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As a child, my parents always impressed upon me the importance of getting a good education. My father in particular, always told my siblings and I that we should strive to be number one in our studies. Because of the strict nature of my father, getting good grades was the rule, while getting low grades resulted in punishment. Needless to say, my siblings and I achieved honor role status throughout our K through middle school years. However, as I hit high school things began to change for me. I was no longer that little boy that followed my father’s every wish out of fear. By now, I had been hardened by the tough streets of Brooklyn and questioned whether getting a good (formal) education could take me out of this environment.

You see, in my community, I knew of few high school graduates, much less college graduates. My parents had limited education and struggled to provide for my siblings and I. Like many that grew up in poor communities, I experienced my fair share of pain and struggles. Like many of today’s youth that are dropping out of high school in record numbers, I too doubted the transformative powers of formal education touted by my parents and teachers. I did not believe that formal education alone could transform my socio-economic situation. As a result, I began to devalue formal education and withdrew (cutting classes regularly). Luckily, I began to realize the error in my thinking brought about by the intervention of a high school guidance counselor. I struggled to graduate high school, needing to attend summer school two years in a row in addition to night school. Nevertheless, I did graduate-But what next!?

Today, we hear news reports about the high dropout rates for inner city high school kids across America. I believe that this high dropout rate stems from the inability of the youth to understand and witness the transformative power of education within their communities. As a 34 year old man with a PhD, I can now attest to the transformative powers of getting a good education, but not just one that is formal. I have seen examples of education’s transformative powers in the lives of my colleagues, as well as in my own life. However, most people wont get a PhD, or even a college degree. Does this mean that they are doomed to a life of suffering and pain because of their socio-economic situation? Well not necessarily, as a significant percentage of millionaires in America did not graduate from college.

Still, statistics do show that one’s level of formal education directly correlates to one’s income (the higher the degree, the higher the income) and employability (the higher the degree, the higher the level of employability). So, it is safe to say that formal education does have transformative power in regards to one’s socio-economic situation. But, is simply graduating from high school and getting a college degree the answer to unlocking education’s transformative powers?

Let us take a look at the essence of education. Education is all about learning basic skills such as reading, writing, and mathematics, and then building on these skills with more complex fields of study such as science, history, and economics. What you are doing as you master and broaden your intellectual skills is teaching your brain how to learn.

What ways do I learn best?
What topics interest me most?
What topics do I find easiest to learn?
What topics will help me transform my life?
What topics will help me realize my life’s vision?

These are questions that you should be asking yourself as you learn how to learn (education). The truth is that formal education is beneficial to a point, but after that point it is not necessary for everyone. The reason for this is that once you learn the basics as previously described, you can take the initiative to go to libraries, museums, art galleries, plays, as well as surf the Internet to learn about anything you deem useful. Many successful people such as former President Abraham Lincoln were self-taught. But do keep in mind that because many of us do not have the discipline or desire to learn just for the sake of learning, K-12, trade schools, colleges, and universities put together formal curriculums designed to legitimize our educational experiences with a diploma, certificate of completion, or degree. The degree in particular, became popular with American employers in the 1960s, as America moved out of the Industrial Age to the Information Age. Prior to this shift, one could graduate high school and get a good middle class job at the same factory your father worked in. However, as industrial jobs disappear by the thousands because of outsourcing and globalization, a college degree has become essential for anyone looking to ascend in today’s new work world (the corporate world).

But, is the opportunity to transform one’s socio-economic situation utilizing formal education truly available to all? While formal education (K-12) is now available to all in America, getting a good formal education still comes at a premium. For example, inner city (K-12) public schools have historically underperformed when compared to their suburban public or private school counterparts. Therefore, socio-economics seems to be a factor in who has access to quality formal education. Another example of this is in the higher education arena, where the cost of attending a four-year institution is outpacing inflation, making attending college a dream for some and a burden for others finding it difficult to repay huge student loans after they graduate. What is someone who wants to transform his/her life utilizing formal education to do?

