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Photo by Glenn Carstens-Peters on Unsplash

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Photo by Centre for Ageing Better on Unsplash

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GUITERT, M., ROMEU, T. and COLAS, J., 2020. Basic digital competences for unemployed citizens: conceptual framework and training model. Cogent Education, 7(1), pp. 1-20.

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The article highlights the value of an academic service working within a public library to address the digital literacy needs of the unemployed. The Austin Public Library (APL) reference librarian, Brzozowski, was very aware of the need for computer classes for the unemployed but lacked staff capacity and funding. Roy, professor at the School of Information at the University of Texas at Austin, used her Library Instruction and Literacy class (LIS) students to research, prepare and run courses on job seeking at the APL library as part of their accredited course. The students designed courses around five key skills which focussed not just on job searching but also on information literacy skills. The LIS students, the APL and the patrons attending the courses benefitted greatly based on feedback and self-reflection done. The research is cited 8 times and is an encouraging practical example for future collaboration between different stakeholders within the information literacy field.

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The researchers highlight ten essential digital competencies (literacies) that they have identified the unemployed need, to bridge the digital skills gap and to assist in their job search. They suggest a training framework to accomplish this. The authors point out that job-seekers needs are different to other adult needs looking to merely improve their digital literacy and this is vital to consider. The research highlights the importance of understanding the exact users' needs and although it does not refer to the role of public librarians in the training, the public library is ideally placed to foster such learning for those wishing to become active employed citizens. Their training framework is learner-centred emphasising the need to identify the digital competencies required by job seekers and how a training programme can be designed to do this. This peer-reviewed article is cited twice and provides a focus on the training component of digital literacy.

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CRAWFORD, J. and IRVING, C., 2012, Information literacy in employability training: The experience of Inverclyde Libraries. Journal of Librarianship and Information Science, 44(2), pp.79-89.

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The authors' research is based on interviews conducted in 2009 to examine the information literacy component of employability training in six libraries in the Inverclyde area of Scotland. Their research methodology is the 'learning life histories' approach which is very suitable to gain insight into the impact of the training. They acknowledge that their research is gender biased due to women being more likely to offer themselves for interview than men in Everyday Life Information Seeking (ELIS). Their analysis shows that the key skill gained was confidence. They recommend various ways in which to improve training. The researchers did compare their research with strengths and weaknesses of the Scotland wide Community Learning and Development (CLD) programme. The article is a bit dated but provides helpful insight into the information literacy needs amongst the unemployed and the challenges of offering such training in a public library setting.

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MATTESON, M.L. and GERSCH, B., 2020. Information literacy instruction in public libraries. Journal of information literacy, 14(2), pp. 71-95.

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The authors cite three of the padlet citations. Their research explores the ways in which public librarians provide information literacy (IL) through patron interactions. The method they employed was Experience Sampling Methodology (ESM) which allowed them to capture the necessary data without too much intrusion. They focussed on eight libraries in Ohio. Most interactions were between 6-10 minutes long and although IL was seen as important and occurring frequently in the setting, there were little specific procedures to provide IL. Many of the tasks were showing patrons 'how to' do something, providing technology/digital instruction. Interactions were brief and focussed. They point out that there is a need to build on work on Everyday Life Information Literacy (ELIL), confirming that IL is required outwith the educational context. This echoes what Hackett’s research highlighted. The authors conclude that IL is vital in public libraries and that they are well positioned to provide it.

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JULIEN, H. and HOFFMAN, C., 2008. Information Literacy training in Canada's public libraries. The Library quarterly (Chicago), 78(1), pp. 19-41.

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This peer-reviewed article of the authors' research is cited at least 21 times and is the second phase of a study that focusses on the role of information literacy (IL) training in Canada's public libraries. They evaluate the strengths and shortcomings of Industry Canada's Community Access Programme (CAP) highlighting that the focus was on providing computer hardware and not on IL skills training as required by the public to develop their everyday citizenship skills.  Their research highlights that public librarians themselves often lack the training, confidence and will to provide IL training despite the computers being freely available to the public. Although the focus of the article is on IL training in public libraries as a whole and not specifically for the unemployed, the research is invaluable in its conclusion on how vital emerging IL training is within public libraries for everyday public citizens.

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BAUMANN, M., 2009. Public libraries step into job-search niche. Information today; Information Today, 26(10), pp. 1-43.

Citizenship education in the global digital age: thematic paper - UNESCO Digital Library

https://repository.ifla.org/bitstream/123456789/1283/1/ifla_digital_literacy_statement.pdf

https://www.gov.scot/publications/a-changing-nation-how-scotland-will-thrive-in-a-digital-world/pages/digital-education-and-skills/

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ROY, L., BOLFING, T. and BRZOZOWSKI, B., 2010. Computer Classes for Job Seekers: LIS Students Team with Public Librarians to Extend Public Services. Public library quarterly (New York, N.Y.), 29(3), pp. 193-209.

