Tag Archives: education

COVID-19 Impacts on Cultural Industries and Education and Research Institutions: Key Questions from the WIPO Report

Tomorrow, the World Intellectual Property Organization’s Standing Committee on Copyright and Related Rights (SCCR) will hold an information session on the impact of COVID-19 on the cultural and creative industries, on the one hand, and on education and research on the other.

This follows requests from Member States at the previous meeting, conscious of the need to make sense of the experience of actors affected by copyright – either as owners, or as users, of relevant materials. While the meeting formally takes place outside of the SCCR agenda, its place at the beginning of the week will mean that it has the potential to shape discussions over the following days.

To support this, WIPO has published a commissioned study, based both on a series of responses to a call for evidence, and interviews with experts in different countries. The terms of reference for the study have not been shared, but it looks both to tackle the broader question of experiences (as mandated by the last meeting), and to cite case studies of initiatives taken (which goes beyond the mandate).

Ahead of this session – which will be available on WIPO’s webcasting service – this blog looks at some of the questions and issues raised by the report (intentionally or otherwise), and which the meeting tomorrow can hopefully address.

 

Public spending needed… but on what terms?

A consistent message from the report is the sense that governments need to step in to provide financial and other support, to institutions, businesses and individuals working with copyright where these would otherwise risk disappearing or disengaging. The report underlines in particular that the pandemic has represented a major shock to those actors depending on in-person engagement and activities, such as concerts, author events, or museum visits, as well as events where much business is done, such as book fairs.

Some – but not all – governments have of course taken action to help otherwise viable businesses from failing. The report underlines that more could and should have been done however, with independent authors in a particularly tough situation.

Looking forwards, however, this does raise the question of how to ensure that this support has maximum positive impact. Beyond the preservation of employment, how can this serve to support public interest goals, such as access to education, research and culture?

 

Digital here to stay, but how?

The report is clear about the fact that the shift to digital is going to be a lasting phenomenon, raising the question of how to ensure the sustainability of digital activities. It underlines components of a response, including efforts to get more people online, training and support for digital maturity, and new policy approaches in general.

A crucial point made is that libraries themselves have invested significantly in digital content – often paying again for the same material that they had already bought in physical format. Clearly, it cannot be sustainable for libraries to pay twice for the same things.

In terms of recommendations, the report does highlight the need to ‘provide clarity to institutions and organizations regarding the copyright implications of moving towards a digital world, and to evaluate appropriate means and innovative ways to make digital uses easier’.

Of course, this could be read either as a case for providing more flexible exceptions and limitations that adapt to needs, or for facilitating licensing. It is to be hoped that COVID will not be used as an excuse to extend the reach of licensing at the expense of the sort of free exceptions that libraries have traditionally relied on extensively, draining their resources.

More worrying is the suggestion that copyright for digital works should be tighter than that for physical ones (i.e. have weaker limitations and exceptions) in order to protect investments. This is to argue that there is less need to protect possibilities for education, research and cultural participation online than in person.

This of course flies in the face of the argument that rights offline should also be protected online, and indeed the case made by the UN Secretary-General that more effort is required to ensure that it is not only the decisions of private companies that should determine what we can and cannot do digitally.

 

An under-supply of digital content

A persistent issue is the lack of digital content available, especially in developing regions. The report suggests that this is sometimes due to a lack of capacity, but can also be the result of a conscious choice by rightholders not to make works available in digital form, for example due to apparent fears of piracy.

This raises a serious issue about the functioning of markets, and whether it really serves societal interest for works not to be sold in a form that works for people who may not be able to access libraries or bookshops, or even work with physical copies of books. The report suggests more licensing, but this has been a possibility for a long time, and does not seem to have delivered.

Instead, it’s worth remembering that it was the under-supply of accessible format works that underpinned the Marrakesh Treaty, which opened up the possibility to carry out format-shifting of works to make them accessible.

A parallel argument is that the ability of creators themselves to use digital platforms could be a useful area of focus. This is an area where libraries, through providing public access, can indeed help, although to do so need to have the necessary resources to offer such services.