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How public libraries can overcome budget cuts through cultural, educational, and business partnerships

By Thomas Badgett

In the current difficult economic times, libraries of all sizes and types face budget cuts, often quite severe. At the same time the need and demand for library services surges. In order to minimize cutbacks libraries need to play to their strengths and promote how much value they offer to anyone who chooses to use them. They need to inform the public that they are available and promote what they offer in the way of services and alternatives to paid entertainment. As the public becomes more aware of libraries and what they offer, they may come to their support and demand more funding from politicians and bureaucrats.

During economic downturns, people cut back on unnecessary spending and seek value on what they do spend funds for. There is no better value than free. Public libraries provide services and materials to users that no competitor can beat because they are usually free. Families seek activities and places they can go to interact, be entertained, and spend quality time together. Libraries provide all this plus educational value, whether it be for self-help, school homework help, free choice learning for lifelong learners, or reference help. Also, libraries can preserve a community’s identity by recording oral histories, housing artifacts, and staging programs informing users of the history and culture of their community as it has evolved. Libraries should play to their strengths as educational and cultural institutions while also promoting their value as free and family friendly social centers.

Ways in which libraries might promote themselves as family-friendly centers include advertising at other family gathering venues such as bowling alleys, movie theaters, ice ream shops, and dining establishments. Libraries could establish booths for self-promotion at special events such as sporting events (soccer and baseball games), festivals (wine, music, crafts), concerts (classical, country, jazz, rock), and baseball card and toy shows. Perhaps the IMLS or ALA would sponsor a NASCAR team? To get the attention of young readers a library could sponsor comic book shows at one of their meeting rooms or have a kiosk/booth at a comic book convention. Cooperation with local booksellers and comic book stores or newsstands would be another way to publicize library services. The library could advertise certain businesses in its lobby and perhaps have signage donated by other businesses (in a manner like sports stadiums are doing). Even bookstores and libraries could refer users to each other in a sense of cooperation since both have a vested interest in the printed word. Libraries could also build relationships with hobby and craft stores and sponsor craft fairs or model kit shows in their community. In addition, the library could build a dialogue with local community members who are craftspeople or model collectors or any other collector. Card games could be sponsored at the library – a cribbage tournament, for example – or a poker tournament (with no gambling). There are innumerable ways for libraries to build relationships and get their message out to the public in addition to the Internet.

Scheduling and management skills on the part of librarians are now more important than ever since less money for staff translates into fewer man-hours for service. Library hours of operation should be based on peak demand times in the library’s community and not traditional banking hours. This is especially critical if the library intends to promote itself as a family or social center. Libraries need to be open when families can use them, not necessarily when it is most convenient for staff to be there. There may be no faster way to render libraries defunct than to cling to traditional banker-style hours Monday through Friday as in the past – unless a library tax is created. Weekends may become a peak demand time in some communities and library staff will have to adapt or face career extinction. In the short-term, at least, certain non-traditional skills (like scheduling in order to meet demand) should gain importance. As libraries continue to evolve additional new skills and a blurring of departments may occur in public libraries. For instance, reference may play a smaller role and customer service skills will be much more in demand. Every library, now more than ever, must focus on what services and materials are needed to provide service to its users.

The IMLS, whose mission is to create strong libraries and museums that connect people to information and ideas, is dedicated to serving a nation of learners. In addition to the NLG program, an International Strategic Partnership Initiative is in place to connect educational and cultural institutions from all over the world. The NLG program fosters collaboration between educational and cultural institutions on various projects, especially digitalization projects, in order for them to reach a broader range of users and make access easier for these users. Collaborations are both short-term and long-term in length, ranging from rotating exhibits between institutions to the multi-state Colorado Digitalization Program. Cultural heritage and educational institutions like libraries, museums, archives, and historical societies are good fits for partnerships through IMLS grants. However, schools and private sector businesses are also potential partners as the cultural/educational network expands.

One major goal of the IMLS is to preserve culture, whether it is local, regional, national, or international in nature. Through digitalization and the spreading of information this goal may be realized. Partnerships between cultural and educational institutions may help to ensure their survival through this severe recession, the longest in post-war history. Not only should partnerships result in more users, they may eliminate duplication of positions and result in streamlining of staff in these institutions, thereby placing them in an advantageous position for growth when the economy recovers. Collaboration projects enable libraries and museums to explore common issues and challenges, build networks for collaboration, share information and best practices, and further develop their institutions.