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ALEXANDER, O.D., 2008. Public Library Services to Underrepresented Groups: Poor & Unemployed, Emphasizing Danville, Virginia. Public library quarterly (New York, N.Y.), 27(2), pp. 111-133.

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The author conducted his research not as an academic research exercise but from a policy making need as director of the city of Danville's public library system. It is cited eleven times. Although a bit dated, it provides a refreshing view of how public libraries should address the needs of the poor and unemployed library patrons. A literature review is conducted and how funding streams are used for the poor is examined. The attitude of public library staff towards the unemployed and poor library patrons is researched by means of a survey. Very few public libraries offer computer training and skills training programmes for the unemployed. Danville public libraries have come up with some creative, practical programmes to meet the digital and computer needs of the poor and unemployed within their community. The article highlights how vital the buy in from top management in public libraries is, in addressing the digital skills needs of the unemployed.

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MARTZOUKOU, K. and ELLIOTT, J., 2016. The development of digital literacy and inclusion skills of public librarians. Communications in Information Literacy, 10(1), pp. 99-115.

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The focus on this cited article is on general transferrable digital literacy (DL) skills that public librarians need to help their patrons. The article highlights a difference in what the public librarians have learnt in their studies and what is required in their everyday work. Public librarians need to have both the necessary technological skills as well as transferrable DL skills to assist all their patrons. The authors’ research highlights the short-coming of the top MILS (Masters in Information & Library Science) training courses in United States. They recommend that concrete policies and plans are implemented to ensure DL transferrable skills are developed amongst public library staff. MLIS programmes need to offer practical training as relevant to public libraries. It provides a clear and comprehensive insight into the DL skills public library professionals need to help all their patrons. Although not specified this would include their unemployed patrons.

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This annotated bibliography is for public librarians who want to help their unemployed library patrons. It focusses on the need for information literacy and digital literacy skills especially amongst the unemployed public library patrons. The unemployed need information and digital literacy skills and public librarians are ideally placed to address this need. Ten citations from 2008 to 2022 are used to examine different aspects of the topic. The citations look at:
-       information, digital and media literacy skills in the
everyday life context,

-       the information literacy training needs of public library
staff themselves

-       and focus on the information literacy needs of the
unemployed and how the public library can address
this need.
This padlet will enable the public librarian to gain some broad background information on the current research within this field. It also highlights some case studies that have examined the need for information literacy amongst the unemployed and methods used to address this need. Some links and additional reading are also provided for further inspiration on the topic.

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STERN, C. and KAUR, T., 2010. Developing theory-based, practical information literacy training for adults. The International information & library review, 42(2), pp. 69-74.

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This peer-reviewed article is cited three times. The authors highlight how the business and industry model of training is key in dealing with the information deluge of society.  They advocate for librarians to undertake training basics, andragogy and instructional design in order to meet the various and immediate Information Literacy needs of their patrons. The article does not ignore the more traditional pedagogical education model but highlights how adults need a different approach to life-long learning. They advocate making the public library a life skills resource. A variety of websites and open access resources are linked in the article indicating how much information is already available and accessible, librarians are ideally placed and necessary for guiding patrons to address these needs. This article looks at the issue from a slightly different angle highlighting the value of working with other partners outside the library field.

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FULTON, C., MCGUINNESS, C., KERRIGAN, P., SIAPERA, E., CARRIE, D. and POPE, P., 2022. Training the trainers: A public library-higher education collaboration for Media Literacy education in Ireland. World Library and Information Congress: International Federation of Library Associations and Institutions (IFLA), 87, pp.1-9.

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Information literacy training has predominately been researched in the academic and school library environments. This paper addresses a gap in the research field of information literacy training and public libraries field. It shows that collaboration between academics and public libraries is possible.  Media literacy training is the chosen term, covering information, digital and media literacy based on UNESCO's media and information literacy (MIL) approach. A participatory action research approach was used to develop and pilot training which covered five media literacy topics in online, interactive workshops. The project was well received and successful, but more focus on teaching public library staff how to teach media literacy needs to be done. The work of Matteson and Gersch is referred to although not the same research as in this annotated bibliography. Similar to Stern and Kaur's citation, the authors focus on public librarians’ media information training needs but this paper provides less information about the actual training content.

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HACKETT, D., 2018. An elephant in the room? Information literacy in the narrative of UK public libraries. Journal of information literacy, 12(1), pp. 4-26.

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This peer-reviewed article examines publicly accessible materials advocating Information Literacy (IL) or public libraries in the UK. It provides the most worrying citation of stakeholder perceptions. The analysis shows that although IL is linked to everyday life citizenship participation, public libraries do not focus on IL as compared with educational and academic institutions. The emphasis in the examined documents, is more on digital access and digital literacy skills within the public library setting. The research highlights a need for more collaboration between academia and public libraries, that digital and IL need to be linked in the advocacy narrative and that there needs to be greater recognition of the contribution of library professionals in advocacy narratives. This article provides an important view of the UK government and other stakeholder perceptions of IL and public libraries. CILIP has since issued a revised IL definition and some of the other citations examined, show work done within the field.