Memorandum submitted by the Museums, Libraries
and Archives Council
1. INTRODUCTION
1.1 The Museums, Libraries and Archives
Council (MLA) is the national development agency working for,
and on behalf, of museums, libraries and archives and advising
government on policy and priorities for the sector. MLA's roles
are to provide strategic leadership, to act as a powerful advocate,
to develop capacity and to promote innovation and change. Museums,
libraries and archives connect people to knowledge and information,
creativity and inspiration. MLA is leading the drive to unlock
the wealth, for everyone. MLA is a Non-Departmental Public Body
sponsored by the Department for Culture, Media and Sport.
1.2 Museums, libraries and archives have
an important role to play in enhancing learning opportunities
for school age children. Not only can they provide innovative
and imaginative ways of delivering the curriculum, but they can
provide unique spaces for learning away from the classroom with
input from experienced and professional staff focused on delivering
inspirational and creative learning opportunities, working alongside
teachers and classroom assistants. In addition to this, early
years activity has been demonstrated to have a positive impact
on child development and learning once children reach school age.
1.3 The museums, libraries and archives
sector is significantly engaged in supporting the delivery of
the curriculum and providing inspirational learning opportunities
to school students of all ages. Some examples may include:
— Visiting an exhibition, or taking
part in a specific activity at a museum, gallery or archive as
part of the school day.
— Using school and public libraries
to help with homework, or as part of the school day.
— Participating in summer reading schemes
in public libraries during the summer holidays.
"The positive change in attitude
to learning, level of involvement and quality of work seen during
this cross-curricula project has been amazing. It is clear to
us that creativity in the curriculum is the key to learning"[28]Mandy
Staines, Teacher, Bessemer Grange Primary School. Participant
in a project working with Dulwich Picture Gallery as part of phase
2 of the Museums and Galleries Education Programme.
2. BACKGROUND
2.1 Providing education outside of the classroom
is a key activity for museums, archives and libraries. This not
only means providing learning opportunities both inside and outside
the school day for students, but it also means providing training
and learning opportunities to teachers to enable them to make
maximum use of museums, archives and libraries as part of their
teaching practice.
2.2 Recent government investment, particularly
via Creative Partnerships, where partnerships have been encouraged
between schools and cultural and creative institutions and organisations
to enhance the life of the whole school, and via programmes such
as Renaissance in the Regions and the DfES funded Museums and
Galleries Education Programme, has enhanced the capacity of our
sector to deliver inspirational learning opportunities outside
the classroom. However, many barriers still exist which prevent
schools from engaging with museums, archives and libraries providing
learning opportunities outside of the classroom.
2.3 As part of the Renaissance in the Regions
vision for England's regional museums, each regional Museum Hub
has developed an Education Programme Delivery Plan (EPDP) which
establishes how it proposes to deliver a Comprehensive Service
to Schools. This forms the basis of a national offer; providing
every school with an entitlement to museum learning, enriching
learning for every school age child through museum and gallery
activity.
2.4 The EPDPs were developed after significant
consultation with teachers, pupils, LEAs and other stakeholders
to determine what schools want from museum and gallery education
to enhance the curriculum.
2.5 The EPDP research positions museum education
within the context of key national policies which are driving
the development of the wider education sector. The DfES' priorities
focus on:
— Providing high-quality early education
and childcare for more children.
— Continuing the progress already made
in primary education.
— Transforming secondary education.
— Developing a flexible and challenging
14-19 phase of education.
— Increasing and broadening participation
in higher education.
— Developing the skills of the workforce—particularly
the basic skills of some adults.[29]
2.6 Although the main focus for the EPDPs
was school age learning between five and 16, the EPDP analysed
the contribution museum education makes to these wider agendas,
identifying strengths, weaknesses and priorities for development.
2.7 In particular the EPDP research demonstrated
the potential of museum education in addressing themes, which
the unique character of museum education can make a particularly
strong impact on:
— Maximising the impact of strong links
with the primary sector . . . demonstrating the depth and strength
of established services at Key Stage 2.
— Realising the potential of working
with early years and Key Stage 2.
— Using resources and skills to develop
cross curriculum learning.
— Exploring identity and citizenship.
— Developing new programmes to support
out of school hours learning.
— Celebrating diversity and tackling
exclusion.[30]
3. BARRIERS
3.1 Several issues and inhibiting factors
have been identified by museums and libraries relating to the
development and take up of learning opportunities outside the
classroom.
