and “was recognized as covering both individuals as agents of their own learning…as well as the government's role of fostering the platform for learning as commodity production and distribution” (2013, p. 449), although they do not mention any specific definition of the term. Chang (2010) describes the Zhabei Learning Community in China without defining lifelong learning, and in their 2014 article on lifelong learning in Thailand, Charungkaittikul & Henschke (2014) provide a paragraphlong summary of the concept of lifelong learning generally (pp. 501–502), as well as a description of what the term might mean in social use (p. 503). Charungkaittikul and Henschke do not state whether there is a legal definition of lifelong learning in use in Thailand, although the government has issued education acts that contain lifelong learning “stipulations” (2014, p. 501), and it is in the National Education Plan for 2002–2015 (2014, p. 505). Finally, the National Leadership Council for Liberal Education and America's Promise (LEAP) defined sixteen Essential Learning Outcomes for college graduates in the 2007 report College Learning for the New Global Century. Fifteenth on the list, under “Personal and Social Responsibility,” is “Foundations and skills for lifelong learning” (National Leadership Council, 2007, p.12). The Association of American Colleges and Universities has developed a Foundations and Skills of Lifelong Learning VALUE rubric using the European Commission's 2003 definition of lifelong learning (see Table 1). The rubric has five dimensions: curiosity, independence, initiative, transfer, and reflection (AAC & U, 2009b). The AAC & U has attempted not only to define lifelong learning, but also to identify individual qualities or skills and ways that they might be meaningfully measured – a two-pronged approach to the concept of lifelong learning that is absent from the literature as a whole. It also suggests that whatever lifelong learning is, defining it is only half of the problem; in an era of assessment and accountability, lifelong learning must also be measurable in some way to have meaning.

need not be discussed. In his 2016 article, Elmborg analyzes conceptual debates in early twentieth-century American education literature about the purpose of education in an attempt to determine what it means to have lifelong learning as an ALA Core Value. He makes the claim that: Lifelong learning is a fuzzy, vague term that appeals to those who would manage the working classes, encouraging them to develop constructive leisure time, while also appealing to those who would encourage high-brow culture toward sophisticated intelligentsia, as well as to those who would encourage learning as a path to selfknowledge and wisdom. Lifelong learning speaks to many constituents and viewpoints, pulling them together in one way under a “big tent,” but in doing so, disguising and submerging honest disagreements about definitions (2016, p. 540). Lifelong learning, in other words, is a tool that can serve either social order or the individual in a holistic sense. Head et al. (2015) observe lifelong learning in government policy in the context of both economic development and personal growth. Elmborg feels that translating lifelong learning from something that is concrete, measurable, and serves “The Man” into something that is highly personal is the duty of those working in libraries. However, he does not offer a definition of lifelong learning for this “lens of…progressive pedagogy” (p. 554) and leaves the reader wondering if reaching any kind of formal definition is possible. Outside of the United States, various policies and recommendations have incorporated formal definitions of lifelong learning. Brophy, Craven, & Fisher (1998), Brophy & MacDougall (2000), and Eve, de Groot, & Schmidt (2007) provide excellent overviews of the development of lifelong learning as a concept and policy focus in Europe and the United Kingdom. Several definitions offered include the one formulated by the European Lifelong Learning Initiative, a working definition for UK academic libraries, the European Commission, and the legal definition used in Spain (see Table 1). All of these definitions, excepting the one used in Spain, include market- or employment-driven learning as well as learning for personal fulfillment, and the authors describe a number of lifelong learning programs in place all over Europe. The newly launched United Nations Sustainable Development Goals, which replace the Millennium Development Goals, contain Goal 4: Ensure inclusive and quality education for all and promote lifelong learning (http://www.un.org/sustainabledevelopment/sustainabledevelopment-goals/) by 2030 for education. Lifelong learning is not specifically defined in the document, but the targets speak more to social or workplace development than personal fulfillment (UNESCO, 2015, pp. 20–21). Lifelong learning is a focus in Asian countries as well, although it is unclear whether any particular definition of the term is in use at the

