英文原文
No. 1, March 2009
Talking Points: Adults Gain Skills at the Library
June 2014
A visitor gets one-on-one computing assistance from the Chicago Public Library’s “Cyber Navigator” program.
By the Numbers
• One in six adults (or about 36 million) in the U.S. have low literacy skills.
• Nearly one-third of adults have weak numeracy skills.
• One-third of low-skilled adults are immigrants.
• Thirty-five percent of black adults, 43% of Hispanic adults, and 10% of white adults have low literacy skills.
• Two-thirds of low-skilled adults are over the age of 35.
• Two-thirds of young (16-25) low-skilled adults are men.
• Most (63%) low-skilled adults in the U.S. are employed.
• Low-skilled U.S. adults are more likely to have poor health than adults with the highest skills.
• U.S. adults with high school or lower level of education score lower in problem solving in technology-rich environments than adults with similar level of education in other countries.
How Library Programs Benefit Adults
• Libraries provide learning opportunities for adults who are no longer part of the K-12 educational system, including adults who face economic and other challenges.
• Libraries offer classes that help low-skilled adults to build their reading and math skills. This is important, because adults’ cognitive skills continue to develop after they leave formal education (Reder, 2009).
• Libraries provide English classes and help immigrants prepare to become citizens.
• Libraries have computer labs where young adults can get information about finding a job as well as developing their digital literacy and other skills.
• Librarians help adults to find information about healthcare.
• Libraries offer computer classes as well as self-directed tutorials that adults can use onsite or at home to build their digital literacy skills and awareness.
Recent Grants from IMLS Help
• Libraries and community partners develop service plans and programs for adult English literacy, digital literacy, and job training. (Free Library Foundation; Providence Public Library)
• Libraries offer General Equivalency Diploma (GED) institutes to help better prepare instructors who teach youths and adults who struggle with preparing for the GED exam. (District of Columbia Public Library)
• Libraries and library associations come together to create action steps for accessible, effective, and innovative adult literacy programs, services, and resources. (Onondaga County Public Library)
• Libraries help adults to earn GEDs, improve their language abilities, and increase their digital literacy skills. (Portland State University, Millar Library)
• Librarians share resources, tools, and best practices that help adults become digitally literate and support adults in sharing their knowledge and skills with other learners. (www.digitallearn.org, American Library Association)
Examples of Model Projects
Portland State University, Millar Library – Using the Learner Web to Enhance Library-Community Collaboration on Adult Literacy
• Created Learning Plans for adult learners addressing GED preparation, English language learning, citizenship, workforce development, digital literacy, and other needs
• Served learners over a broad continuum of skill levels, ranging from digital literacy learners on one end to postsecondary students on the other end
• Successful models of community collaboration have been demonstrated, linking libraries, education, and social services.
• Regions served include California, District of Columbia, Louisiana, Massachusetts, Minnesota, New York, Oregon, Pennsylvania, Texas, and Wisconsin.
Las Vegas Clark County Library District – Open Doors: A Las Vegas-Clark County Library District Literacy Partnership with KLVX
• Used classroom and computer lab instruction and broadcasts on top-rated station for Hispanic family viewing in Las Vegas
• Supported critical literacy learning among both adults and their children
Las Vegas Clark County Library District is a 2014 National Medal for Museum and Library Service winner. In response to the recession, the library district restructured and reset their services to work with other community agencies and help adults find jobs and get help with food and housing. The library experienced unprecedented growth in public technology use and material checkouts.
Oregon Museum of Science and Industry (OMSI) and Multnomah County Library (MCL) – Beyond Fact
• Engaged adults in reading and discussion-based learning to promote science literacy
• Involved diverse audiences in informed discussion and dialogue focused on science topics and relevant social, ethical, political, or philosophical issues
• Attracted new adult audiences beyond those currently reached by the current programs of either OMSI or MCL
• Increased knowledge in the informal education community of effective practices to engage adults with relevant, potentially controversial topics
References
Reder, S. (2009). “The Development of Literacy and Numeracy in Adult Life.” In S. Reder & J. Bynner, Tracking Adult Literacy and Numeracy: Findings from Longitudinal Research (pp. 59–84). New York, NY: Routledge.
OECD (2013). Time for the U.S. to Reskill?: What the Survey of Adult Skills Says. OECD Skills Studies, OECD Publishing. http://dx.doi.org/10.1787/9789264204904-en
About the Institute of Museum and Library Services
The Institute of Museum and Library Services is the primary source of federal support for the nation’s 123,000 libraries and 17,500 museums. Through grant making, policy development, and research, we help communities and individuals thrive through broad public access to knowledge, cultural heritage, and lifelong learning. To learn more about IMLS, please visit www.imls.gov.