 

Impacts are varied

At least terms of market impacts on different sectors, the story varies. For example, while extensively citing European research suggesting that the publishing sector there suffered strongly, it notes that publishing in the United States continued to grow. The US of course is characterised by a very flexible copyright regime – fair use – while another country whose model is celebrated, Canada, is also under regular attach from rightholders for the flexibility of their education exceptions.

In addition, the pandemic is reported as having been particularly hard for authors who, in addition to the impacts of falling sales (where sales actually fell), also missed out on other opportunities to earn, such as book fairs and signings. The same goes for performers, and people working as freelancers or on temporary contracts. This does raise questions about terms of employment, and what can be done to ensure fairer distribution of revenues to those missing out.

 

Anecdotes and rules

A point alluded to in the title is that the focus on examples of initiatives in the report goes beyond what was in the mandate proposed by Member States. This is of course valuable in terms of providing illustrations, but can also lead to the impression that everything is going well.

Furthermore, the report fails to reflect the view of many libraries that these initiatives, while welcome, were often hard to implement and were withdrawn well before the end of the pandemic – see IFLA’s own report on libraries, copyright and COVID-19 for more. Indeed, there is the argument that they were often intended as marketing exercises, aimed at building use of and reliance on services which could then be charged for.

The more systematic examples come the US, where the flexibility provided by fair use is underlined as having enabled initiatives like the Hathi Trust Emergency Temporary Access Service. These arguably provide better pointers for how to build resilience than individual stories that may depend on a wide variety of other factors which are potentially not replicable.

 

And an old cliché about lending and sales…

The report does touch a number of times on the relationship between library activities and sales. There are unsubstantiated claims about the impact of higher levels of library lending and use. The one reference given is to a speculative conclusion in a German study about future impacts of eLending. This same study also underlines that cutting back on library lending is unlikely to lead to any increase in the purchasing of eBooks.

These arguments also do not sit well with the report’s conclusion that increased spending by libraries on digital content raises sustainability concerns for our institutions. In this case, the question needs rather to be ‘where is the money’?

Going further, unfortunately, it also repeats old tropes implying that the work of libraries is not significantly different to copyright piracy. These betray a fundamental misunderstanding of what copyright is about and how limitations and exceptions work. It also suggests an inability to differentiate between the interests of one particular lobby group, and of society as a whole. It is of course a shame that such claims are repeated in a WIPO-branded report.

 

Follow the discussion on WIPO’s webcasting service, from 11:30-16:30 Geneva time, for more!

Leaving No Child Behind: The Importance of Investing in Library Services

World Children’s Day is the anniversary of signing both the Declaration of the Rights of the Child in 1959, and the Convention on the Rights of the Child in 1989.

It is an opportunity to focus on ensuring that the rights and interests of children are understood, and incorporated into decision-making at all levels.

This year’s theme is a Better Future for Every Child, concentrating on the impacts of inequalities on children, and the need to combat child poverty. It draws, in particular, from the economic and social divides exposed by the COVID-19 pandemic, which demonstrated how different factors can interplay to lead to worse outcomes.

This focus also recalls the fact that the experience of poverty in childhood is too often associated with negative outcomes later in life, such as higher unemployment or lower incomes, poorer health, and beyond.

This link begins early, with poverty all too often correlating with lower literacy and other skills leading to less good education performance. This can risk reinforcing poverty over time, with poor children turning into low-income parents, whose own children then face the same challenges.

In the long run, putting an end to child poverty means increasing income levels. A key way of achieving this is by breaking the link between economic poverty and other negatives, such as low literacy and wider educational outcomes.

The strength of this link can come from a variety of factors: there may be fewer resources available at home, parents may be less able to help with homework and language development, families may participate less frequently in cultural events that can develop a taste for reading, and children may not have a space or quiet for learning.

 

Library interventions combatting educational inequality

Clearly, schools have a key role to play in tackling this situation, with skilled teachers with adequate resources helping ensure that children from poorer backgrounds genuinely do have the same chances as their better-off peers.

Complementing these, however, are great library services for children, through both school and public or community libraries, drawing on their unique potential to support learner success.  This role that libraries play is well documented (here and here, to give just two examples).

A first contribution comes through the wider work of libraries in giving access to materials that help develop ideas and expand horizons, something that may be particularly important for young people growing up without access to a wider range of experience.

