GROW

OLD ALONG WITH ME

! THE BEST IS YET TO Robert Browning (1812-1889)

BE

L I FE LONG LE A R N ING & LI BR A R I E S :

A preliminary investigation on a local scale

Prepared for the Metropolitan New York Library Council by

Susan Chute, Marilyn Kahn, Rajni Misra and Robert Weiss

June 2012

"

The authors would like to thank THE METROPOLITAN NEW YORK L I B R A RY C O U N C I L especia#y Tom Nielsen and Malis Wendt for initiating the idea of a Pilot Research Project and for their assistance throughout. We have learned from our research and from each other.

We would also like to thank those individuals from LLIs and libraries whom we interviewed, or who responded to our emails and answered our telephone calls. We are very grateful for their time and expertise.

"

TABLE OF CONTENTS
Lifelong Learning & Libraries%
Introduction Lifelong Learning: An Overview An Overview of Lifelong Learning Institutes and Networks

1
1 2 5

The Elderhostel Institute Network (EIN)" ......................................................................................................................7 Osher Lifelong Learning Institutes (OLLI)" ...................................................................................................................9

Local implementations: LLI sites in the Metropolitan New York Area

11

The New School: Institute for Retired Professionals (IRP)" .........................................................................................11 Mo#oy Co#ege: Mo#oy Institute for Lifelong Learning (MILL)" ................................................................................16 Farmingdale (SUNY): Institute for Learning in Retirement" .......................................................................................17 Stony Brook (SUNY): Osher Lifelong Learning Institute" ...........................................................................................19 Bergen Community Co#ege: The Lois E. Marsha# Institute for Learning in Retirement" ..........................................20 Hofstra University: Personal Enrichment in Retirement" .............................................................................................21 Cedar Crest" .....................................................................................................................................................................21 Table of LLI programs discussed, ranked by cost:" ...........................................................................................................23

Three Public Libraries: How they address Lifelong Learning Issues

23

The New York Public Library" .......................................................................................................................................24 Montclair Public Library: Senior Spaces" ......................................................................................................................26 Farmingdale Public Library: Senior Programs" .............................................................................................................28

Learning Anywhere: Telephone Tutoring and Lifelong Learning Online

29

Telephone Learning" .........................................................................................................................................................29 Lifelong Learning Online: New Opportunities" .............................................................................................................30

Conclusion
"

33

An Annotated Bibliography of Resources on Lifelong Learning

36

A Bibliography of Online Learning for Lifelong Learners, with selected annotations 42

Free Online Courses for Lifelong Learners: Top 10 Sites!

47

LLIs and Libraries"

L I FE L O N G L EA R N ING & LIBR A R I E S

A survey of local implementations

Introduction
The graying of America. Senior power. The rst cohort of Baby Boomers reaching the magical age of 65. Do these phrases sound familiar? They all reect the reality that the United Statesand many other nationsare experiencing a seismic demographic shift; specically, a dramatic increase in the percentage of the population that is aged 50 and over. Signicantly, this transformation is occurring during a period when the amount of information available to the public is increasing exponentially and the technologies for accessing this information are perpetually being updated. Consequently, the pressures to remain current and well informed throughout the lifespan are unprecedented. Addressing the need for lifelong learning constitutes one of the major challenges for modern societies in general and the library profession in particular. It is within this context that our group undertook this research project. With the aging of the writers of this report heightening our fascination with the topic, it seemed a good idea to investigate the state of lifelong learning in our own communities. If we could see our way to joining the ranks of the retired, we would be participants. This project therefore focuses on lifelong learning (LL) programs, particularly concerning the 50+ demographic. Of particular interest is the role that these programs play in addressing educational and social needs on a local level, including the microcosm of our living rooms, using the telephone and personal computer. We also seek to highlight the similarities, differences and possibilities for collaboration between these local iterations and public library programs directed at the same demographic. To create this report, the authors collected information by personally visiting several lifelong learning programs and libraries to interview key individuals, and by researching primary and secondary sources. The report begins by examining the basic tenets of lifelong learning and distinguishing this process from the narrower concept of adult or continuing education (although the two frequently overlap). It then describes the structure of two national lifelong learning networks: the Elderhostel Institute Network and the Bernard Osher Foundation. From there it segues into a eld survey of several lifelong learning institutes (LLIs) afliated with these networks in the New York metropolitan area, including one that is not associated with a university. Next, we survey the lifelong learning programs offered by three public libraries in that same metropolitan area. Finally, the report surveys LLIs and Libraries" 1

opportunities for lifelong learning that are available without any commuting or traveling: telephone tutoring and the wild proliferation of online lifelong learning courses and communities, including a description of ten free online educational sites offering high quality resources across various subject disciplines. The conclusion reects on the role that libraries currently play in lifelong learning, and provides suggestions for enhancing our presence in this increasingly vital arena. The report is capped by an annotated bibliography in two sections: the rst provides a grounding in current lifelong learning research, and the second explores the emerging eld of university- and college-sponsored online offerings. We hope the bibliography will prove a useful resource for LLIs and libraries in their ongoing quest to serve this demographic.
From the blog Balancing Acts http://balancingacts. wordpress.com/2010/08/09/lifelong-learning-learning -for-life/

Lifelong Learning: An Overview

What is Lifelong Learning? The Commission for a Nation of Lifelong Learners dened lifelong learning as a continuously supportive process which stimulates and empowers individualsto acquire all the knowledge, values, skills, and understanding they will require throughout their lifetimesand to apply them with condence, creativity, and enjoyment in all roles, circumstances, and environments (quoted in Collins, 2009). This denition highlights the behavioral component of lifelong learning (LL). In addition, however, LL has a signicant attitudinal element. For example, Fischer (2000) denes LL as a mindset and a habit for people to acquire. In essence, lifelong learners are individuals who recognize that learning takes place in all stages of life and in all types of environments. Rather than assume that formal learning concludes with graduation, they pursue new knowledge and experiences as a key aspect of their lives. To some degree the concept of lifelong learning is both self dening and self evident. We all learn new things throughout our lives, as long as we maintain our basic mental capacities. As Billett (2010) LLIs and Libraries" 2

observes: We are all and have to be lifelong learners (p. 402). What distinguishes lifelong learners in the specic context employed here is that they embrace this process and take positive steps to direct and shape it. Recall that members play an active role in formulating and administering LLI programs. The concept of lifelong learning draws on key ideas from literature, psychology, and education. Many scientists have challenged the longstanding beliefor stereotypethat as individuals enter middle age and beyond, their mental capacities inevitably decline. For example, psychiatrist Gene Cohen (2005) argued that throughout our lifetime the brain is continually resculpting itself in response to experience and learning, and, moreover, the brains emotional circuitry matures and becomes more balanced with age. Cohen has identied a series of human potential phases that begin in our 40s and can extend well into our 80s. Other studies have characterized middle age as a resilient, healthy, energy-efcient, and productive phase of life that has laid the foundations for our speciess success (Bainbridge, 2012). In particular, middle-aged people provide society with critical skills and information that they have acquired over decades of experience. From the educational perspective, Malcolm S. Knowles has developed the concept of andragogy, which posits that adult learners perform optimally in environments that are highly interactive and are oriented toward solving clearly dened problems (McGrath, 2006). All of these tenets are reected in the self-directed, highly participatory practices of LLIs. Although lifelong learning has characterized our species throughout history, it has assumed an unprecedented urgency with the emergence of the digital era, in which the volume of available information has increased exponentially and the instruments needed to access and exploit that information are technologically complex and constantly changing. Consequently, the need to stay on top of things has become more pressing, and it is unlikely to diminish. Collins (2009) posits that in an information-based world the ability to engage in lifelong and self-directed learning is the single most important competence that people must possess. These pressures are particularly intense for the members of the 50+ population who are still involved in the workforce. As Collins explains, In todays competitive global market, lifelong earning demands lifelong learning (authors italics). Even for retired people, however, remaining current can be essential to maintaining a sense of independence and self-efcacy.