IMLS Partnership with OCTAE
IMLS and the Office of Career, Technical, and Adult Education (OCTAE) at the U.S. Department of Education are working together to help libraries and federally-funded adult education programs enhance skills, literacy, employability, and quality of life for low-skilled Americans. IMLS and OCTAE share resources, disseminate information about adult education-library partnerships, and provide training opportunities for library staff. Current activities include: increasing awareness about resources and training (see http://LINCS.ed.gov); developing literacy tutorials and guides; and collaborating with various associations and nonprofits to identify and disseminate examples of partnership activities the public adult education system and libraries are taking at the state and local levels.
中文翻译
2009年3月第1期
讨论要点：成人在图书馆获得技能
2014年6月
一位访客在芝加哥公共图书馆的“网络导航员”项目中获得一对一的计算机帮助。
数据统计
• 美国每六名成人中有一名（约3600万）识字技能较低。
• 近三分之一的成人计算能力较弱。
• 低技能成人中有三分之一是移民。
• 35%的黑人成人、43%的西班牙裔成人和10%的白人成人识字技能较低。
• 三分之二的低技能成人年龄超过35岁。
• 三分之二的年轻（16-25岁）低技能成人是男性。
• 美国大多数（63%）低技能成人有工作。
• 美国低技能成人比技能最高的成人更可能健康状况不佳。
• 美国高中或以下教育水平的成人在技术丰富环境中的问题解决能力得分低于其他国家的类似教育水平成人。
图书馆项目如何惠及成人
• 图书馆为不再属于K-12教育体系的成人提供学习机会，包括面临经济和其他挑战的成人。
• 图书馆提供课程，帮助低技能成人建立阅读和数学技能。这很重要，因为成人的认知技能在离开正规教育后继续发展（Reder, 2009）。
• 图书馆提供英语课程，帮助移民准备成为公民。
• 图书馆设有计算机实验室，年轻人可以在那里获取找工作信息，并发展数字素养和其他技能。
• 图书馆员帮助成人查找医疗保健信息。
• 图书馆提供计算机课程以及自主学习教程，成人可以在现场或家中使用，以建立数字素养技能和意识。
IMLS近期资助帮助
• 图书馆和社区合作伙伴为成人英语素养、数字素养和职业培训制定服务计划和项目。（自由图书馆基金会；普罗维登斯公共图书馆）
• 图书馆提供普通同等学历证书（GED）学院，帮助更好地培训教师，这些教师教授在准备GED考试中挣扎的年轻人和成人。（哥伦比亚特区公共图书馆）
• 图书馆和图书馆协会共同制定行动步骤，以创建可访问、有效和创新的成人素养项目、服务和资源。（奥农达加县公共图书馆）
• 图书馆帮助成人获得GED、提高语言能力并增加数字素养技能。（波特兰州立大学，米勒图书馆）
• 图书馆员分享资源、工具和最佳实践，帮助成人变得数字素养，并支持成人与其他学习者分享他们的知识和技能。（www.digitallearn.org，美国图书馆协会）
示范项目示例
波特兰州立大学，米勒图书馆 – 使用学习者网络增强图书馆-社区在成人素养方面的合作
• 为成人学习者创建学习计划，涵盖GED准备、英语语言学习、公民身份、劳动力发展、数字素养和其他需求
• 服务于广泛技能水平的学员，从一端的数字素养学习者到另一端的中学后学生
• 展示了社区合作的成功模式，连接图书馆、教育和社会服务。
• 服务区域包括加利福尼亚州、哥伦比亚特区、路易斯安那州、马萨诸塞州、明尼苏达州、纽约州、俄勒冈州、宾夕法尼亚州、德克萨斯州和威斯康星州。
拉斯维加斯克拉克县图书馆区 – 开放之门：拉斯维加斯-克拉克县图书馆区与KLVX的素养伙伴关系