They can run programmes focused on poorer communities, such as KidsREAD in Singapore, targeted at improving the English language skills of young people who risked falling behind otherwise, and run by the National Library Board. Similarly, Kids on the Tab in Kibera, Kenya, worked through libraries to complement the schooling of children from poor areas, contributing to much improved exam results, which in turn open up new possibilities. Libraries can also be useful venues for promoting programmes aimed at encouraging better educational outcomes, such as the MathsWhizz programme in Kenya.

A particularly important activity can be summer reading clubs, addressing the fact that over the long break, children without opportunities to learn and develop literacy skills at home risk falling behind their peers, leading to lower performance and frustration when they return. Holiday breakfast clubs can serve a similar purpose, while also tackling food insecurity. Homework clubs also help children who may lack a quiet space at home to work.

Libraries also play an important role in supporting school-readiness, ensuring that children are able to engage properly when they start formal education. A number of countries have adopted initiatives based on or similar to Bookstart, for example Boekstart in the Netherlands, Kindertreff in Switzerland, Start Life with a Book in Czechia, and Better Beginnings in Australia. They typically involve the provision of age-appropriate materials from a young age, and then ongoing support, including in cooperation with doctors, in order to keep an eye on language development.

While these are often universal programmes, a key goal is to support those families which may not have other opportunities, or children with difficulties that may hold them back at school (such as disability, anxiety, or attention deficit).

Connected to this, libraries (both school and public) can support family learning, helping to engage parents in the effort to develop children’s literacy skills, and potentially brining direct benefits to them as well. Furthermore, they serve as community convening spaces, and bring in an important experience of supporting personalised learning, as underlined by the Urban Libraries Council.

Even outside of specific service offers, research demonstrates that children from poorer background report relying far more on libraries than their richer peers.

IFLA’s Library Stat of the Week series drew on data from the Organisation for Economic Cooperation and Development’s Programme for International Student Assessment (PISA) to show how children who don’t have a room of their own, have parents with lower qualifications, or who come from foreign language or immigrant backgrounds tended to have greater levels of dependence.

Further research using the same data just for the US has echoed this point, noting that even if levels of usage are the same, this usage will be more important for children who don’t enjoy access to space, resources and connectivity at home. Work in the UK underlines the same, focusing on the reliance of poorer children on public libraries.

They also help by providing internet access and equipment that families may not be able to afford, or simply extending opening hours (both providing a space for young people, and allowing parents to take on full-time work).

Indeed, in situations where children face insecurity and deprivation at home and outside, libraries can act as places of retreat and safety, both in richer countries, and in others facing serious endemic violence problems, such as Brazil and Colombia. Village and mobile libraries can extend possibilities to access information and technology to rural areas, which often also face higher levels of child poverty, as in India and Burkina Faso, or those which are remote, such as the Galapagos.

 

From potential to practice

However, the continued existence of education inequality, to the detriment of young people from poorer backgrounds, makes it clear that there is a lot still to do.

To some extent, there is work to do within our field, drawing on existing good practices. For example, as the Literacy Trust in the UK notes, it is important to reach out, given that there may be a reluctance to use libraries in some circumstances. Libraries’ reputation as a quiet place, only for the more highly educated, can represent a barrier to overcome. There is a risk that the people who need library services most simply don’t take the opportunity.

Libraries need to be able to reach out to poorer children where they are, rather than relying on traditional tools such as brochures, with cooperation with schools offering a powerful possibility in the case of public libraries at least, as underlined by the Urban Libraries Council.

There may even be an opportunity, as libraries open up following the pandemic, to do things differently and to engage people who previously never participated in library activities. For example, creating small public libraries in people’s homes in Foshan, China, helped increase outreach to families in deprived areas who would not otherwise come to existing institutions.

The way in which services are provided also matters. It is important not to create stigma around using services targeted towards children on low incomes, as underlined by the Child Poverty Action Group.

Skills also matter, a point also underlined by the Urban Libraries Council, and which lies at the heart of the Library at School programme in the Netherlands. So too does the ability to evaluate the impact of the work of libraries on educational outcomes among children facing poverty.