LLIs and Libraries"

Lifelong Learning versus Adult Education Because many LLIs cater exclusively to middle-aged and elderly populations and are frequently associated with educational institutions, lifelong learning is often equated with adult (or continuing) education. In reality, the two concepts frequently overlap. For example, SUNY-Stony Brooks LLI, formerly called The Roundtable, was initially located within the universitys School for Professional Development (SPD), and SPD staff members served as the institutes director and secretary. Despite these overlaps, however, in theory lifelong learning and adult education are intrinsically different phenomena. To appreciate these differences, it is necessary to distinguish between learning and education. As discussed previously, learning is a broad concept. It occurs throughout the life course in all types of settings, structured and unstructured, planned and unplanned. Learning ows from a variety of activities, for example, observing how other people do something, discussing with others, asking someone, looking up information, trying something for oneself and learning from trial and error, and reecting on all the previous activities (Collins, 2009). In contrast, education typically connotes a structured, classroom-oriented process with clearly delineated teacher and student roles. Within its myriad variations, classroom instruction consists to varying degrees of an expert passing on elements of his or her knowledge to students. Following this analysis, Billett (2010, p. 407) denes learning as a personal fact and education as an institutional fact. Extending this idea, schools at all levels have established curricula from which students must select courses, often within fairly narrow parameters (required courses versus electives). Going further, although in theory an educationparticularly a liberal arts educationis intended to promote self-development and a broad range of knowledge, the curriculum frequently has a pronounced jobpreparation orientation. Finally, as Billett emphasizes, formal educational programs frequently promote the values and goals of powerful interests in society as opposed to those of the students. Consider, for example, that most educational institutions are founded by governments, religious institutions, and social groups rather than by educators. Applying this analysis to the lifelong learning/adult education dichotomy, the latter represents a highly structured program that sometimes has a pronounced vocational component. In contrast to lifelong learning, adult education often is restricted to providing people with opportunities to engage in (school-like) learning activities during their adult life (Collins, 2009). As discussed above, this approach to learning contrasts sharply with the more participatory and self-directed approach of LLIs. Moreover, it overlooks the reality that there is much knowledge that has to be learned and not taught (Billett, 2010). A great deal of this learning, of course, occurs through everyday experiences. LLIs and Libraries" 4

In conclusion, then, lifelong learning is an ongoing process in which classroom leaders serve more as facilitators than as content experts. LL encourages older individuals to be creative and proactive, to achieve what Abraham Maslow dened as self-actualization. Successful LLIs help their members realize their genuine love of learning to acquire the skills and knowledge that will enable them to remain active and productive.

An LLI wordle

An Overview of Lifelong Learning Institutes and Networks

Lifelong learning institutes (LLIs) are establishments that focus on promoting learning throughout the lifespan. LLIs are frequentlyalthough not alwaysassociated with a college or university. Although the school often provides leadership and/or staff, the LLI is usually a separate entity within the larger institution. As a nationwide phenomenon, LLIs exhibit a degree of diversity in their structure and offerings. Nevertheless, they typically share some fundamental characteristics:

LLIs and Libraries"

 They often restrict membership to people aged 50+ or 55+. Unless they are sponsored by a public library (for example, NYPL), they charge fees,

which can be somewhat substantial. Learning typically occurs within a classroom setting. Unlike traditional college pro- grams, however, members play a signicant role in establishing basic goals, creat- ing the curriculum, and administering the program. LLIs oer a wide range of courses ranging from art and music to health to economic and political issues that aect seniors. Although many courses emphasize business- related skills such as computers and the Internet, seniors are more likely to take them for their personal enrichment than for career advancement. Courses can be taught by professional educators, experts and practitioners, or the members themselves. LLIs tend to attract a regular, continuing membership. Consequently, their social function can become as important as their educational function.

(This information is extrapolated from Road Scholars Facts about the Elderhostel Institute Network as well as from research and personal interviews conducted by group members.)

What do seniors themselves look for in an LLI? Surveys and studies have indicated that participants:
Prefer direct, interactive, hands-on learning Are inspired by the desire to learn new skills and knowl-

edge and to enrich their lives Gravitate toward familiar or relevant topics Seek out courses that will bear fruit in the present or the near future Rely heavily on books, newspapers, magazines, and jour- nals as learning tools
(AARP, 2000; Duay and Bryan, 2008)

In sum, then, lifelong learning institutes provide a learning atmosphere for middle-aged and senior populations that is simultaneously structured and self directed. They offer a wide array of courses, and they encourage active participation by their members. In essence, an LLI serves as an educational community of older learners (Road Scholar. Welcome to the Elderhostel Institute Network). The two most prominent nationwide LLI networks are Road Scholar/Elderhostel and the Bernard Osher Foundation.

LLIs and Libraries"

THE ELDERHOSTEL INSTITUTE NETWORK (EIN)

http://www.roadscholar.org/ein/intro.asp

The Elderhostel Institute Network (EIN) is a voluntary association of LLIs, funded by Elderhostel, Inc., a nonprot organization dedicated to providing educational opportunities for older adults (Road Scholar. The LLI Movement Across College & University Campuses). This simple statement succinctly denes Road Scholars initiative in the lifelong learning movement.

How Road Scholar (formerly Elderhostel) became involved in the LLI movement. The rst known LLI was
The New Schools Institute for Retired Professionals, founded in 1962. The New Schools model was slowly imitated or adapted at other colleges and universities during the next 25 years, until about 50 programs existed, known mostly as Institutes for Learning in Retirement (ILRs). Elderhostel Inc. began as a nonprot organization in 1975, when ve colleges and universities in New Hampshire offered the rst Elderhostel programs to 220 participants. (Road Scholar. The History of Elderhostel, Inc. and Road Scholar). During the summer, older adults resided in otherwise empty dormitories for a week and attended three mini-courses on a variety of subjects, taught by star faculty members. By 1985, Elderhostel had established programs on 950 sites, in all 50 states. Collaborative talks between Elderhostel and different ILR ofcials began when Elderhostels president, Bill Berkeley, realized that the idea of longer-term learning opportunities for older adults in their own communities aligned with Elderhostels interests and mission. After an investigatory period for both Elderhostel and the leaders of ILR programs, the creation of the Elderhostel Institute Network was announced in June 1988 and implemented that October (Road Scholar. History of the Elderhostel Institute...). Its purpose was to assist colleges, universities, and older adults throughout the United States to learn about and develop campus-based Institute programs. Twenty-four ILR programs initially afliated, and annual dues to Elderhostel were assessed (Road Scholar. Facts about the Elderhostel...). By 1999, the membership had grown to 200. In 2002, annual dues to Elderhostel were eliminated, and the EIN became a virtual organization, offering services through their website. Immediately thereafter, the membership grew to 300. The next structural change was to permit LLIs not associated with a college or university to form and afliate with the EIN (Road Scholar. The Learning and Retirement...).

