Lifelong Learning in Public Libraries in 12 European Union Countries: Policy and Considerations

Abstract

Public libraries have traditionally provided key inputs to support lifelong learning. More recently, significant social and technological changes have challenged this sector to redefine their role in this field. For most public libraries in Europe this has meant continuing their role as providers of information and advice while increasing services to help learners with processing and evaluating knowledge. In some cases, new roles are undertaken with limited legislative changes and stagnant levels of funding. A consortium representing 12 European Union (EU) countries, ENTITLE, undertook a survey amongst its members in 2008–09 to scope policies and strategies linking learning and public libraries. This paper uses results from this survey to establish a typology of lifelong learning in public libraries in these countries. It explores how traditions, institutions, and policies influence learning provision at public libraries. The results show strong provision of learning services for children in almost all these countries, but inconsistent provision for adults. The paper argues that there is a divergence amongst these 12 countries in terms of innovation and resourcing. Those with a stronger provision benefit from local autonomy, the drive and skills to create partnerships, and formal legal and strategic recognition as partners in this agenda.