However, for our institutions to be able to fulfil their potential, they also depend on adequate resourcing and support. Yet all too often, it is poorer schools that aren’t offering school library services, a point made by the UK Children’s Laureate recently, but which has been known for over a decade.

As she set out: Millions of children, particularly those from the poorest communities worst hit by the pandemic, are missing out on opportunities to discover the life-changing magic of reading – one that OECD research suggests is a key indicator in a child’s future success. How can a child become a reader for pleasure if their parents or carers cannot afford books, and their primary school has no library, or that library is woefully insufficient?

Some have worried that cuts to library services happen quicker in less well-off areas, with impacts both on collections, and on spaces and staffing. In both cases, under-investment risks leading to unrealised potential to support investment in combatting inequality in education and literacy.

 

In conclusion, this year’s World Children’s Day provides an important reminder of the need to act on education and literacy as part of wider efforts to combat inequality and poverty among children. Libraries – both school and public – have a strong and proven role in doing this, drawing on their unique strengths.

 

Yet with significant challenges remaining, often exacerbated by the pandemic, these good practices need to be taken as a call to action, both within our field, but also – and perhaps more importantly – to the governments and others that determine what resources libraries have, and how they can work.

Essential yet unequal: lessons for libraries from the OECD Skills Outlook 2021

Providing meaningful access to information is not just about creating the physical possibility to get hold of information, but also about delivering the skills necessary to use it.

With growing recognition of the importance of competencies in order to allow people to make the most of an information-rich – or even information-saturated world – the role of libraries not just as a repository, but rather as a skills-provider at the heart of the education infrastructure has become clear.

It is not just libraires who recognise this – organisations in the lifelong-learning sector (here and here), as well as governments working to promote digital skills in general – have underlined the value of involving our institutions.

As such, it can be helpful to follow the wider policy discussion about lifelong-learning and skills, in order to be able to take available opportunities to place libraires at the heart of the development of strategies in the field.

A good starting point for this is the Organisation for Economic Cooperation and Development’s (OECD) Skills Outlook (including a free-to-read version), which appears once every two years. This highlights key themes that policy-makers will need to consider in taking decisions, drawing on internationally comparable data, as well as offering national profiles.

This blog highlights some of the central messages of this work that can be relevant for libraries in their planning and advocacy.

 

An essential response to a changing world, in the long- and short-term

A first key point made by the report is the importance of skills in general. Evolutions in the economy, often driven in turn by technological change, have meant not only that whole categories of job have emerged and declined, but that even to carry out a single job, the skills required change over time.

This need for regular retraining and lifelong-learning was already growing in the years before COVID, with existing skills become obsolescent quicker than ever.

However, the pandemic has only accelerated this trend, hitting some sectors hard while others have remained stable or even grown. Many people will find themselves needing to gain the skills needed to take on new jobs.

Alongside other ‘transversal skills’ (including things like communication, problem-solving and creativity), it seems clear that digital literacy skills will be crucial to this. As the report points out, the ability to use digital tools to work remotely has been essential for work to continue in many sectors, as well of course as to communicate with others and access information.

Digital literacy has, also, been key for access to skills. There are many learning opportunities online, but as the report notes, to benefit from these a potential learner needs already to feel confident.

 

Skills – and possibilities to gain skills – are unequally distributed

Worryingly, despite the importance of skills in allowing people to respond to change, some are less active in developing them than others.

A key factor behind this, as highlighted by the report, is level of initial education. Those who have been able to pursue formal education for longer are also then more likely to carry on taking opportunities to learn throughout life. Yet also, investment in early-years skills, such as literacy, also make a big difference.

Job types also matter – people in skilled work are more likely to receive support from employers to develop further skills, as well as being able to learn from colleagues. Meanwhile, people who are out of work, or in short-term or less skilled work have a higher chance of not benefitting from training.

This gap all too often turns into a gap in attitudes, with some far more positive about learning than others, and to readier to look for and take up opportunities.

On a personal level, this risks seeing people less able to respond to change, and so condemned to low-paid work or unemployment. On the level of societies and economies, it risks creating divides, as well as wasting potential.