LLIs and Libraries"

Characteristics of EIN LLIs. The EIN network of LLIs is composed of a diverse constituency, with
local afliates determining the bylaws, administrative structure, course offerings, and programming of each LLI. Nonetheless, LLI programs afliated with EIN share some commonalities:
Most LLIs are sponsored by a college or university and take place on college campuses (although non-university LLIs are growing). LLIs exist for the joy of learning and do not oer academic credit. Peer learning is advocated (although some LLIs rely on university faculty or outside ex- perts to teach classes). The LLIs are primarily self-supporting (although the college or university provides the physical space and may supply an academic liaison). Dues are assessed to the membership annually or by the semester, the amount of which is determined by the local LLI. Course fees are also sometimes assessed. This income constitutes the operating budget for the local LLI. The LLI is administered by its membership, and volunteerism is strongly encouraged. Social interaction is essential. LLIs arrange events, membership meetings, travel and tours, and interest clubs along with coursework. From its inception, the ILR movement and Elderhostel agreed that the social component was indeed a major characteristic of the ILRs, one which remedied the isolation of retirement and encouraged members to have a stake in their program (Road Scholar. History of the Elderhostel Institute Network).

A statistical report for the 2003-2004 academic year illustrates the diversity of the LLIs afliated with EIN. The spreadsheet documents the name of each LLI, the size of the membership, the annual cost of the program, the course fees, if any, and the percentage of peer-led courses. The report can be retrieved by visiting the URL http://www.roadscholar.org/ein/managing.asp and clicking on the heading LLI Data Survey, which will instigate a download of the Excel le.

What EIN offers LLIs. The EIN portal provides a plethora of information on almost any aspect of
administering an ILR. Primary topics include:

LLIs and Libraries"

Starting an LLI Managing an LLI A monthly newsletter reporting on the activities of dierent LLIs Information about regional conferences, where the leadership of numerous LLIs share ideas Curriculum Resources Discussion forums, where LLI administrators pose questions that are answered by LLI administrators across the country Research about lifelong learning and the 50+ demographic

Ease of navigation through the information accessible from the portal remains a problem to be addressed. However, most administrative topics are listed on an index page, accessible at: http://www.roadscholar.org/ein/managing.asp (accessed June 12, 2012). One topic about which the EIN portal seems blissfully unaware is the availability of free online classes for lifelong learners, discussed later in this paper. Instead, users are pointed to educational companies such as Edge2Go, a subsidiary of Thomson, where a student will be charged $100 and upwards for instructor-led courses offered elsewhere by reputable universities without cost. It appears that librarians might improve the EIN portal itself by doing what they do best: organizing information (e.g., improving the navigability of the site) and recommending resources (e.g., publicizing the availability of free or low-cost online classes covering a constellation of subject matter). OSHER LIFELONG LEARNING INSTITUTES (OLLI)
http://www.osherfoundation.org/index.php?index

The Osher Foundation was established in 1977 by California businessman Bernard Osher to improve quality of life through support for higher education and the arts (Osher). The foundations objective with regard to people over 50 was to establish lifelong learning institutes (LLIs) similar to existing institutes in San Francisco and Maine. In 2002, the foundation issued requests for proposals to campuses in the California State University and University of California systems. At present, there are over 120 Osher LLIs located in all 50 states and Washington, D.C. In the tristate area, these institutes are at Rutgers University, the University of Connecticut, and Stony Brook University. Although each institute is unique, they all offer noncredit, intellectually stimulating proLLIs and Libraries" 9

grams for adults aged 50 and over. In addition, all Osher LLIs are university afliated and are led by volunteers. Osher Institutes (OLLIs) produced a peer-reviewed journal, Lifelong Learning Institute Review, about learning after age 50 (discontinued after fall 2011). A 2011 article in the journal states: The most powerful vehicle for this process is usually considered to be reective dialogue, a group process whereby individuals are encouraged and supported in sharing their own reactions to class subject matter and assignments while seeking to understand the perceptions of others. While I know this may not be a popular process with all members of LLIs class discussions, if conducted with adequate support and encouragement, it is the most recommended approach to teaching adults (Lamb, 2011). Another key component of OLLIs is the National Resource Center, a website administered by the OLLI at the University of Southern Maine (http://www.osher.net). The website provides a wealth of information about lifelong learning. The website includes links to:
Online sources of information such as Cornell and SeniorNet (computer

learning centers for seniors)

http://www.usm.maine.edu/olli/national/links/online_courses.jsp

The Life Story Center, which encourages members to post their stories
http://www.usm.maine.edu/olli/national/lifestorycenter/.

Information about conferences focused on lifelong learning

http://www.usm.maine.edu/olli/national/conference/

Information about specic OLLIs with links to online videos about them.

In 2011, an undergraduate study at the OLLI at California State University Channel Islands surveyed current and former members. The study revealed the following:
Members were predominantly female (72%). Members were highly educated, with more than 50% possessing graduate or professional

degrees.
More than half (53%) were aged 65-74. The overwhelming majority (88%) were retired. Most respondents had been OLLI members for more than ve years, indicating their satis-

faction with the program. The major complaint was parking. At the same time, however, almost half of the former members (49%) had dropped out after only one year. Many for- mer members indicated they would return if the OLLI oered more social activities.

LLIs and Libraries"

10

 Social interaction was a very important reason to join the OLLI for 96% of the members;

learning something new was also very important to 91%. The majority of respondents (55%) learned about the OLLI through a friend, 23% through a media advertisement, and 15% from a catalog. Important criteria in selecting classes included subject matter (93%), professors reputation (74%), and logistics (50%). Most respondents (70%) would participate in summer courses if oered. Respondents indicated interest in the following extracurricular oerings: class-based eld trips, guest lectures and museum trips. In general, respondents were highly satised with the program but dissatised with parking.

http://usm.maine.edu/olli/national/CSUCI_research_2011.jsp

Although this research pertained to one particular OLLI, the results provide insight for anyone interested in the eld of lifelong learning.

Local implementations: LLI sites in the Metropolitan New York Area

Site visits, interviews and research underpin our descriptions of the following LLI sites The New School Institute of Retired Professionals Molloy College Molloy Institute for Lifelong Learning Farmingdale (SUNY) Institute for Learning in Retirement Stony Brook (SUNY) Osher Lifelong Learning Institute Bergen Community College Marshall Institute for Learning in Retirement Hofstra University Personal Enrichment in Retirement Cedar Crest Senior Living Community Cedar Crest Institute for Learning in Retirement

THE NEW SCHOOL: INSTITUTE FOR RETIRED PROFESSIONALS (IRP)

http://www.newschool.edu/irp/%
Reported by Susan Chute

Susan Chute interviewed Michael Markowitz, Director of the Institute for Retired Professionals (IRP), about The New Schools LLI program on March 20, 2012. The New Schools IRP is crucial to our investigation of LLIs, because the Institute, established in 1962, was the rst institute in the LLIs and Libraries" 11

Elderhostel Institute Network (EIN) in fact, it was the rst peer learning program for retirees in the United States. The New School founded and developed the LLI model (see previous description of Road Scholar/EIN). Mr. Markowitz was a willing conversationalist, and particularly well informed about the mission of the IRP as it relates to current research on aging and trends in lifelong learning. The well-designed portal for prospective and current participants in the IRP can be found at http://www.newschool.edu/irp/. Following is a summary of Markowitzs responses to the questions that Susan posed. Question: How do you think The New Schools Institute for Retired Professionals conforms and diverges from the typical LLI in the Elderhostel network? As the founding program in the Elderhostel Institute Network, the IRP is a seasoned and well-developed program with decades of experience in what works and what doesnt, and in how the community of retirees committed to lifelong learning has evolved. The New Schools program is a strict peer-learning model. There are no faculty per se. Classes and courses are organized around Study Groups, and an IRP participant is expected to lead a study group and propose study groups within a year of joining the program. Other EINs diverge from this model; The New School IRP is one of the few that maintains it. Markowitz cited Harvard, Northwestern and USC as having programs that are comparable in quality and administration to the one at The New School. Question: How does Elderhostel interact with your program? The Elderhostel Institute Network fosters and facilitates communication with other LLIs. During its rst decades, The New School frequently sponsored EIN conferences, where LLI leaders from programs across the United States gathered to exchange strategies for administering successful LLIs, ideas for new courses or workshops, success stories, and possible solutions to common issues. Recently, however, it has become too expensive for The New School to sponsor these conferences. Question: What do you see as your community? What are your demographics? How do you attract students? Over time, the community experiences demographic shifts. The IRP was founded by teachers retired from the city schools; now it is populated mostly by professionals, including Wall Street brokers, managers, and analysts who made fortunes and retired early, or who were downsized