Method In November 2015, ESU had access to three Library and Information Science databases: Library Literature & Information Science Index, Library Literature & Information Science Retrospective, and Library, Information Science & Technology Abstracts, so the search was limited to these resources. Using the EBSCO basic search interface, I searched the string “lifelong learning” (with quotes) in all three databases simultaneously. In order to make the result set a manageable size, I limited results to peer reviewed journals, and I restricted source type to journals, academic journals, and magazines in English. The results list contained 455 citations. I collected about half for citation-level analysis. Citations that did not identify a specific author in the metadata were not included. The collection of citations and PDFs was less systematic than it could have been, due to a combination of technical issues and serendipitous discovery of papers through citation chaining. I also included two core professional documents, the ALA Core Values Statement and IFLA's Alexandria Proclamation, in my final set of 228 citations. All 228 citations were hand coded using the basic categories listed in Table 2. I then collected the full text of 135 of those articles in PDF, plus the ALA and ILFA statements, and loaded these 137 documents into InVivo 11 Pro for more detailed, systematic coding. The goal of the more detailed coding was to identify attempts to define lifelong learning and the terms/concepts that commonly appear with the term.

Table 1 Definitions of lifelong learning in Europe. A continuously supportive process which stimulates and empowers individuals to acquire all the knowledge, values, skills, and understanding they will require throughout their lifetimes and to apply them with confidence, creativity, and enjoyment in all roles, circumstances, and environments (Brophy & MacDougall, 2000, p. 5) Lifelong learning is a deliberate progression throughout the life of an individual, where the initial acquisition of knowledge and skills is reviewed and upgraded continuously, to meet challenges set by an ever changing society (Brophy et al., 1998, p. 17). All learning undertaken throughout life, with the aim of improving knowledge, skills, and competence, within a personal, civic, social, and/or employment-related perspective (European Commission, 2003, quoted in Eve, de Groot, & Schmidt, 2007, p. 394. Cited document could not be found.) The act of useful learning carried out continuously with the aim of improving qualifications, expanding knowledge and aptitudes (Ministerio de Education, National report on the debate of lifelong learning in Spain, n.d., quoted in Eve, de Groot, & Schmidt, 2007, p. 394)

2

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Table 2 Categories used in hand-coded matrix.

Table 3 Countries represented by article authors.

Category

Values

Country of author

Author Pub year Author country File location Article type

Not specified Not specified Not specified LibLit/citation only Case study, essay, research, review, practice recommendation, policy recommendation, editorial, news, report, org statement, bibliographya Global, country, city, geographic region, K-12, higher education, public library, school library, special library, medical library, profession, industry Adult Ed–Professional Development, Adult Ed – Voluntary Learning, Older Adult Education, Lifespan, Children, Undergraduates, Graduates Yes/no

USA Canada South America (Brasil) Central America Caribbean (Jamaica) Australia and NZ Europe UK (Scotland 4) Ireland Spain Germany Netherlands Finland Denmark Romania Estonia Greece Portugal Turkey Africa Nigeria Kenya South Africa Morocco Botswana Ghana Uganda Egypt Asia China South Korea Japan Singapore India Pakistan Vietnam Sri Lanka Middle East (UAE) Global

Learning setting

Context of lifelong learning Defined lifelong learning Relevance Notes a

Not specified Not specified

More than one may apply.