Museums today are active partners with libraries, archives, historical societies, and others in building digital libraries in order to emphasize their role as educational institutions. Museums have had a long and productive relationship with academic and special libraries and are now collaborating more often with public libraries. Two important considerations for producing digital resources are good cataloging (library strength) and accurate, knowledgeable description according to appropriate standards (museum strength). A broader, more diverse audience may be reached through collaboration and digitalization because the institutions complement each other. Also, the wear and tear on parts of the museum collection may be reduced once digital reproductions are created for Web consumption. Library web-sites should be interactive and participatory, much like many museum web-sites are. This interactive/participatory model lends itself well to free choice learning, which represents half of all learning (after formal schooling and work). In free choice learning the individual is the entry point in the framework of learning. The individual user decides what participation method, learning style, learning venue, and content they wish to engage in.

Library-museum partnerships may also collaborate with educators. In Illinois, the Illinois Library Association (ILA) noticed that school visits to museums and libraries were on the rise once collaboration projects began. Home school educators use museum and library resources also. Ways educators and museum staff can work together is through professional development workshops and training sessions at museums. Also, students can create their own museums in schools. Museums and museum web-sites can be excellent resources for teachers to use for the curriculum. NC ECHO is creating online curriculum resources for K-12 educators in North Carolina.

In addition to educators, government can play a role in library-museum partnerships. The Institute of Museum and Library Services (IMLS) is an agency within the Executive Branch charged with the mission of funding collaboration between cultural institutions like libraries and museums. Libraries were moved out of the Department of Education in the FY 1998 federal budget and placed under the umbrella of the IMLS. According to Diane Frankel, IMLS Director in 1997, museums are starting to understand that they need to serve a more diverse audience – while librarians have always realized that. Frankel describes libraries and museums as being “community anchors” and social places to spend time together, as well as educational institutions. These functions make these entities natural partners and the IMLS intends to facilitate more collaborations and partnerships through grant funding with the National Leadership Grant (NLG) program.

Dilevko criticizes some library-museum collaboration efforts, describing exhibits as “edutainment” since many museum exhibits shown at libraries have nothing to do with the library collection or community. Instead he recommends a library-museum hybrid that can be based on one of two models. The first model is the cabinet of curiosities – where books and objects are co-located to enhance investigation and learning. This model is often found in academic libraries. The second model is the popular collections model in which public libraries use individuals’ popular collections of objects to design exhibits that heighten the interconnections among libraries, information, and user communities.

Originally a phenomenon of private collectors, the cabinet of curiosities displays (or cabinets) of rare and curious pieces –using deaccessioned and stored museum objects – can have a bearing on learning. These artifacts, along with books from the library collection create an interdisciplinary environment to be explored by the user. The popular collections model utilizes objects that are affordable and appealing to the majority of people in order to connect to an audience of users. Corporate sponsorship may play a role in the blurring of the educational and entertainment functions of museums, raising concerns regarding control over the content of displays and exhibits (either at the museum itself or at a library partner). Museums seem to be making a shift from emphasizing “authentic objects” to “authentic experiences” in order to attract more users to the museum experience. This could lead to a problem in that the museum provides services and facilities that don’t relate to the museum’s collection. Libraries may fall into the same trap by hosting museum displays/exhibits that have nothing to do with the library community or collection.

Dilevko and Gottlieb contend that libraries will have a more difficult time asserting their importance to a community if they act and look like so many other places – an obvious swipe at bookstores. They also mention that the digital age has created the notion of re-establishing the museum as a physical space – a place where people would want to gather. Libraries and museums, they add, should avoid the situation where the experience-based concepts used to bring people to the library/museum do not translate into meaningful experiences that meet the scope of their mandates. Libraries must make the distinction between the goal of simply attracting visitors and of attracting library users. Libraries lack rare or impressive artifacts that draw people to them for study. They are partnering with museums often on collaborative digitalization projects for educational use. Also, libraries host traveling museum exhibits – which may erode the importance of the library’s own resources in the community. Many times these exhibits have little to do with the library’s permanent collection. The creation of virtual museum-libraries conflicts with the library’s need to reestablish itself as a physical space and presence in the community. A Catch 22 situation exists whereby the library expands its access electronically and loses physical users. One solution is to develop their own exhibitions that combine museum objects and artifacts with the library’s own collection.