LLIs and Libraries"

12

due to Wall Street cutbacks and the economic downturn. Members of the IRP are a diverse group, however, and include teachers, Ph.D.s, reghters, and cops, as well as retired entrepreneurs and business executives, ranging in age from 56 to 94. Ninety percent of the community holds at least an undergraduate degree. Most of the participants are from Manhattan; however, about 5% of the community lives outside New York City. Perhaps the most surprising aspect of the program is the commitment and dedication to serious study required of its members. Participants must take at least two courses (preferably three) each term, and are strongly encouraged to participate in committees and lead study groups. Active class participation is expected. A signicant subset of the membership also enrolls in courses offered by The New School for Public Engagement or The New Schools Continuing Education divisions for a 50% discount. To ensure the continued high quality of its participants, the IRP has a rigorous admissions process, which includes a personal interview and a mandatory two-hour introductory seminar. The program is limited to 270-300 students, and only about 1 out of 3 applicants is accepted. Additionally, the program may exclude participation by its cost, which is $940 a year, or $615 a semester. A small endowment has been established to fund scholarships for dedicated applicants who cannot afford the tuition, but it supports no more than 5% of the student body at any given time. If a participant fails to sign up for courses for more than a year, that applicant must reapply for admission to the program. Despite these barriers, the program is in demand. The turnover rate is miniscule. There are usually ten or fewer openings a semester. Because of its continued popularity, there is no need to market the program. Question: How does the social aspect compare with the academic or study aspects of your program? Markowitz emphasizes the social component of the program, based on the three-pronged model developed by J. W. Rowe and R. L. Khan in their classic MacArthur Foundation study Successful Aging (1998): (1) Avoid Disease and Disability; (2) Maintain High Cognitive and Physical Function; and (3) Stay Involved With Life and Living. At IRP, special interest groups form when courses on a particular subject are suggested repeatedly, or an interest in more general learning about a topic is discerned, rather than a course with a specic end-goal, or that answers a specic question. These interest groups inLLIs and Libraries" 13

clude writing, lm, music, and even shing. Another social activity involves what Markowitz describes as travel, but might more accurately be described as eld tripsat least four each semester. Signicant others are permitted to accompany IRP members on these outings. A member who is reluctant to lead a study group might plan one of these outings as an alternative. The IRP also sponsors the Fridays@1 Lecture Series, a free program open to the public, as a way of giving back to the community. Question: How do you ensure that class offerings and study groups are plentiful and diverse? A dedicated Curriculum Committee is devoted to implementing proposals, suggestions, and interests into study groups. IRP members must actively participate in classes and assume the role of study group coordinator or leader for topics they want to learn more about. Most classes are in the liberal arts and humanities (courses of study people always desired to take, but never had time for during their careers). A sampling of offerings during a recent term included:
The Environment: Issues, Controversies and Complexity; Freud on Society and Religion; Reading and Writing Poems: A Working Poets Guide; The History of Great Britain Part 3; Joseph Conrad: Insightful Novels, Unsur- passed Writing; The Films of the Coen Brothers; and Meditations on Innity: Mathematical and Mystical, Poetic and Practical

Thirty-ve classes were held during that term. Question: How do you spend the money that you collect in fees? (Theoretically, about $282,000 is raised from the tuition each year, although with some receiving scholarships and others dropping in and out, the gure may be closer to $250,000.) The income is mostly allocated to salaries, of which there are two: Mr. Markowitz and his assistant, who are both full-time employees. The New School provides the facilities and space for the classes, as well as supplies like projectors, copying, and other materials (except for textbooks, of course). Question: How has the digital revolution affected your programming? How do the students use the New Schools libraries?

LLIs and Libraries"

14

Its profoundly affected how students get and disseminate information, particularly with databases as information tools. Some students are digital literates and even sophisticates, but theres often a desire for more technical competence. This is addressed with regularly scheduled Technology Workshops, where students can get one-on-one assistance. The Libraries have not been as attentive to IRP needs as could be wished. Library staff appeared to perceive IRP students as elderly citizens on the other side of the digital divide, in need of time-consuming remedial training, diverting attention from the enrolled students and their professors. However, since the Library has hired a new dean, it has been more receptive to the IRP program. Question: What are the synergies between the lifelong learning missions and efforts of community libraries and programs like yours? Is there a way we can help each other? The New School IRP program is unique in NYC, and deals with the impulse toward lifelong learning in a much more comprehensive and serious way than institutions like NYU and Columbia, which only have cursory outreach programs available to older students, like the ability to audit classes. Markowitz extolled the value and popularity of discussion groups for engaging students and providing intellectual stimulation as well as community. Libraries, he suggests, could develop community with senior populations using the Great Books and Great Decisions models. Ideas and issues are explored and investigated using the Shared Inquiry method. Susan suggested that librarians, individually and with an organization such as METRO, could help IRP members with database training, and could add to the roster of technical training options by publicizing and sharing the wide variety of computer classes (and computer classrooms) available at local public libraries, which are attended primarily by seniors. Although intellectually stimulating programming at public libraries consists mostly of single lectures or panels (for instance, Live from the NYPL), a greater awareness of the programming options at both the IRP-hosted institution and the public library would possibly augment the resources of the study groups. Also, tours of special collections (like the Picture Collection or the Pforzheimer Collection of Shelley and his Circle at NYPL or the Library and Study Centers at
MoMA) are possibilities for IRP travel ventures.

LLIs and Libraries"

15

Reections on the New Schools IRP: The popularity of the IRP program, and its longevity, despite its stringent requirements, point to a huge unfullled need in New York City not just for one-off presentations and occasional classes, but for a sustained learning experience driven by participants who are given administrative support by libraries. The IRP program requires a considerable time commitment. Perhaps only people who can afford the $940 tuition have that kind of time. The challenge for public libraries is how to tap into this great need with a program perhaps less ambitious than The New Schools, but much more sustained and comprehensive than anything that is offered now -- and provide it for free, as a public good, in keeping with their core mission. As universities do, libraries can provide vision and needed administrative support for peer-learning endeavors, thereby enriching and stimulating the intellectual life of the city. MOLLOY COLLEGE: MOLLOY INSTITUTE
Reported by Rajni Misra

FOR

LIFELONG LEARNING (MILL)

http://www.molloy.edu/long-island-connections/molloy-institute-for-lifelong-learning

Molloy Institute for Lifelong Learning (MILL) of Rockville Centre (Long Island), New York was established in 1992 by Marion Lowenthal and modeled after the rst Lifelong Learning Institute established at the New School for Social Research. It is afliated with the Elderhostel Network. Ms. Lowenthal was previously director of continuing education at Molloy and has a degree in gerontology. She has an assistant to help with the institute as well as another institute she founded. Potential members can join one of three groups (there is no overlap between groups): Tuesday or Friday 10-2:30, held at a church in Rockville Centre or Wednesday 10-12 at Molloys Farmingdale branch. The sessions at the Rockville Centre location consist of an optional time to socialize, two lectures and lunch (not included in the fee). Participants are required to attend a minimum of 90 hours per year; Farmingdale, a minimum of 60 hours. In each group, interested participants can serve on a curriculum committee. The committee determines which speakers will lecture. Although participants are encouraged to lecture, most participants choose not to and outside paid speakers are used. These speakers often approach the committee themselves. Topics covered include literature, music, philosophy, and history. The community consists mostly of retirees in their 70s and 80s although the brochure states all ages are welcome, men and women, singles or couples, as long as there is a willingness to participate in learning and to maintain a rigorous mind. Potential members must meet with Lowenthal. LLIs and Libraries" 16