• 使用课堂和计算机实验室教学，并在拉斯维加斯收视率最高的西班牙裔家庭观看的电视台播出
• 支持成人和他们的孩子进行批判性素养学习
拉斯维加斯克拉克县图书馆区是2014年博物馆和图书馆服务国家奖得主。为应对经济衰退，该图书馆区重组和重置其服务，与其他社区机构合作，帮助成人找工作并获得食品和住房帮助。图书馆在公共技术使用和材料借阅方面经历了前所未有的增长。
俄勒冈科学与工业博物馆（OMSI）和穆尔特诺马县图书馆（MCL） – 超越事实
• 让成人参与阅读和讨论式学习，以促进科学素养
• 让多样化受众参与基于科学主题和相关社会、伦理、政治或哲学问题的知情讨论和对话
• 吸引了新的成人受众，超出了OMSI或MCL当前项目目前覆盖的范围
• 增加了非正式教育社区中有效实践的知识，以吸引成人参与相关、可能具有争议性的话题
参考文献
Reder, S. (2009). “成人生活中的识字和计算能力发展。” 在 S. Reder & J. Bynner, 《追踪成人识字和计算能力：纵向研究发现》（第59–84页）。纽约，纽约州：Routledge。
OECD (2013). 《美国是时候重新技能了吗？：成人技能调查说了什么》。OECD技能研究，OECD出版。http://dx.doi.org/10.1787/9789264204904-en
关于博物馆和图书馆服务研究所
博物馆和图书馆服务研究所是美国123,000个图书馆和17,500个博物馆联邦支持的主要来源。通过资助、政策制定和研究，我们帮助社区和个人通过广泛获取知识、文化遗产和终身学习而蓬勃发展。要了解更多关于IMLS的信息，请访问www.imls.gov。
IMLS与OCTAE的伙伴关系
IMLS和美国教育部的职业、技术和成人教育办公室（OCTAE）正在合作，帮助图书馆和联邦资助的成人教育项目提高低技能美国人的技能、素养、就业能力和生活质量。IMLS和OCTAE分享资源，传播关于成人教育-图书馆伙伴关系的信息，并为图书馆工作人员提供培训机会。当前活动包括：提高对资源和培训的认识（见http://LINCS.ed.gov）；开发素养教程和指南；并与各种协会和非营利组织合作，识别和传播公共成人教育系统和图书馆在州和地方层面采取的伙伴关系活动示例。
文章概要
本文基于美国图书馆项目，探讨成人如何在图书馆环境中提升信息素养技能，特别是通过成人自我状态（Adult ego state）的视角。文章通过数据统计显示美国成人低技能现状，包括识字、计算和数字素养方面的挑战。图书馆提供多样化的学习机会，如英语课程、计算机培训、GED准备和健康信息获取，帮助成人发展技能并应对经济和社会挑战。IMLS的资助和示范项目展示了图书馆与社区合作的成功模式，促进成人素养提升和终身学习。结合关键词“Adult ego state in library usage and information literacy skills”，文章强调成人在图书馆中通过理性、责任和适应性的成人自我状态，主动参与学习，增强信息处理能力和自我发展。
高德明老师的评价
用12岁初中生可以听懂的语音来重复翻译的内容：这篇文章讲的是，在美国，很多大人去图书馆学习新东西，比如用电脑、学英语或者准备考试。图书馆就像一个大教室，帮助大人变得更聪明，找到好工作，生活得更好。有些大人可能以前没机会好好学习，但图书馆给了他们第二次机会，让他们可以继续成长。
TA沟通分析心理学理论评价：从TA沟通分析心理学角度看，图书馆环境促进了成人自我状态（Adult ego state）的激活和发展。成人自我状态涉及理性、客观和适应性行为，在图书馆中，成人通过参与结构化学习项目（如计算机课程、GED准备）和自主探索（如使用数字资源），展现出对信息的批判性处理和决策能力。这反映了成人从父母自我状态（Parent ego state）或儿童自我状态（Child ego state）向更成熟的成人自我状态的过渡，增强了自我效能感和责任感。图书馆作为支持性环境，提供了“我好-你好”的心理定位，鼓励成人以合作和成长为导向，提升信息素养技能。
在实践上可以应用的领域和可以解决人们的十个问题：在实践上，TA沟通分析心理学可应用于成人教育、社区服务和职场培训领域。通过图书馆项目，可以解决人们的以下十个问题：1. 提升数字素养，减少技术焦虑；2. 增强阅读和计算能力，改善日常决策；3. 支持移民融入社会，缓解文化适应压力；4. 促进职业发展，增加就业机会；5. 改善健康信息获取，提升自我保健意识；6. 培养终身学习习惯，对抗认知衰退；7. 增强社会连接，减少孤独感；8. 提升问题解决能力，应对生活挑战；9. 支持亲子共同学习，加强家庭沟通；10. 促进社区参与，增强归属感和责任感。这些应用基于成人自我状态的强化，帮助个体以更理性、积极的方式应对生活需求。