Results General description of the citation set The initial analysis sought to describe the set of 228 citations. The oldest article containing the term lifelong learning in this data set is from 1974, and the newest from 2016. One hundred ninety of the 228 articles were published after the year 2000. Lifelong learning also started appearing as an author-supplied keyword in this particular set of citations in the year 2000. Although it is a topic of interest to library and information professionals around the world, most authors who have published on the topic are from the United States, the United Kingdom, or Australia (see Table 3). Furthermore, a search of education literature indicates that learning communities focused on lifelong learning have been developing in Japan since the 1980's and in Korea and China since 2000 (Han & Makino, 2013), but these communities are not mentioned in English-language library literature. In fact, this data set contained only two citations by authors in these countries. More articles mention or specifically address lifelong learning in the context of higher education than in the context of a public, school, regional or special library (Table 4). Despite this, the population most discussed in relation to lifelong learning is adults, not undergraduate or graduate students (Table 5).

a

% of totala

Number 67 5 1 0 1 18 55 28 3 5 5 4 3 1 1 1 1 1 2 15 4 1 3 1 2 2 1 1 18 0 1 1 3 7 3 1 2 1 3

36.4 2.7 0.5 0 0.5 9.8 30.0 15.2 1.6 2.7 2.7 2.2 1.6 0.5 0.5 0.5 0.5 0.5 1.1 8.2 2.2 0.5 1.6 0.5 1.1 1.1 0.5 0.5 10.0 0 0.5 0.5 1.6 3.8 1.6 0.5 1.1 0.5 1.6

N = 184.

Table 4 Articles by setting. Setting K-12 education Higher ed Health/medical Public libraries Regional (country, state, city, geographic region) Global/international Special/industry Libraries/librarians generally Unspecified

Full-text analysis Defining lifelong learning Twenty-five of the 137 documents in InVivo contained definitions of lifelong learning, and I coded the definitions by theme. The most populated theme was “economy,” in the sense of contributing to the economy of a place as a worker. Articles spoke of re-skilling (Batt, 1999; Bruce, 2001), retraining (Stevens & Campbell, 2006), continuing professional development (Brendle-Moczuk, 2006), training (Brophy & MacDougall, 2000), and meeting technological and economic challenges (IFLA, 2005). Lifelong learning was also positioned as a tool for building social capital (Stevens & Campbell, 2006) or in the service of “administrative progressivism” (Elmborg, 2016). None of these articles described lifelong learning only in terms of economic benefits, but potential, current, or future employment was always one of the primary reasons for lifelong learning. Learning happened primarily in a formal context and resulted in qualifications (degrees, certifications, etc.; Batt, 1999; Eve, de Groot, & Schmidt, 2007; McCook & Barber, 2002) that were marketable or beneficial to employers. The second most populated theme among the definitions of lifelong

a

Number

Out of

% papersa

20 94 22 41 35 5 4 10 12

228 228 228 228 228 228 228 228 228

9% 41% 10% 18% 15% 2% 2% 4% 5%

Total does not equal 100 because papers can address more than one setting.

learning was “learning throughout life,” — aka womb-to-tomb or cradle-to-grave (Brendle-Moczuk, 2006; Brophy & MacDougall, 2000; Dawson, 1974; Dugdale, 2000; Elmborg, 2016; Rosa & Storey, 2016; Singh, 2008; Wijetunge, 2000). This definition is too simplistic to be very useful, especially in terms of mission statements of institutions of higher learning, and as Elmborg states, “… lifelong learning is in this sense a truism. We must mean more than that when we raise the concept to the level of a Core Value of a major world institution” (2016). There is no way to measure “learning throughout life” in a meaningful way, at least not in the short term. The last major theme to emerge was information literacy. Information literacy was positioned as “the” foundation for lifelong 3

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Table 5 Articles by life period discussed. Educational period discussed Adulthood Voluntary (holistic) Professional dev Unskilled Postsecondary ed. UG only Grad only Both UG/GR Childhood/youth Lifespan Late adulthood Nonspecific N/A a

Number

Out of

% of papersa

105 6 42 3 81 40 13 28 26 15 6 18 3

228

46%

228

36%

228 228 228 22\8 228

11% 7% 3% 8% 1%

Total does not equal 100 because papers can address more than one life period.