Lowenthal noted that when Nassau County lowered its teacher retirement age, the average age of members decreased indicating that the groups appeal to retired teachers. Membership ranges from 100-110 at Rockville Centre to 56 at Farmingdale. Membership fees (September-August) are $395/year at Rockville Centre and $240/year at Farmingdale. Additional benets include permission to audit two credit classes per year at Molloy College and attend symposia, seminars, concerts, plays and other College sponsored activities. Discounts in the community are also offered. Lowenthal estimates that 10% of the membership take advantage of these benets. The social component is very important in MILL. Besides having time to socialize in the program, members often meet for dinner. Trips are also offered at additional cost especially during the summer. Lowenthal noted that groups are quite cliquish. The only role that public libraries play is in receiving brochures about the Institute - MILL has a mailing list of 65 libraries in Nassau, Suffolk and Queens. Lowenthal indicated that the libraries have not shown interest in the program. The program is also publicized through open houses and word of mouth. Ms. Lowenthal states that computer technology has not played a role in the program. Contact information is limited to a phone number and mailing address. Although initially modelled on the New School, Lowenthal attributes the differences between the programs to the differences in the communities they serve. FARMINGDALE (SUNY): INSTITUTE FOR LEARNING
Reported by Rajni Misra

IN

RETIREMENT

http://www.farmingdale.edu/academics/centers-institutes/institute-learning-in-retirement /index.shtml

Farmingdale is part of the State University of New York. It is located in central Long Island, and it has a student enrollment of approximately 17,600, the majority of whom are commuters. The website above lists highlights of this program as follows:

LLIs and Libraries"

17

 An opportunity to enjoy active learning while meeting wonderful new people of similar age and with varied interests. No long-term commitments; study groups meet for two hours once a week during the day, for either four or eight weeks. A lecture series sixteen lectures per year presented by experts with various back- grounds. Assorted extras: a Farmingdale State College library card, attendance at College cul- tural events, an ILR membership newsletter, special events, tours, workshops, so- cials and an annual breakfast and luncheon. Aliation with the Elderhostel Institute Network. Although no one replied to emails and phone messages, I did receive a brochure about the program. The $50 membership fee conveys the following benets:
Eligibility to enroll in ILR classes Advance mailings for all ILR-sponsored events A 10% discount at the Farmingdale State College bookstore Use of Farmingdale State College Library (located on the FSC campus) Opportunity to hold an ILR oce

Each study group/class has an additional, nominal fee. There is also a nominal parking fee. I sat in on a book discussion study group of eleven women. The two volunteer facilitators were retired librarians. The group has 4-5 leaders, each of whom picks books to discuss. According to the facilitators, the most popular activities are the current events study group (100 participants) and the opera study group. There is also a Great Books group, as was the case at The New Schools IRP. Great Books groups meet across the country at various locations, including some libraries.
http://www.greatbooks.org/

The facilitators explained that most people join through word of mouth. One facilitator maintained that publicity should be increased, but the other one suggested that membership was high enough.

LLIs and Libraries"

18

STONY BROOK (SUNY): OSHER LIFELONG LEARNING INSTITUTE

http://www.stonybrook.edu/spd/olli/index.html
Reported by Rajni Misra

In 1988, the School for Professional Development (SPD) at the State University of New York - Stony Brook established The Roundtable, a peer-taught program for retired and semiretired people inspired by the Institute for Learning in Retirement at Harvard University. Stony Brook University has more than 22,000 students. Funds for equipment came from a grant from New York State. In 2007, The Roundtable became an OLLI through a grant from the Osher Foundation. The director, assistant director, and secretary are SPD staff members. Currently, the membership fee is $295 per year. The Institute offers workshops (93 in 2011), lectures, day trips, committees, and social activities. It also maintains its own website, which provides additional resources including a monthly newsletter. The workshops are noncredit bearing, peer-taught, and aim to provide an informal way to exchange ideas among all participants (close to 1,000). In a December 2011 article, the current director explained: Were not looking to get too many more (Ferrell). Subjects include bridge, photography, story writing, chess, languages, computer skills, and many more. Some members also volunteer on campus in other capacities, such as helping foreign graduate students learn English. The link with the university is apparent from the OLLI website, which has a Search the Stony Brook website box on its home page. Membership in the OLLI allows access to Stony Brooks library, gym, and pool. The OLLI ofce administers Stony Brooks course-auditing program, which it offers to people over age 60. In 2011, the OLLI staff were named The Village Times Heralds People of the Year in Education. The digital revolution continues to impact the Institute in many ways. Workshops offer computer training, increasing amounts of information are available online, and online registration has simplied the registration process.

LLIs and Libraries"

19

BERGEN COMMUNITY COLLEGE: THE LOIS E. MARSHALL INSTITUTE FOR LEARNING IN RETIREMENT
http://www.bergen.edu/pages1/Pages/602.aspx
Reported by Marilyn Kahn

The Lois E. Marshall Institute for Learning in Retirement (ILR) at Bergen Community College (BCC) in Paramus, New Jersey, is named after its founder, a former dean who passed away in 2010. When Marshall established the Institute in 1999, she observed: Seniors now have the time to do all the things they want to do, and the smartest thing is to keep their minds active (Levin, Jay, 2010). For her venture, Marshall was able to recruit volunteers from the faculty at Bergen Community College, as well as other experts. Ilene Kleinman, the current ILR director, has followed this tradition. Today the program offers about 60 courses each semester. Although all the ILR course instructors are volunteers, its director/administrator is paid by BCC. When asked how she sustains interest in the ILR, Kleinman responded that the curriculum, with its wide range of choices, is itself a key factor. There are also some perks. For a membership fee of $90 per semester, students are entitled to use the colleges pool, the library, and the on-campus Dental Hygiene Clinic. The ILR has no advertising budget. Their only real promotional activity is uploading the catalog onto the BCC website. Occasionally an opportunity arises when the Institute can promote itself, if only indirectly. This happened in December 2011, when BCC held a collaborative program on Aging in Suburbia. The conference was cosponsored with the Bergen Community College Suburban Studies Group; Division of Senior Services, Bergen County; Bergen Community College School of Health Professions; and AARP New Jersey. Although the ILR currently has 800 participants, Kleinman would like to expand the program, both in the range of classes offered and in the numbers of students. In this regard, the digital revolution presents new possibilities. Kleinman has been approached about offering classes on using iPads, ereaders, and Facebook. She envisions BCC librarians in that role, but thus far this has not been possible. Kleinman feels that although the ILR community comprises all of Bergen County, the majority of its members are from the immediate area. One reason for this pattern is that for individuals who dont drive, the trip to BCC can require travel on multiple buses. Bergen County seniors who are in this situation and/or who nd the membership fee too high are not participating in the ILR. Thus,

LLIs and Libraries"

20

another use of digital tools would involve outreach, offering classes through streaming video to assisted living residents and other seniors who are unable to get to BCC. HOFSTRA UNIVERSITY: PERSONAL ENRICHMENT
Reported by Robert Weiss