3.2 While the barriers outlined below were
identified as part of the Future Learning[31]report,
synthesising the issues identified in the Hub museums EPDPs, they
have relevance across the museums, libraries and archives sector
as a whole. For example, there is a clear parallel between the
need for school libraries to raise their profile within the wider
school community to enable them to achieve their potential in
enhancing learning opportunities outside the classroom, and the
need identified in the table below to develop greater awareness
of what museums offer.
3.3 In order to raise the profile of school
libraries and school library services, MLA, in partnership with
the Arts Council of England, the Teacher Training Agency, the
regional museum, library and archive agencies and the Association
of Senior Children's and Education Librarians (ASCEL) is developing
a programme involving Initial Teacher Training providers and School
Library Services in delivering training to trainee teachers aimed
at raising awareness of the role of school libraries and children's
literature in promoting learning opportunities with school age
pupils. This can be seen in the same context as developing continuous
professional development (CPD) opportunities as outlined in the
table. Summarised, the barriers identified are:
Barrier Strategic Development Theme
Relevance Develop services relevant to schools
and young people that are central to museums' development. Logistical Simplifying
procedures and information provision, service provision in various
and virtual spaces. Skills in schools and museums Develop
skills through CPD and engagement with ITT for museum and school
staff. Awareness of what museums offer Positioning of
museum education as a mainstreaming education activity through
new partnerships and advocacy. Environment and facilities Redesign
museum facilities and invest in new facilities. Capacity Invest
in creation of additional museum education capacity.
4. CURRENT PRACTICE
4.1 MLA have developed a national framework
entitled Inspiring Learning for All[32]32
aimed at helping museums, libraries and archives provide the best
possible learning experiences for everyone.
4.2 The framework identifies best practice
in museums, libraries and archives. Focusing on the learner, it:
— Ensures effective learning opportunities
are provided.
— Describes the processes and approaches
that support learning.
— Explains how organisations can demonstrate
their impact on learning.
4.3 Inspiring Learning for All will provide
organisations with the tools to enable them to become effective
learning organisations, with learning at their heart. It will
also enable them to quantify the learning outcomes on their users.
An innovative method has been developed quantifying learning outcomes
into five key generic areas:
— Knowledge and understanding.
— Enjoyment, inspiration and creativity.
— Activity, behaviour and progression.
4.4 These generic learning outcomes have
been used to evaluate and measure the impact learning activity
within museums, libraries and archives has upon the learner, and
allow the sector and the wider learning community to develop an
understanding of the unique role of museums, libraries and archives
in delivering inspirational learning opportunities to all.
4.5 As part of Renaissance in the Regions,
the Department for Education and Skills (DfES), and the Department
for Culture, Media and Sport (DCMS) have committed £12.2
million funding to Hub museums to deliver a comprehensive service
to schools. Year 1 education programme activity in phase 1 Hubs
(North East, South West, West Midlands) was evaluated by the Research
Centre for Museums and Galleries on behalf of MLA utilising the
generic learning outcomes developed as part of Inspiring Learning
for All.[33]
33 The evaluation established:
— 95% of teachers thought museums were
important to their teaching.
— 89% of teachers using the museums
felt that the visit had increased their confidence to use museums
again.
— 94% of teachers agreed that their
visits were linked to the curriculum.
Of surveyed pupils aged between 6-11:
— 90% agreed they had learnt some new
things.
— 87% agreed that a visit was useful
for school work.
Of surveyed pupils aged between 11-28:
— 87% agreed that they had learnt some
interesting things from their visit.
— 82% agreed that museums are good
places to learn in a different way to school.
— 58% agreed that a museum visit makes
school-work more inspiring.
"Without the museum visit we would not
be able to deliver the (History) syllabus and exam marks would
fall . . . Students tend to get better marks in coursework related
to the museum visit than in exams"[34]34
4.6 The evaluation also discovered high
levels of use of Hub museums during the summer holidays, with
31,800 children and 32,006 adults taking part in summer activities
in 36 museums during the summer of 2003.
4.7 Overall, since Renaissance funding,
the evaluation identified a 28% increase in schools use of museums
in September and October 2003, compared with figures for usage
in September and October 2002.
4.8 The evidence from the evaluation of
the Phase 1 Hubs education programme was also confirmed by evidence
from the evaluation of Phase 2 of the DfES funded Museums and
Galleries Education Programme conducted by the Centre for Education
and Industry at the University of Warwick[35]
4.9 Phase 2 of this programme ran between
2002 and 2004 and received £1 million funding from the DfES.