learning — its core, basis, prerequisite, or enabler (Anyaoku, 2016; IFLA, 2005; Koneru, 2010; Mi & Riley-Doucet, 2016; Nazari & Webber, 2012; Singh, 2008). In these definitions, lifelong learning was an attribute of the information literate person and not actually defined as a term unto itself. These articles were primarily about information literacy, even though lifelong learning is part of two articles' titles, so this finding is not surprising. All six papers post-date the ACRL Information Literacy Competency Standards for Higher Education, which explicitly linked the two terms in its definition of information literacy, perhaps explaining the weight of this particular theme. It is worth noting a few additional themes that appeared during analysis. Lifelong learning was in some instances defined in relation to other terms; Brendle-Moczuk, for example, states that “the term ‘lifelong learning’ suggests other words such as continual, curiosity, desire, and motivation” (2006). Agee (2005), Mi & Riley-Doucet (2016), Nazari & Webber (2012), and Riley (1984) all state that lifelong learning is a “set of skills,” and three of these papers specify skills that are part of or related to information literacy. Only Nazari and Webber try to say what this set should contain – “transferable skills including technical knowledge and skills, communication competence, time-management and organisational skills, computer skills, and capacity to work collaboratively” (2012, p.98). Finally, there is a sense of lifelong learning as a process that results in personal growth and contributes to a full life (Batt, 1999; BrendleMoczuk, 2006; Stevens & Campbell, 2006).

Fig. 1. InVivo “services” node with subnodes. Screen shot of services coded to the library's role in lifelong learning in InVivo software.

defines it, and seldom is the library's particular role in lifelong learning explicitly addressed. Based on citation and full-text content analyses, it appears that librarians consider lifelong learning something that adults do primarily in a formal learning setting, on their own (or at least their own initiative) and using technology in some way, in order to be (more) employable. The library's role in lifelong learning is to provide content, access to that content, and a variety of services related to content and access, as libraries have always done. Promoting reading is still a primary service, despite all of the technological changes that have occurred in the past 30–50 years. Bibliographic instruction — traditionally learning to use the library — has morphed into information literacy, which is learning to use the library as well as information from other sources. So what does this mean for a Lifelong Learning Librarian at a public university? First, the library, if not the campus as a whole, needs to formulate or adopt a definition of lifelong learning for campus use. “Lifelong learning” is part of the University's mission statement, and we need to be able to translate that into a tangible goal with indicators (skills or qualities) that will mean something to students, their families, and potential employers. A definition will provide context for the services and information that the library provides to campus. Specific indicators that flow from the definition will give us ways of measuring and assessing our impact, and communicating more explicitly to students, faculty, and university staff, the value that we and the Library add to campus. The European Commission's definition is sufficiently broad and yet also specific enough to serve a university campus:

Associated terms Lifelong learning is a term that rarely shows up in literature alone. Within 137 full-text documents, the most frequently co-occurring terms were (in decreasing order) information literacy, professional development, Internet communication technology/general technology, reading, adult learning, independent learning, self-directed learning, and information skills. Overall, the terms fell into broader categories of community, learning environment, literacy, motivation, ways of learning, and employment, with a few that didn't fit well into any category.

All learning undertaken throughout life, with the aim of improving knowledge, skills, and competence, within a personal, civic, social, and/or employment-related perspective (quoted in Eve, de Groot, & Schmidt, 2007, p. 394). In terms of measuring and assessing lifelong learning, theAAC & U has made the most progress with its Foundations and Skills of Lifelong Learning VALUE Rubric: curiosity, initiative, independence, transfer, and reflection (2009b). These five attributes all appeared in the content analysis (see Table 6). A sixth attribute, creativity, emerged as a theme related to lifelong learning (Table 7) during the content analysis as well, and its potential as an indicator of lifelong learning is worth considering. Relating creativity with lifelong learning makes a certain amount of sense; meeting today's challenges, such as the UN's Sustainable Development Goals (http:// www.un.org/sustainabledevelopment/sustainable-development-goals/) or the National Education Association's Grand Challenges for Engineering (http://engineeringchallenges.org/challenges.aspx), will certainly require highly creative minds that are constantly learning and adapting.