IN

RETIREMENT

http://www.hofstra.edu/Academics/CE/LifeLongLearning/PEIR/

(The information presented here is based on the PEIR website and Gray, 2011.) Personal Enrichment in Retirement (PEIR) is located within the Continuing Education program at Hofstra University in Hempstead, Long Island. Participants are comprised of semi- and fully retired individuals aged 55 and over. PEIR courses cover a broad spectrum of topics ranging from modern theater to cosmology to U.S. diplomatic history. They are taught by outside experts as well as by PEIR participants. There are no educational requirements for taking these courses. The annual membership fee is $575 ($525 if paid in advance). CEDAR CREST
http://ericksontribune.com/2007/01/on-site-institute-for-learning-in-retirement-programto-offer-second-semester/
Reported by Marilyn Kahn

Cedar Crest, a senior living community located in Pompton Plains, New Jersey, has the distinction of being the rst retirement community in the United States to form an afliation with Elderhostel. The Cedar Crest Institute for Learning in Retirement (CCILR), which is not connected to any college or university, held its rst classes in October 2006. Its founder, Marge Wyngaarden, was able to obtain permission from Elderhostel for this afliation (Erickson Living Tribune). On its website, Cedar Crest lists Elderhostel classes among its attractions. Classes at CCILR are reserved exclusively for residents of the Cedar Crest community. As the CCILR course catalog explains: "Cedar Crest, in cooperation with Road Scholar/Elderhostel, offers its residents the opportunity to dene and pursue their own informal educational goals, at their own pace, and according to their own choices and talents." With a population of about 1800, Cedar Crest is the size of a small college. CCILR is administered with limited personnel, which consist of Wyngaarden and a few volunteers. Wyngaarden recruits outside presenters, but community members and stafffrom the Director of Dining Services to sev-

LLIs and Libraries"

21

eral residents who hold a Ph.D. teach nearly all the CCILR classes. Every CCILR lecturer is a volunteer. The low CCILR membership fee of $25 per year covers course materials, phone calls, and printing costs. Postage costs are not incurred, because the course catalogs are placed in each resident's internal communication box. Aside from the distribution of the course catalog, CCILR does no advertising of its courses to the community. Although the Cedar Crest website lists Elderhostel Classes under "social clubs, this designation does not reect the mission of the courses offered. As Chip Warner, executive director of Cedar Crest, explains, The Institute for Learning in Retirement is a terric program that provides diverse, high-quality educational programs for our residents (Erickson Living Tribune). The curriculum ranges from Calligraphy to Tibet and Buddhism. Not surprisingly, due to the exclusive nature of the community, the CCILR program has no connections with area libraries. The community itself has three libraries, one for each of its "neighborhoods"the different areas within Cedar Crestand the collections consist of donations from the Cedar Crest residents. If a course requires a particular book, CCILR provides it. Consequently, students have no need to borrow a title from any of the area's public libraries. How has the digital revolution impacted the program? For one thing, it has enabled the CCILR to register students via computer. Of course, using a computer and printer has facilitated preparation of the programs catalog. Additionally, the most recent CCILR course selection includes: Cyberbullying, Is Technology Passing You By? and Have a Healthy Computer.

LLIs and Libraries"

22

TABLE

OF

LLI

PROGRAMS DISCUSSED
Hosting Institution Location Type of Institution Retirement community

RANKED BY COST
Matricu- lated Under- graduates

:
Number of Course oer- ings in a typi- cal semester

Title of LLI Program

# of LLI partici- pants

LLI Cost per annum

Course Leaders

Institute for Learning in Retirement Institute for Learning in Retirement

Cedarcrest Sen- ior Living Com- munity Farmingdale (SUNY)

Pompton Plains, NJ

n/a 6858

$25 $70+**

Peers, outside experts Peers Peers, faculty, outside experts Peers Paid speakers Peers, outside experts Peers

40 15

Farmingdale, Public NY University Community Paramus, NJ College Stony Brook, Public NY University Rockville Cen- ter, NY Hempstead, NY Private College Private University Private University 270 800

Institute for Learning in Bergen Commu- Retirement nity College Osher Lifelong Learning Institute Molloy Institute for Life- long Learning Personal Enrichment in Retirement Institute of Retired Pro- fessionals Stony Brook (SUNY) Molloy College Hofstra University

1000*

$180

52

1000 256

16341 3414 7191 6835

$290 $395 $525 $940

85 n/a 40 single presenta- tions*** 35

The New School New York City

*In credit bearing programs; 9700 in noncredit continuing education **Plus approx $25 additional fee for each 4-wk-study group Plus ***For June 2012, roughly 40 90-minute presentations; some topics For covered by the presentations are ongoing.

Three Public Libraries: How they address Lifelong Learning Issues

The New York Public Library Montclair Public Library Farmingdale Public Library

Herein are examined lifelong learning initiatives for seniors at three public libraries: one in New York City, one in a thriving New Jersey town, and one in a large Long Island school district that also hosts an LLI at two local co#eges. Libraries tend to think of lifelong learning in a general senseas pertaining to anyone )om a toddler to a senior. Nonetheless, particularly at The New York Public Library, the programs and classes oered to the public tend to attract a large proportion of seniors.

LLIs and Libraries"

23

T H E N E W Y O R K P U B L I C L I B R A RY
http://www.nypl.org/blog/author/brigid-cahalan
Reported by Robert Weiss

Robert Weiss interviewed Brigid Cahalan, NYPL Older Adult and Disability Services Specialist and Outreach Librarian, on March 19, 2012. The information in this section is based primarily on that interview. NYPL does not have one single lifelong learning program. It has several, which are dispersed throughout its 90 branches. Below I summarize some of the key programs, which I discussed with Ms. Cahalan. Collaboration with Lifetime Arts
www.lifetimearts.org

Cofounded by Maura OMalley and Ed Friedman Lifetime Arts is a national nonprot organization that provides both funding and instructors for classes devoted to various arts in various libraries, including branches of NYPL. They also collaborate with libraries (including NYPL), museums, and social welfare and educational organizations to conceive and develop programs for seniors. Their philosophy is largely predicated on the work of the late Gene Cohen, a psychiatrist who specialized in research on aging. Cohen posited that active engagement in the arts benetted seniors by promoting mental and physical health and preventing disease. Reecting Cohens ndings, Lifetime Arts embraces the philosophy of creative aging, which focuses on the benecial and powerful role of the arts in enhancing the quality of life for older adults. Seniors engage in arts courses to remain both mentally and physically active. Although they nd the arts training both stimulating and enjoyable, the social element is also critical, because some of the clients have limited interactions with other people in their daily lives. Many clients reside in naturally occurring retirement communities, or NORCs, which are neighborhoods that house a substantial senior population but were not designed for this purpose and therefore frequently lack the services and amenities that seniors particularly require. Lifetime Arts courses includebut are not limited tothe following areas:

LLIs and Libraries"

24

Painting and drawing Dancing and performing arts Poetry Quilting Music: Instrumental, vocal, and choral Acting

Lifetime Arts maintains a database of teaching artists who are qualied to instruct seniors. The program vets and trains all teaching candidates before approving them. The organization has received funding from IMLS, the New York State Council on the Arts, and multiple agencies and foundations, including some medical institutions. In 2010 it instituted six programs, for which various NYPL branches competed. The Westchester branch is the lead organization. Lifetime Arts teachers are paid professionals. All classes are free.
Mission Statement: The mission of Lifetime Arts is to encourage creative aging by promoting the inclusion of professional arts programs in organizations that serve older adults; to prepare artists to develop the creative capacity of older adult learners; and to foster lifelong learning in and through the arts by increasing opportunities for participation in intergenerational and community based programming.