The aim of the programme being to develop effective partnerships
between schools and museums and galleries, using the collections
and spaces of museums and galleries to enhance the curriculum
and provide inspirational learning opportunities for pupils. Over
130 projects and over 30,000 pupils were involved in the programme.
4.10 As part of the evaluation:
— 93% of surveyed Key Stage 2, 3 and
4 pupils stated they enjoyed or very much enjoyed their activity.
— 90% were very pleased or satisfied
with their work.
— 82% learnt a lot or learnt something.
— 82% were engaged or quite engaged
in the activity.
— 87% had worked very well or reasonably
well.
— 58% felt more confident as a result
of their project.
4.11 Libraries have a vital role to play
in supporting education outside the classroom. School libraries
help pupils develop much needed information literacy and selection
skills to enable critical thinking. Many schools offering extended
coverage via breakfast and after school clubs also provide extended
access to library facilities.
4.12 Within the context of extended schools,
libraries provide an important facility to enable learning to
continue outside of the classroom, providing the opportunity for
students to pursue their own learning interests in a self directed
and personalised manner, enhancing teaching in the classroom.
Less able students, and those unengaged in classroom learning
can also find that school and public libraries provide opportunities
to continue learning in an alternative and supportive learning
environment which is different to the classroom.
4.13 69% of all public library authorities
run homework clubs or activities to support continued learning
outside the classroom, and 97% of public library authorities offer
a regular programme where classes can visit public libraries during
the school day. The purpose of these visits is not only to develop
the information literacy skills of pupils, but to develop awareness
of the role of books and a love of reading both to enhance school
work and for pleasure. Additional activities in school holidays
are also offered by 95% of library authorities, with 88% taking
part in the summer reading challenge during the summer holiday
period, also running additional complimentary events and activities[36]
4.14 600,000 children between the ages of
four and 11 took part in the 2003 summer reading challenge in
88% of UK library authorities. The evaluation, Inspiring Children,
undertaken by the Reading Agency[37],
and utilising the generic learning outcomes developed as part
of Inspiring Learning for All, discovered:
— 78% of surveyed children felt they
were "better readers" after the challenge. Four in 10
felt they were "a lot better".
— 59% of surveyed children said they
found out something new from a book they didn't know before.
— 96% of surveyed children enjoyed
reading the books and 98% liked choosing the books for themselves.
4.15 The intervention made by public libraries
via programmes such as the summer reading challenge highlights
the significant role they can play in providing learning opportunities
outside of the classroom which have a positive impact on learning
within the classroom.
4.16 Public libraries are also engaged in
early years work. With a focus around Bookstart, and many library
authorities delivery popular early years activities such as storytelling
and rhymetime. A significant proportion of library authorities
have dedicated early years staff working with children and their
parents.
4.17 Eppe research[38]
has found that "Parents reading to children was associated
with high scores in all outcomes, and teaching songs/nursery rhymes
to their children showed a significant impact on language at school
entry. The biggest predictor at age three of reading ability at
age 10 is vocabulary—especially knowledge of rarer incidence
words".
4.18 As part of Framework for the Future,
the DCMS 10 year vision for public libraries an "early years
offer" is being developed for families across the country.
The basis of the "offer" being that libraries become
more family friendly and welcoming to enable the potential of
an early intervention to be realised throughout their school life.
5. CONCLUSION
It is essential that a cultural entitlement
embodies activities out of the classroom both within and outside
school hours. MLA and its sectors are working together to extend
this entitlement to all children and learners.
October 2004
28 Wonderful Things, ALM London 2004. Back
29
Future Learning, MLA 2004. Back
30
Future Learning, MLA 2004. Back
31
Future Learning, MLA 2004. Back
32
www.inspiringlearningforall.gov.uk, MLA 2004. Back
33
What did you learn at the museum today? MLA 2003. Back
34
What did you learn in the museum today? MLA 2003. Back
35
MGEP Executive Summary, DfES 2004. Back
36
Library Services to Schools and Children in the UK 2002-03, Creaser
and Maynard, LISU, Loughborough University. Back
37
Inspiring Children, the Impact of the Summer Reading Challenge:
Key Findings, The Reading Agency 2004. Back
38
The Effective Provision of Pre-School Education (Eppe) Project:
findings from the pre-school period 1997-2000, Institute of Education. Back
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