Library role Of the 137 full-text documents, thirty-nine addressed the library's role in lifelong learning. The articles discussed the role broadly in terms of historic library functions such as providing content, access, and services, as well as newer roles of teaching information literacy and providing technology. Most interesting were the variety roles classed under “services” (see Fig. 1). Promoting reading was by far the most mentioned role, followed by supporting independent learners, providing moral support, and offering activities or opportunities for engagement. Discussion Library literature frequently discusses lifelong learning but seldom 4

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Table 6 Content analysis documents themes mapped toAAC & U Foundations and Skills of Lifelong Learning VALUE Rubrica. Curiosity

Ayre et al., 2015; Bennett-Kapusniak, 2013; Brendle-Moczuk, 2006; Burgess, 2015; Butcher & Street, 2009; Cronau, 2001; Gilbert & Fister, 2011; Head, 2016; Lopez, Caspe, & McWilliams, 2016; Martin & Panter, 2015; Norman, 2010; Norman, 2012

Initiative

Brendle-Moczuk, 2006; Cronau, 2001; Giuse et al., 1999; Koneru, 2010; Kurbanoglu, 2003; Manuel, 2003; Mi & RileyDoucet, 2016; Norman, 2010; Norman, 2012; Stevens & Campbell, 2006

Independence (also includes references to self-regulated and self-directed learning)

Amirtham & Joseph, 2011; Anyaoku, 2016; Batt, 1999; Blumson, 2003; Brendle-Moczuk, 2006; Brown, 2009; Bruce, 2001; Bundy, 2001; Butcher & Street, 2009; Castaño Muñoz, Redecker, Vuorikari, & Punie, 2013; Collins & Takacs, 1993; Craven & Brophy, 2000; Crawford, 2013; Cronau, 2001; Dietrich, 1984; Drachsler, Hummel, & Koper, 2009; Dugdale, 2000; Elmborg, 2016; Erasmus, 2001; Giuse et al., 1999; Hare & McLeod, 2001; Head et al., 2015; Head, 2016; Hegarty, Hurley, & Lynch, 2005; Khalil & Saeed, 2008; Koneru, 2010; Kukulska-Hulme, 2012; Kurbanoglu, 2003; Lenker, 2016; Makin & Craven, 1999; McClurg, Powelson, Lang, Aghajafari, & Edworthy, 2015; Mi & RileyDoucet, 2016; Norman, 2010; Norman, 2012; Oakleaf, 2011; O'Flaherty & Phillips, 2015; Pask & Smith, 1989; Popp, 2013; Quinney, Smith, & Galbraith, 2010; Rana, 2014; Schuwer & Mulder, 2009; Simons, Kerin Morgan, & Stewart Davidson, 2012; Singh, 2008; Spelman & Kelly, 2004; Stephens & Jones, 2014; Van Fleet & Wallace, 1993; Wijetunge, 2000; Yoshida, 2016

Transfer (also includes references to being adaptive)

Bruce, 2001; Collins & Takacs, 1993; Cronau, 2001; Dascalu, Bodea, Mihailescu, Tanase, & Ordoñez de Pablos, 2016; Elmborg, 2016; Eve, de Groot, & Schmidt, 2007; Frand, Borah, & Lippincott, 2007; Head, 2016; Hegarty, Hurley, & Lynch, 2005; Holden, 2010; Johnson, 2008; Koneru, 2010; Lenker, 2016; Martin & Panter, 2015; Manuel, 2003; Marr, 1999; Morgan & Atkinson, 2000; Nazari & Webber, 2012; Norman, 2010; Norman, 2012; Pask & Smith, 1989; Pearson & Urquhart, 2002; Quinney et al., 2010; Ross, Perkins, & Bodey, 2016; Shorten, Wallace, & Crookes, 2001; Simons et al., 2012; Sindel, 2014