Computer Courses The Mid-Manhattan branch provides free computer courses in subject areas ranging from Typing and Keyboard Basics to Email to Social Networking to Computer Safety. These courses also range from beginning to advanced. Many of them are scheduled during the afternoon, a convenient time for seniors who are not employed full time. Sessions typically last for two hours. All classes are taught by staff members on a volunteer basis. Staff with specialized interestsfor example, social networking and Google appsare encouraged to create new course offerings. Cahalan reported that the senior clientele greatly appreciates the personal, hands-on instruction that the teachers provide. At the same time, however, the program also offers Teach Yourself classes generally in the evening that explain how to locate Web-based self-study resources and databases for activities ranging from mastering MS Ofce to researching via EbscoHost to learning a new language (or improving English skills). Schwarzman Building Ms. Cahalan also gave me a copy of the March 2012 schedule of free classes and curatorial talks held in the Schwarzman Building (the main building at 5th and 42nd). These events are not planned exclusively for seniors. As with the computer classes, however, they are frequently scheduled during LLIs and Libraries" 25

the afternoon. These events cover a broad spectrum of topics, from literature to genealogy to online research. These are open to out-of-state residents. NYPL 50+ Fitness Fairs NYPL sponsors a series of 50+ Fitness Fairs designed to promote physical tness among older individuals. These programs cover a broad range of activities, including hiking, kayaking, swimming, and nature walks. They are held at different branch libraries. At these fairs, members of various organizations bring literature, schedules of activities, and maps. The purpose of these fairs is to encourage people aged 50 and over to familiarize themselves with the myriad organizations in the New York Metropolitan Area that promote physical activity and overall wellness. These contributors include:
Appalachian Mountain Club NYC Department of Parks and Recreation Downtown Boathouse Bronx River Alliance NYC Urban Park Rangers Shorewalkers

How Could NYPLs Lifelong Learning Efforts Be More Successful? Although NYPL currently offers a broad array of courses and programs, Cahalan would like to see these efforts expanded. She identied the following strategies for accomplishing this objective:
Show lms, followed by discussions Exploratorium on lifelong learning issues Conduct more hands-on labs to instruct seniors in modern technologies

M O N T C L A I R P U B L I C L I B R A RY : S E N I O R S P A C E S
http://www.montclairlibrary.org/content1898
Reported by Marilyn Kahn

Lifelong learning in the public library arena requires support from the library's management and community. In 2009, a regional New Jersey library organization, Infolink (now LibraryLinkNJ), offered the opportunity for several public libraries to obtain funds through a contract award known as Senior Spaces. One of the recipients of this award was the Montclair Public Library. The library used some of these funds to make its facilities easier for older adults to access and to transform part LLIs and Libraries" 26

of the library into a community gathering space for older residents. However, it employed a signicant portion of the contract to enhance the programming it provided to seniors. After receiving the Senior Spaces contract award, the library offered a wide range of unique programming, from Tai Chi classes to drama and art workshops. On average, 10 people attended the participatory programs. However, Tai Chi drew a faithful group of close to 20, who participated weekly, from August through April. Older adults also were treated to programs where they had a passive role as the audience: an afternoon of music of the Harlem Renaissance; a concert by a Baby Boomer rock group, The Debrillators; and a performance of popular songs of World War II. Prior to this contract award, a focus on educational library programs geared toward older adults was not a regular occurrence, despite the sizable senior population of Montclair (close to 5000 adults 65+ according to the 2000 census). However, the need was becoming more apparent, and in 2007, the library had joined with other organizations in the community to form the Montclair Creative Aging Network (MCAN). The inspiration for this network was the National Center for Creative Aging (NCCA), which promotes the development of opportunities for creative expression among older adults. Members of MCAN informed one another of events that were held in the nearby geographical area, and they discussed the need for participatory arts opportunities. At the start of 2011, MCAN was unable to continue, due in part to economic factors. In addition, as the result of budget cuts, programming at the Montclair Public Library of the sort that was made possible through the Senior Spaces contract award was essentially discontinued. The importance of enabling lifelong learning experiences to continue in the public library venue can best be appreciated by experiencing the enthusiastic response to an art history program or a drama workshop. When such programs are discontinued due to lack of funds, those populations who are most affected are those in the immediate community who might have fewer resources themselves. As Andrea Sherman expressed in her article Toward a Creative Culture: Lifelong Learning through the Arts:
At the present time, the state of and opportunity for lifelong learning mirrors the inequalities of access in society and attracts people who are educated. The challenge in thinking about the eld will be to reach those in need and make learning through the arts accessible to everyone. It will be interesting to observe how libraries rethink themselves in the future, perhaps as lifelong access libraries, and if the arts are a vital component (Sherman, 2006, p. 45).

LLIs and Libraries"

27

F A R M I N G D A L E P U B L I C L I B R A RY : S E N I O R P RO G R A M S
http://www.farmingdalelibrary.org/Seniors.html
Reported by Rajni Misra

Farmingdale Public Library, located on the border of Nassau and Suffolk counties on Long Island, serves the various villages in School District #22. Two librarians are involved in planning programming. One manages relations with two outside senior programs that use the library facility, and the other plans library programs, including some that are specically oriented towards seniors. The librarians admit that it is a challenge to draw in new people to their many programs. The senior programs offered by the town and AARP hold their well-attended gatherings at the library on Wednesdays. The town program has a membership of 150-200 and has a waiting list. Although it is not run by the library, librarians have increased their visibility at these meetings and have conducted presentations of interest to the group in an effort to promote the library. The librarys friendliness to seniors is apparent from its website, which includes a tab labelled Seniors (http://www.farmingdalelibrary.org/ ). The website provides information that is particularly useful for seniors, such as instructions on downloading e-books. Programs offered include: 1) Senior Connections: an information referral and counseling service oered two morn- ings per week. Volunteers, with a wealth of experience in various elds, are available to provide information on a variety of relevant topics, including how to:
Reduce household expenses through programs for seniors Learn about laws and benets Seek county services

2) 3) 4) 5)

Library Jazz Lounge: A live ensemble plays once a week from 11 a.m. to 1 p.m. Senior Caf: Coee is oered along with a friendly space one afternoon a week. Afternoon movies Periodic bus trips (Junes trip features Atlantis Marine World, a restaurant lunch, and a farmstand visit)

Librarians feel they could benet from more information about outreach to seniors with the goal of improving attendance at library-sponsored events. They could also benet from information about choosing programming that appeals to the senior population.

LLIs and Libraries"

28

Learning Anywhere: Telephone Tutoring and Lifelong Learning Online

What about older adults who are homebound or for other reasons cannot join LLIs? How can they participate in lifelong learning? Fortunately, modern information and communication technologies have created opportunities for seniors to attend classes and participate in learning activities without leaving their house or apartment.

TELEPHONE LEARNING
Since 1976, DOROT (which means generations in Hebrew) has given support to homebound and frail elderly individuals in New York City. Although many older adults have become more familiar with using personal computers and, more recently, tablets, some make use of DOROTs telephone conference-call classes, known as University Without Walls. The conference call classes are taught exclusively by volunteers, and they serve as the meeting place in which to create and provide opportunities to reignite passions an older adult may have had in the past, or to nd a new passion (Sherman, p. 43). The success of University Without Walls has led to additional universities, including To Your Health. An example from this series is Living Well with Parkinsons Disease, which, led by a geriatric social worker, covers exercise, nutrition, and spiritual well-being for individuals with this condition. The costs for DOROTs classes are minimal: a $10 registration fee each semester, $15 for a multiple-session course, and some additional fees that vary depending on the class and where the student resides (Sherman, p. 44). Another teleconference program based in the New York area is one offered free to residents of the borough of Queens. Homebound individuals who have registered for the Mail-a-Book Service, which delivers library materials at no charge, can also enroll in the teleconferencing classes, which are offered by the Queens Library. This program came into being with funds from the Harry and Jeanette Weinberg Foundation, which, in 2008, gave a grant to the Queens Library Foundation to support enhanced library services for homebound older adults. (The Queens Gazette, 2009) The teleconference conversations cover a wide range of subject areas, and are conducted by professionals. Participants access the program through a toll-free number. For example, an upcoming ve-session lecture will be on Impressionism, given by the Metropolitan Museum of Art. In 2011, the combined Mail-a-Book program and interactive teleconferencing classes received an award from the Association of Specialized and Cooperative Library Agencies. The Association praised the work of librari-

LLIs and Libraries"

29

ans for initiating and providing a host of engaging library offerings which foster regular social interaction and lifelong learning opportunities (ALA Press Release, February 8, 2011).