 

Designing a response, with libraries

The OECD draws on the experience of those countries which are doing better in trying to close this divide in order to offer lessons for others, while acknowledging that no-one has yet found the perfect solution.

One key focus, it suggests, is to work on developing the core skills necessary for people to take advantage of wider learning opportunities.

A major component of this is of course reading. The report underlines correlation between levels of literacy and levels of uptake of training in general. In turn, enjoyment of reading correlates strongly with literacy.

This is, of course, an area of key library strength. Use of libraries and enjoyment of reading tends to correlate, as do numbers of school libraires and enjoyment of reading. Librarians have a strong background in building a love of books by exposing young people to a wide variety of materials than can grab their attention and help them to become independent, confident readers.

A second component is around developing digital literacy. As highlighted above, digital skills are not only important for taking on many jobs today, but they can also make the difference between accessing and not accessing learning opportunities.

Again, this is a library area of strength, with many public and other libraires providing the equipment, skills and setting needed for everyone to get the best out of the internet. Many governments already recognise this role of libraries in digital skills strategies.

A third is about ensuring that people find out about the possibilities open to them. Individuals are too often not aware of the opportunities that exist, or confused by the choice. While effective career counselling can be vital within schools, adults too can benefit from help and guidance in choosing courses to follow.

A final one is to provide a wide range of types of learning, in different formats, which can suit the needs and situation of different learners – ‘life-wide learning’ (as opposed to ‘lifelong learning’). Longer, more formal courses may not work for everyone.

To deliver on this, a variety of settings and types of programming can help ensure that everyone finds something that works for them, in particular outside of the workplace.

As a result, based on the report, we can define the following advocacy points for libraries, based on the points made in the OECD’s Skills Outlook:

  • Governments must not neglect basic literacy. In particular, they can gain from supporting interventions that build enjoyment of reading – something that represents a traditional strength of libraries, and should be integrated into policies in the field.
  • Governments need to invest in digital literacy and inclusion, as a precondition for developing the skills, and taking on the jobs, of the future. Libraries have a recognised role in digital skills provision and should be at the heart of strategies on the subject.
  • Governments should ensure easy access to information about learning opportunities for all members of the community, regardless of age or work status. Libraries represent an ideal placer to do this, as well as a portal towards specialised skills providers.
  • Governments need to acknowledge the role of a variety of institutions in delivering skills. In addition to formal education institutions, libraries also offer important complementary provision (not just literacy and digital skills, but also a variety of programmes targeted at different competences and groups, in an environment that often puts learners at ease.

The 10-Minute International Librarian #60: think about how you enable users

Too often, different degrees of access to information or skills can create economic, social, and democratic divides.

The lucky are enabled, ready to exploit the possibilities open to them, while others are left behind, unaware or unable to do so.

They are left without the capabilities necessary for development.

Tackling this is a key question in any effort not only to promote equality in society, but also to ensure that we are mobilising every talent we have.

It is also traditionally part of the work of libraries, which work to ensure that no-one need be disadvantaged because they cannot afford books, other materials of learning opportunities.

With COVID having underlined the divisions that exist in our societies, it is an important time to underline this role, and ensure that libraries are recognised as contributing.

So for our 60th 10-Minute International Librarian exercise, think about how you enable users.

What examples can you give of how you help them find the information or develop the skills they need to fulfil their potential?

Can you explain it in a couple of sentences, including noting how the work of libraries can change lives for the better?

While the word ‘enable’ itself can be complicated, it is core to the nature of libraries to work with users rather than simply telling them what to do!

Let us know your examples in the comments box below.

Good luck!

 

This idea relates to the IFLA Strategy! Key Initiative 1.1: Show the power of libraries in achieving the Sustainable Development
Goals.

As we publish more ideas, you will be able to view these using the #10MinuteInternationalLibrarian tag on this blog, and of course on IFLA’s Ideas Store! Do also share your ideas in the comments box below.

Mobilising the resources to sustain libraries: why the G7 tax agreement matters for our field

Last week, a big story in many media outlets was the agreement between finance ministers of G7 countries to act to counter tax avoidance by major multinational companies. When this issue comes to the G20 later this year, it will be a truly global concern.