Reflection

Brophy & MacDougall, 2000; Butcher & Street, 2009; Durrani, 2007; Elmborg, 2016; Eve, de Groot, & Schmidt, 2007; Funes, 2004; Gilbert & Fister, 2011; Giuse et al., 1999; Hare & McLeod, 2001; Head et al., 2015; Koneru, 2010; Lenker, 2016; Leong, 2005; Marr, 1999; Nazari & Webber, 2012; Norman, 2010; Pearson & Urquhart, 2002; Stephens & Jones, 2014; Wijetunge, 2000

a

Not all of the 137 documents in the content analysis mapped to this rubric thematically.

dents who are already math teachers. Although the library will mail them physical items from the collection, digital items provide more immediate access. Additionally, the department does a number of outreach programs to the local community and youth from underrepresented backgrounds in STEM, so a collection development might be materials about real-life applications of mathematics and stories of women and persons of color who have succeeded in the field. These resources would need to be promoted widely to faculty and staff, since it would be a very new collection focus for our campus. Finally, finding books, journal articles, and other resources needs to be easy to do with minimal instruction, or library patrons may not persist in working with the library's access tools. I made short videos on MathSciNet and JSTOR for the department's graduate program, as well as a LibGuide that spells out services for distance students, and embedded them into the Canvas course in which all the graduate students are enrolled. These steps are small and all things that liaison librarians already do, but they nonetheless important for keeping students, staff, faculty, and the collection connected for lifelong learning. Finally, data suggest two possible paths for developing the specific role of Lifelong Learning Librarian on the ESU campus. Since the primary demographic mentioned in relation to lifelong learning in library literature is adults, and lifelong learning for employment purposes is a major theme in the data, I could focus on serving adults on campus and in the wider community. This service might take the form of collecting career development materials and hosting workshops on specific technologies, informative topics, and skills like writing a resume or preparing an article for submission to a journal. The Career Services department on campus works only with students, so the library would be filling a gap in staff development and support. Partnering with the local public library would be important; public libraries often offer basic technology skills workshops, and our community is small enough that we should avoid duplicating efforts wherever possible. Although none of these services would benefit students directly, it would position lifelong learning as a campus value and afford campus and community members the opportunity to model it for students. In order to work with students, I could liaise with specific campus

Table 7 Content analysis documents with creativity as a theme. Creativity

Burgess, 2015; Butcher & Street, 2009; Dator, 2006; Durrani, 2007; Fister, 2013a; Fister, 2013b; Goulding, 2001; Head, 2016; KukulskaHulme, 2012; Lopez et al., 2016; Oakleaf, 2011; Riley, 1984; Suciu & Florea, 2014

TheAAC & U actually has a stand-alone rubric for Creative Thinking, which is perhaps more what the authors in Table 7 had in mind than creativity generally. The Creative Thinking rubric has six indicators (AAC & U, 2009a), one containing multiple concepts (connecting, synthesizing, transforming). Measuring and assessing creative thinking, like lifelong learning, is clearly not an easy task. Though I feel strongly that lifelong learning and creativity are linked, figuring out a way to fit them together is beyond the scope of this paper. Second, teaching information literacy is a key part of the library's role in lifelong learning. At our library, all librarians teach one-shot instruction sessions, embedded sessions, and a two-credit course that fulfills the University's General Education technology requirement. Instruction includes not only what information is available through the library and how to access it, but also how to communicate it in a variety of ways (infographics, websites, videos) with different technologies. These services are lifelong learning services and perhaps should be rebranded as such. “Skills for Lifelong Learning” is a more intriguing course title than “Research, Technology, and Information Skills,” even if it is less descriptive. Third, performance of traditional liaison duties—collection development, collection access, and promoting access—is very much part of lifelong learning. Independent learners need good information to support their learning and ways to access it on their own. In order to make a collection useful, it is necessary to know what learners' interests are as well as how and where they typically access information related to those interests. For example, the Mathematics department at the University has a graduate program primarily enrolling distance stu5

