Summary

Public libraries play many and varied roles within their communities. Depending on the type of community in which the library is located, the library may emphasize programs and other types of services for particular segments of the population (e.g., children, or those with limited English or reading skills), or may emphasize particular types of services (e.g., collections of various kinds, or recreational and cultural activities). This report provides nationally representative data about three areas of interest for adult programming in public library outlets: adult literacy programs, programs for adult lifelong learning, and Internet access for adult independent use. The information is based on a survey conducted in fall 2000 by the National Center for Education Statistics using its Fast Response Survey System. The questionnaire responses were weighted to produce national estimates that represent all public library outlets in the United States. As defined on this questionnaire, a public library outlet is a unit (usually a building) that provides direct public library service. An outlet may be a main or central library, a branch library, or a bookmobile.

For this survey, library programs were defined to mean planned activities for groups or individuals that are offered by libraries to provide information, instruction, or cultural enrichment. Respondents were instructed that their library outlet should be considered as offering a program if the outlet provided funding, materials, or staff to support the program, or the library system ran the program within or on behalf of the library outlet. Programs offered by the library outlet could take place in the library or at off-site locations (e.g., at a senior citizens center). Programs that used library space rented from the library or made available to outside groups by the library, but with no other involvement of the library outlet or system, were not considered offerings of the library outlet.

Adult Literacy Programs

Seventeen percent of public library outlets offered adult literacy programs, including adult basic literacy skills, pre-GED, GED, English as a second language, and family literacy, during the 12 months prior to the survey. The likelihood of offering adult literacy programs was related to outlet size, as measured by the number of persons who entered the library outlet in a typical week (referred to in this report as the number of library visits per week). While 5 percent of small outlets offered adult literacy programs, 19 percent of medium-sized outlets and 31 percent of large outlets offered literacy programs. Urban outlets were more likely to offer adult literacy programs than were outlets in rural areas (26 percent compared with 15 percent).

Programs in adult basic literacy skills (defined as skills at the fourth-grade level and below) were offered by 63 percent of outlets that offered adult literacy programs. Pre-GED, GED, English as a second language, and family literacy were offered by 42 to 48 percent of the outlets that offered adult literacy programs.

About half of outlets offering adult literacy programs offered such programs specifically for adults who were limited English speaking and/or recent immigrants (50 percent) or for parents (48 percent). Adult literacy programs specifically for high school dropouts were offered by 40 percent of outlets offering adult literacy programs. About a quarter (26 percent) of outlets with adult literacy programs offered programs specifically for adults with learning disabilities, and 11 percent offered programs specifically for adults with hearing impairments.

Outlets that did not offer adult literacy programs during the 12 months prior to the survey were asked to indicate how important various reasons were in the outlet's decision not to offer such programs. Not having the staff or resources to offer adult literacy programs was the reason most frequently cited as very important in the outlet's decision not to offer adult literacy programs (77 percent). The presence of other groups or educational institutions in the community (including other library outlets) that offer adult literacy programs was very important in their decision not to offer such programs for 53 percent of the outlets. An emphasis on other groups (e.g., children, senior citizens) in the outlet's programming was indicated as very important by 37 percent of outlets. The reason least often indicated as very important in the outlet's decision not to offer adult literacy programs was that the community served by the outlet does not have a strong need for adult literacy programs (20 percent); almost half of the outlets (48 percent) indicated that this reason was not important in their decision.

Lifelong Learning Programs

The most frequently offered type of adult lifelong learning program was computer/Internet instruction, offered by 56 percent of all public library outlets. Forty-three percent of outlets offered book/film discussions or presentations, 41 percent offered cultural performances, and 39 percent offered recreational activities such as crafts, travel, or hobbies. Programs on parenting skills were offered by 20 percent of outlets, financial planning/investment information programs were offered by 18 percent of outlets, employment/career guidance programs by 17 percent of outlets, and college/continuing education guidance programs by 15 percent of outlets. Programs for citizenship preparation were offered by 5 percent of the outlets. Except for citizenship preparation programs, which did not vary significantly by outlet size, large and medium-sized outlets were more likely than small outlets to offer all the types of adult lifelong learning programs. Large outlets were also more likely than medium-sized outlets to offer most of the programs, with the exception of employment/career guidance, and college/continuing education guidance programs. Looking at variation by metropolitan status, urban outlets were more likely than rural outlets to offer all the types of adult lifelong learning programs except citizenship preparation and college/continuing education guidance programs.

About a quarter of all outlets offered adult lifelong learning programs specifically for senior citizens or for parents (24 percent for each). Programs were offered specifically for adults who are limited English speaking and/or recent immigrants by 9 percent of outlets, for adults with physical disabilities by 6 percent of outlets, and for adults with learning disabilities by 5 percent of outlets.

All library outlets were asked to what extent certain factors were barriers to the outlet's offering lifelong learning programs for adults with learning and/or physical disabilities. Insufficient accessibility to library facilities for the disabled was perceived as a major barrier by 12 percent of outlets, and as not a barrier by 70 percent of outlets. Lack of staff training in working with adults with disabilities and lack of assistive/adaptive devices for adults with disabilities were perceived as major barriers by 39 and 38 percent of the outlets, respectively. About a third of the outlets indicated that insufficient library materials for the blind or physically disabled was a major barrier to offering programs specifically for adults with disabilities.

Internet Access

Most public library outlets (92 percent) reported providing Internet access to adults for their independent use. Small outlets were less likely to provide Internet access than were medium-sized or large outlets (84 percent compared with 96 and 98 percent, respectively). No differences were observed by metropolitan status.

Library outlets were asked to what extent the following factors were barriers to providing Internet access to adults for their independent use: insufficient space for computers, insufficient number of computers with Internet access, insufficient number of telecommunications lines for Internet access, lack of library staff to assist Internet users, and lack of specialized training among library staff. Across all public library outlets, these factors were generally not perceived as being major barriers to providing Internet access; the percentage of outlets rating each factor as a major barrier ranged from 9 percent for lack of specialized training among library staff to 29 percent for insufficient space for computers. However, there were differences in perceived barriers between the library outlets that provided Internet access and those that did not. All of the factors were more likely to be identified as major barriers by outlets that did not provide Internet access than by outlets that did provide Internet access.

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