This blog looks a little further at the issues, why fighting tax avoidance could be part of library advocacy work, and why there is a particularly strong argument for multinational digital companies to pay their share.

Mobilising resources to pay for development

Tax avoidance is not a new issue of course. For years, there have been concerns about the ability of firms to exploit loopholes and inconsistencies between corporation tax (i.e. taxes on profits, rather than taxes on sales or turnover) rules in different jurisdictions to limit how much they need to pay.

By (nominally) locating key assets such as intellectual property in low-tax countries, or using complicated systems of loans or holding companies, highly profitable companies can make much of their fiscal liabilities disappear.

A lot of the focus has been on the practices of major internet companies, but they are not alone. Any company operating in different jurisdictions may be able to benefit, with Starbucks, care home operators, and even publishers such as Pearson being accused of this.

While, to some extent, it may be a question of political choice how much a country wants to rely on tax-funded public services or rather leave things to the market, it is undeniable that such decisions, when they affect corporate taxation, do have effects on others.

As such, it is a key part of ‘resource mobilisation’, the term used in the context of the Sustainable Development Goals to describe efforts to ensure efficient and effective taxation systems. Getting an international agreement is particularly important, given that while governments are responsible for tackling corruption or other failures to ensure that domestic actors contribute to public services and investments, they can do little once profits are ‘moved’ abroad.

The 2008 crisis intensified focus on these issues, as governments faced the question of how to pay the cost of the financial crisis. Useful work was done around tax transparency and combatting tax havens. In the wake of the pandemic, this focus seems likely only to intensify, and perhaps explains the G7 announcements themselves.

A pre-condition for sustaining library budgets

It’s not hard to imagine why this matters for libraries, at least those which rely to a greater or lesser degree on central government funding. It also matters for the achievement of many of the goals that libraries seek to support, such as education, connectivity or research.

For example, in the education sector, the Global Partnership for Education places a strong emphasis on resource mobilisation as the one sustainable way to support education funding sustainably into the future. Education International has explicitly called for stronger efforts against tax avoidance.

Similarly, the World Health Organization, back in 2018, also highlighted the importance of action on tax to support the delivery of global health goals. Organisations working on broader development, such as Oxfam, have also been strong on the topic.

Clearly, campaigning for more effective taxation is a less direct means of ensuring that libraries have adequate resources than working directly to influence how spending is structured, although it would be an area where libraries would find allies.

Moreover, the availability of funds to spend on libraries depends on funds being there in the first place, which is a tax question. In short, it becomes easier to call for stable, or increased spending on libraries when overall budgets are healthier.

Digital dividends

The argument is particularly strong in the case of libraries and digital companies, given the strong role of libraries in helping people to get online in the first place.

In the case of internet service providers, including phone companies, there are sometimes even dedicated taxes which feed into universal service and access funds. These can be (but are not always) used to help libraries provide wider connectivity.

As such, they help deliver what is increasingly recognised as the human right to connectivity, while also, arguably, helping to create new customers in the future for these same firms.

Yet digital content companies arguably benefit even more directly from when more people are brought online, along with anyone involved in eCommerce. You cannot buy things online, use social media for whatever reason, host websites, use cloud services or whatever else without being connected.

This makes it all the more relevant to argue that they should be paying their part, as much out of enlightened self-interest as because of a wider duty to support public services.

A long way to go

The welcome for the G7 announcements from organisations campaigning for effective action on tax avoidance has been lukewarm. The minimum tax rate set out has been seen as lacking ambition, and of course the deal only covers a few countries, even if they are rich.

Nonetheless, it is arguably a step in a positive direction, even if the final destination is unclear. As such, there is still plenty to do, both when the question comes to the G20, and beyond.

Clearly libraries must make choices about how to allocate time and effort around advocacy. The nature of our institutions mean that we have arguments to make across a wide range of policy fields – many more than we can feasible engage in.

Nonetheless, calling for action on tax avoidance in order to support libraries and other public services – especially those supporting connectivity, and alongside partners – is certainly worth thinking about as part of our advocacy work.

Libraries at the Heart of Educational, Social, Cultural, Innovation and Democratic Infrastructure

When we talk about infrastructure, it’s easiest to think of things like roads, railways, bridges.