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Australian Library Journal, 50(4), 335. http:// dx.doi.org/10.1080/00049670.2001.10755967. Dawson, I. (1974a). Lifelong learning in China. Ontario Library Review, 58, 166–170. Dugdale, C. (2000a). A new UK university library service to meet the needs of today’s students and tomorrow’s lifelong learners. Information Services & Use, 20(1), 1. Elmborg, J. (2016a). Tending the garden of learning: Lifelong learning as core library value. Library Trends, 64(3), 533–555. http://dx.doi.org/10.1353/lib.2016.0009. Eve, J., de Groot, M., & Schmidt, A.-M. (2007a). Supporting lifelong learning in public libraries across Europe. Library Review, 56(5), 393–406. *Han, S., & Makino, A. (2013). Learning cities in East Asia: Japan, the Republic of Korea and China. International Review of Education, 59(4), 443–468. http://dx.doi.org/10. 1007/s11159-013-9372-2. Head, A. J., Van Hoeck, M., & Garson, D. S. (2015a). Lifelong learning in the digital age: A content analysis of recent research on participation. 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Health professions students’ lifelong learning orientation: Associations with information skills and self-efficacy. Evidence Based Library & Information Practice, 11(2), 121–135. Morgan, S., & Atkinson, J. (2000a). Academic libraries. Library Review, 49(9), 448. http:// dx.doi.org/10.1108/00242530010354074. Nazari, M., & Webber, S. (2012a). Loss of faith in the origins of information literacy in eenvironments: Proposal of a holistic approach. Journal of Librarianship & Information Science, 44(2), 97–107. http://dx.doi.org/10.1177/0961000611436095. *National Leadership Council for Liberal Education & America’s Promise (2007). College Learning for the New Global Century. Washington, D.C.: Association of American Colleges & Universities. Riley, G. (1984a). Myths and realities. The academic viewpoint II. College & Research Libraries, 45(5), 367–369. Rosa, K., & Storey, T. (2016a). American libraries in 2016. IFLA Journal, 42(2), 85–101. http://dx.doi.org/10.1177/0340035216646061. Ross, M., Perkins, H., & Bodey, K. (2016a). Academic motivation and information literacy self-efficacy: The importance of a simple desire to know. Library & Information Science Research (07408188), 38(1), 2–9. http://dx.doi.org/10.1016/j.lisr.2016.01. 002. Singh, J. (2008a). Sense-making: Information literacy for lifelong learning and knowledge management. DESIDOC Journal of Library & Information Technology, 28(2), 13–17. Stevens, C. R., & Campbell, P. J. (2006a). Collaborating to connect global citizenship, information literacy, and lifelong learning in the global studies classroom. Reference Services Review, 34(4), 536–556. http://dx.doi.org/10.1108/00907320610716431. *United Nations Educational, Scientific, and Cultural Organization (2015). Education 2030: Incheon Declaration and Framework for action for the implementation of Sustainable Development Goal 4. United Nations. ED-2016/WS/28. . *University of Indianapolis. Lifelong Learning College. (2017). http://www.uindy.edu/ sal/lifelong-learning-college (Accessed May 4, 2017). Wijetunge, P. (2000a). The role of public libraries in the expansion of literacy and lifelong learning in Sri Lanka. New Library World, 101(3), 104–111 http://dx.doi.org/10. 110803074800010324558.