Museums have recently begun to recognize what Dana practiced nearly a century ago – the value of local collectors in connecting to their communities. Some museums have a “collector in residence scheme” and in England, museums sponsor “People’s Shows” – collective displays in a museum environment of a number of private collections that range from pencil erasers to pulp fiction. Popular collections models based on users in a library community could be supplemented with objects from the library collection serving as a form of community outreach. An example would be a model collector proposing an exhibit based on his/her plastic kit collection of World War Two aircraft and the library adding books and magazines about aircraft and World War Two from its own collection and perhaps sponsoring a community plastic model kit-building contest (or show). Both the cabinet of curiosities model and the popular collections model can provide experiences to draw people to an educational institution. The library-museums can maintain control over how the information is presented (without corporate sponsorship). The library-museum hybrid is another method of these two cultural/educational institutions partnering together as places where people gather together.

According to McCook, libraries of the future will follow four main trends. First, they need to provide a sense of place – a third place (not home and not work) – where people gather. This is where being perceived as family-friendly falls and also helps communities retain their character. Second, there will be a convergence of cultural heritage institutions – digitalization is the main manifestation of this trend currently. An example is NC ECHO. Third, libraries follow inclusive service mandates along with a commitment to social justice. This is the struggle to supply equal access to all users. Lastly, libraries must sustain the public sphere – act as a public commons where citizens can meet and voice interests and concerns. In this sense the library can serve as an unofficial, informal town hall and news center, much as commons did in New England towns during colonial times. Combined together these trends support lifelong learning.

If the IMLS is renewed past 2009 library and museum collaborations or partnerships will probably increase due to two factors. One being that the IMLS represents both types of institutions coupled with the harsh reality of reduced funding (both public and private). Those institutions that would normally be an island may be forced to find a partner/partners. In the future one may expect to see multiple partners in collaborations, not just two, because of lack of funding and the publicity and public relations advantages. In addition, corporate sponsorships may be combined with grants and partnerships in a hybrid partnership. However, for this to work to best effect the public sector and the private sector should be co-equal partners. IMLS research shows that working together libraries and museums can increase access to information in their communities and enhance education. Also, they can attract new audiences and expand and complement the reach of their programs. Libraries and museums share common educational goals and the preservation of culture as common bonds. As more collaborations/partnerships have taken place the “rules of engagement” and protocols have been established between the two institutions in order for them to share expertise. Many staff members from the two organizations have developed a dialog due to previous collaboration efforts. The possibility of future regional and state conferences that would unite library and museum decision makers is more likely because of past successful collaborations between these and other cultural institutions. This base of support could be expanded to include educational organizations (schools) and the private sector (businesses), as well as government at the local, state, and national level. Finally, library-museum partnerships could be used in order to promote tourism in certain areas of the nation and therefore, economically benefit their communities.

The fate of libraries and other cultural institutions are in their own hands and may well be decided by how quickly they adapt to ever-changing technology, educational and cultural needs, and public perceptions. Librarians need no longer be passive and hope the powers that fund them will “do the right thing. ” They must aggressively promote themselves in new ways and partner with other organizations and businesses that share at least some common goals and that can be mutually beneficial to them. New library skills needed in the twenty-first century include technological aptitude, business-type management skills for scheduling and prioritizing, and shameless self-promotion as well as the ability to broker and negotiate deals/prices (haggling). The ideal Century Twenty-One Librarian might be part techno-geek, part bookworm, part used-car salesman, part entrepreneur, part teacher, and part activist. This combination may be what is needed in order for libraries and librarians to survive into the twenty-second century.

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