Things that connect us together, allowing economies and societies to work. Things that serve many people, and many purposes, providing a basic service that you may take for granted when you have, but that you miss when you don’t.

They combine with other activities – production of goods, provision of services, engagement between people – in order to support growth and social cohesion.

While traditionally, as mentioned, we tend to see infrastructure as being about transport, it is also clearly applicable to other types of connection, such as energy or connectivity.

Again, these are clearly essential for allowing all sorts of different activities – economic and otherwise. They make it possible for more focused interventions – such as business support, training programmes or other initiatives – to create healthy and equitable economies and societies. We have already blogged about the role of libraries in connectivity infrastructure.

This idea of infrastructure as a basic service supporting the delivery of wider success can also apply to other policy areas. They also rely both on there being structures in place, as well as ongoing services or other activities.

This blog explores this idea for a number of policies, and underlines how libraries are, arguably, a core part of these other infrastructures.

 

Educational infrastructure: ensuring that everyone has the chance to learn and develop throughout life should be a clear priority for any economy or society. Core to achieving this are of course great teachers, helping children and others.

But they in turn rely on having access to adequate schools, with the facilities and resources to make their job easier. Within schools, libraries represent a crucial resource, not only helping teachers with materials, but also helping develop key skills, and providing a space for students to extend their learning.

Looking beyond people of school age, there is a key role for further education colleges, but also for community institutions such as libraries which provide both a portal and a platform for learning.

By putting potential learners in touch with opportunities, providing a space for education initiatives, and enabling self-led learning, a strong library network can provide a crucial infrastructure for education providers for people of all ages.

 

Social Infrastructure: social policy is most often associated with a combination of targeted benefits or supports, and interventions and programmes focused on individuals, in order to promote inclusion, equality and cohesion.

But achieving this goal in a lasting fashion requires more. Eric Klinenberg has of course already popularised the idea of libraries representing a form of social infrastructure – a key basic service on which successful societies can be built.

They do this by providing a space, and a reference point, for communities. They also enable the achievement of the goals of other programmes through providing a space where everyone can feel welcome, and supporting the education and development that is often at the heart of reintegration.

Once again, this support can come simply through the presence of welcoming libraries, through their own programming, or through their role in providing a portal to, or platform for, services provided by others.

 

Cultural Infrastructure: culture can be both a goal in itself, and instrumental in supporting wider policy objectives such as cohesion, innovation, and wellbeing. It should also, clearly, be egalitarian, giving everyone the possibility both to benefit from the ideas of others, and to come up with their own.

While plenty of creativity happens everyone, including of course in people’s homes, there is nonetheless a need for infrastructure. Especially for the performing arts, the existence of theatres and other venues is clear in order to allow creative individuals and groups to connect with audiences.

Yet literature too has its venues, in the form of libraries, bookshops and other places that allow people to discover and enjoy writing. Indeed, these are often the most local cultural centre that many people have!

Indeed, especially for those who many not benefit from having their own quiet space at home, the possibility to visit a library in order to read, and discover new ideas, is clear. Libraries can also provide a gateway to other forms of culture, encouraging users to express their creativity in other ways through hosting events or providing access.

 

Innovation Infrastructure: research and innovation too benefit from being able to count on a core infrastructure. Governments can invest in things like super-computers (to provide the computing power for advanced analysis), venues for carrying out tests and experiments, or open science infrastructures. These allow researchers and innovators to go further, and faster, than would otherwise be possible.

Libraries, too, are arguably essential parts of the innovation infrastructure of any country, providing access to existing knowledge, and supporting the production and dissemination of new ideas. They have also, clearly, been at the heart of advocacy for open access and open science.

It is worth noting the importance of special collections and specialised knowledge which may only exist in one or a few places within a country, or even globally. Even relatively small libraries can be irreplaceable parts of the innovation infrastructure.

 

Democratic Infrastructure: democracy, first and foremost, is about people using their rights to decide who should be in power, or indeed what those who are in power should do. This happens through voting, in person, by post or proxy, or even online.

Yet for the choice people make on election or referendum days to be meaningful, more is needed than polling stations and vote-counting offices. Democracy also relies on informed individuals, and a sense of shared belonging.