departments or programs such as Disability Services, TradPlus, or TRIO, in addition to or in lieu of academic departments. TradPlus supports nontraditional (adult) students and military veterans, and TRIO programs provide extra support for students from disadvantaged backgrounds. Students taking advantage of these services often need learning support that is different from typical college students. The other path I could take is supporting the general student body directly as independent learners through programming, mentoring, and advising. So far, that is what I have been doing. Three semesters into my position, I have implemented NaNoWriMo programming; the pilot of an “Athenaeum” forum for students to share their work; assumed coordination of Game Night at the Library; and formed a new book group that prepares for the annual Honors College diversity lecture. None of the work thus far has focused on employment during or after college, and that would be a logical next step. In terms of advising, librarians are particularly well suited to working with students on independent, interdisciplinary projects or with many forms of current technology as faculty advisors or mentors, since we live outside of traditional academic departments. If one were not already familiar with a technology or subject, so much the better—what a great opportunity to model lifelong learning as a co-learner. At this point, I do not think librarians are generally considered part of the faculty advising pool. A recent Honors College initiative that encourages students to pursue independent studies may be an avenue for change in that regard. This citation and content analysis has been more illuminating than I expected, and I am excited to see where my Lifelong Learning Librarian role can go. Limitations of the study For the fullest sense of how library professionals use the term lifelong learning, it would be important to include sources in languages other than English. The disparity in this study between the education and library literatures in relation to lifelong learning in Asia may not be as great as it appears. Additionally, this analysis does not explore language surrounding lifelong learning in public libraries or school libraries as deeply as in academic libraries, so the findings should not be generalized to those settings. Funding This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. References⁎ Agee, J. (2005a). Literacy, aliteracy, and lifelong learning. New Library World, 106(5/6), 244–252. http://dx.doi.org/10.1108/03074800510595850. American Library Association (2004a). Core Values of Librarianship. Retrieved from http://www.ala.org/advocacy/intfreedom/statementspols/corevalues. Anyaoku, E. N. (2016a). Librarians conceptions of information literacy in three federal universities in South East Nigeria: Implications for effective implementations of information literacy programmes. Library Philosophy & Practice, 1–16. *Association of American Colleges and Universities (2009a). Creative Thinking VALUE Rubric. Retrieved from https://www.aacu.org/value. *Association of American Colleges and Universities (2009b). Foundations and Skills for Lifelong Learning VALUE Rubric. Retrieved from https://www.aacu.org/value. *Association of College and Research Libraries (2000). Information literacy competency standards for higher education. Chicago, IL: American Library Association. Batt, C. (1999a). I have seen the future and IT works. Library Review, 48(1), 11–17. http:// dx.doi.org/10.1108/00242539910256264. Bernard Osher Foundation, & The. Osher Lifelong Learning Institutes: List of Institutes. (2005). http://www.osherfoundation.org/index.php?olli_list (Accessed May 4, 2017). Brendle-Moczuk, D. (2006a). Encouraging students’ lifelong learning through graded information literacy assignments. Reference Services Review, 34(4), 498–508. http:// dx.doi.org/10.1108/00907320610716404. *Brophy, P., Craven, J., & Fisher, S. (1998). The Development of UK Academic Library

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Appendix: Additional Papers Given Detailed Content Analysis Not Cited in Text Adjah, O. A. (2012). A Study of the Reading Interests of Graduates on National Service Scheme in Ghana. African Journal of Library, Archives & Information Science, 22(2), 89–98. Agee, J. (2005b). Literacy, aliteracy, and lifelong learning. New Library World, 106(5/6), 244–252. http://dx.doi.org/10.1108/03074800510595850. Ali, S. B., & Khalid, R. (2015). Phenomenon of Quality Movement (PQM) in educational environment of Pakistan. Pakistan Library & Information Science Journal, 46(1), 36–48. American Library Association (2004b). Core Values of Librarianship. Retrieved from http://www.ala.org/advocacy/intfreedom/statementspols/corevalues. Amirtham, T., & Joseph, M. J. (2011). ICT and life long learning pedagogy for

These papers were not part of the content analysis. All others in this list were.

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