Achieving this also relies on infrastructures – spaces and programmes to build an understanding of issues and debates, as well as simply where people can see and feel that they are part of the same community as their neighbours and others.

Libraries contribute to this, through acting as a social infrastructure (see above), through giving space for discussion and debate, through hosting and supporting engagement with open government data and beyond. They can also simply help by being a symbol of public service within the community, reminding people of what governments do, and why this matters.

 

Conclusion

The blog has looked at just five areas where, arguably, policy success benefits from – or even depend on – the existence of an infrastructure enabling more focused activities to take place.

Of course, the problem is that when the benefits created by such infrastructures are widely spread, it can be difficult to convince any single individual or business is likely to want – or be able – to pay for such infrastructure on their own. Why should they pay when others benefit?

This is why governments often have such an important role in supporting infrastructure, ensuring that it is part of any wider plan, either policy area by policy area, or in wider sustainable development strategies.

In each of the areas set out here – and beyond – there is a therefore a case to be made to governments that libraries need to be seen, and supported, as vital infrastructures, and accordingly integrated into plans and strategies for success. Indeed, given the unique cross-cutting role of libraries, our institutions arguably need to be integrated into plans at the highest level, to ensure that their potential to facilitate progress is fully realised.

Fostering creation of Open Educational Resources

From 1 to 5 March 2021, libraries take part in Open Education Week alongside educational stakeholders.

In November 2019, UNESCO adopted a recommendation on Open Educational Resources (OER). This recommendation, a result of a consensus among 193 Member States, recognises the importance of supporting the development, sharing and use of openly licenced educational materials to improve access to education for all.

Libraries, as a driving force in educational issues through their missions of access to information and education, have a role to play in fostering the development of OER and thus in advancing this work.

The UNESCO recommendation is divided into five areas of action:

Building the capacity of stakeholders to create, access, re-use, adapt and redistribute OER;
Developing supportive policy for OER;
Encouraging inclusive and equitable quality OER;
Nurturing the creation of sustainability models for OER; and
Promoting and reinforcing international cooperation in OER.

These 5 areas of action make it possible to identify areas for action by all educational actors, including libraries. They include two levels of action, at the structural level and at the practical level. Libraries can engage in both.

At the structural, or policy level, libraries can work to influence the development of favourable open educational resource policies (many of which will be supportive of wider library missions). Crucially, the Recommendation represents an acknowledgement from countries that education is key and should be open to everyone without regard to their wealth, where they are born, the colour of their skins, their gender, their religion, age or abilities. Knowledge must be open and freely accessible. This is a powerful message.

At the practical level, libraries can also contribute to building a stronger Open Educational Resource chain. This chain involves the creation, access, re-use, adaptation and distribution of OERs, but also the development of institutional policies needed to structure these resources, including national and international platforms.

Here are some suggestions:

  • Identify the different actors that can play a role in the development of open educational resources, including the library team, the educational team, teachers, researchers.
  • Mobilise these actors through different actions: presentation of the objectives of the development of open educational resources, why it is important to tackle these issues of openness and the benefits this can bring to the library, the university and users in general.
  • Create opportunities to raise awareness of these issues or develop resources: webinars, meetings, design workshops,
  • Create opportunities to start creating OERs together: design templates, provide workshops to take the time to focus on the creation of OER but also how to re-use and distribute them.
  • Identify resources or professionals working on the same topic and contact them to exchange practices. Become part of a network or set up a discussion group to exchange good practices or existing structural elements that will enable you to move forward.
  • Identify internal or external platforms that could bring together your institution’s resources in order to facilitate their discovery by users.
  • Draw on the potential of open educational resources to fulfil the primary mission of libraries and knowledge dissemination centres: to build a sustainable means of providing quality open educational resources.
  • Bear in mind the reputational dividends: the constitution of quality open educational resources (materials or courses) by recognised organisations can give considerable visibility to the institution, especially if we consider the impact on the visibility of open access items.
  • Invite external professionals to raise awareness on this issue within your institution: working with an external contact person allows you to combine neutrality but also a national or international perspective.

Discover the document of SPARC Europe on Open Education in European Libraries of High Education.