LIFELONG LEARNING ONLINE: NEW OPPORTUNITIES

Rise of the MOOC Theres a tsunami coming! Those were the words of John Hennessy, President of Stanford, and also on the board of Google and Cisco, to describe the impact of distance learning on higher education, and it seems to have something of the resonance of Paul Reveres exhortation, as David Brooks picked up the quote from Ken Aulettas article in The New Yorker for his own opinion article in The New York Times. (Auletta, Brooks.) The warning siren rang last October, when Sebastian Thrun, a science professors at Stanford offered a free class titled Introduction to Articial Intelligence and 161,000 people enrolled. Another bell rang when two former classmates from Columbia University offered a year of free structured classes in JavaScript and other programming in an adventure called Codecademy, beginning January 1, 2012, and initially attracted over 550,000 participants (Wortham). Some might question what bearing such statistics have on the lifelong learning activities of the 55+ generation, since we are, after all, talking computer science here. After all, isnt such a population more attracted to Art History or How to Write a Memoir? It makes sense that Stanford would offer more technical subjects. After all, a quarter of all Stanford undergraduates and half of all graduate students are engineering majors. At Harvard and Yale, engineering majors comprise 10% or less of graduates and undergraduates (Auletta, The New Yorker). But the sudden rise of the MOOC (Massively Open Online Course) has extended into the humanities as well. This section of the report will describe some of the newest MOOCs and other online classes, discuss their use in conjunction with and in place of onsite LLIs, and ponder some implications of the rise of MOOCs and online courses for libraries. Online Learning and MOOCs: leading to a typology of online offerings. Online learning is slowly becoming synonymous with distance learning, and distance learning is, of course, not new. One of the oldest distance learning universities is Open University, a British institution supported by the British Government. When it began educating students in January 1971 under an open admissions policy, 25,000 were part of its rst class. Its most important instructional tool was television (it had partnered with the BBC), and its aim was to democratize education across the United Kingdom, making it within the reach of ordinary middle and lower class citizens, as opLLIs and Libraries" 30

posed to the Oxford and Cambridge elite. It was an immediate success, even precipitating a West End/Broadway play and an eventual movie about a student who improves her lot by enrolling, Educating Rita, by Willy Russell. Open University has always been a degree-granting institution. Its current online component, OpenLearn, offers 600 free courses, ranging from 1 to 50 hours in length, to anyone in the world. When a user signs up for a course, a variety of tools enhance the experience, including student forums, learning clubs, learning journals, knowledge mapping tools with a social component, and vlogging and videoconferencing tools. What a user does not gain is formal course credit. OpenLearns rich toolbox (some of which could be considered in beta) is illustrative of how Web 2.0 has changed the online learning experience by making it a social experience. Free online courses were rst offered when MIT launched its OpenCourseWare program in 2002, publishing all course materials from 50 courses (http://ocw.mit.edu/about/our-history/). Other prestigious universities leaped at the idea; a consortium was formed, and the OCW consortiums portal was launched in April 2006. By the end of that year, the portal served up the publication of materials from 2600 courses from 90 universities across the planet (Carson, p. 28). With so many iterations of online free courses, one might need a typology to distinguish among the types of offerings. There are essentially three branches of free or low-cost online learning experiences:
1) Course materials from a universitys credit-bearing course oerings, published online, and freely accessible to anyone in the world. A user does not have to register to access the course publica- tions, and no interactivity or social interaction of any type is oered. This is the pure and simplest OpenCourseware model. 2) Courses that are structured in a logical sequence, oer online videos of course lectures, and provide interactive software allowing users to track their progress, take quizzes, keep online journals, and sometimes communicate with other students taking the course in an online forum. Users must reg- ister to gain access to the software. There is no access to faculty and there is no external evaluation, other than badges for completing sections of the course. The oerings of TedEd, Udemy, Code- cademy and most of iTunesU fall into this category. 3) Courses that begin and end on a specic date and are instructor-led. There may be assignments and nal exams. Peer-evaluation is often used as a method of grading. Students earn certicates if they nish the courses successfully. Usually, after the course nishes, it is oered as an open course without access to the instructor, similar in structure to No. 2, above. The oerings of Coursera, the Saylor Foundation, Udacity, and edX (the MIT-Harvard venture premiering in the fall of 2012) t into this typology.

Online study at 55 and forward LLIs and Libraries" 31

Only one online course site is specically devoted to the senior population, and it is an arm of U3A, an acronym for University of the Third Age, the LLI network spanning countries from Great Britain to China. Known as U3A Online (http://www.u3aonline.org.au/), the site markets itself as the world-rst virtual University of the Third Age delivering online learning through the Internet. Course offerings are similar to the course offerings at onsite LLIs. Instructor-led courses starting soon include:
Australian Flora The History and Spread of the English Language Religions of the World Left, Right or Centre: A very brief Introduction to Political Ideologies Introduction to Western Philosophy Astronomy Human Biology The Shaping of the Modern Mind

However, U3A Online is not a MOOC. Like an LLI situated on a campus, there is a membership fee, albeit low ($25 Australian per annum). Instructor-led courses cost an additional $5 per annum. The courses are developed by volunteers, as is typical with an onsite LLI (http://www.u3aonline.org.au/mod/page/ view.php?id=4). Various administrative tasks are also carried out by volunteers. Only 42 courses are offered, and none of them are courses in computer technology. Another online organization offering courses attractive to seniors learning at their leisure is Udemy
Illustration of an elderly couple enjoying an online course at the U3A Online website. http://www.u3aonline.org.au

(http://www.udemy.com). As in an LLI, courses can be developed by anyone. However, the person designing the course sets a course fee. Prices range from free to over

$500. University professors offer free courses through Udemy, and course subjects range from Advanced Excel Training (offered for $99, it has attracted 4777 students) to How to Become a Vegetarian (offered for free, with 466 subscribers). A more detailed description of Udemy can be found at the conclusion of this section. But more rigorous free online courses also attract 50+ lifelong learners. At the Saylor Foundation, where users can major in one of 13 areas of study encompassing liberal arts, science and

LLIs and Libraries"

32

technology, a retired reman is pursuing a course of study in Art History (http://forums.saylor.org/

topic/hello-from-seattle-washington/). Because retirees have more leisure time, they are more likely

to summon the stamina to nish an online course. Implications for Lifelong Learning Institutes and Libraries The trend in highquality online learning opportunities that universities and afliated organizations have been developing can be stated in two words: FREE.

SOCIAL. Web 2.0 technologies that broaden social ties online have been harnessed in the latest
generation of free college courses, fullling one of the primary functions of LLIs as articulated when the EIN developed in 1988. Star professors from Ivy League universities add to the attraction. This writer, as a member of the LLI demographic, was astounded at the quality and depth of the free courses available, and dearly wished to be immersed in lifelong learning online rather than writing about it. What remains to be seen is whether the social environment online is sufcient as an alternative to face to face contact. If so, the enticement of free learning for people on limited incomes could supplant interest in costly LLIs, as well as democratize even, as one organization raves disrupt higher education. For librarians, virtual reference could move into an entirely new universe. Descriptions of ten Lifelong Learning online sites oering free courses to the world can be found in an attached Appendix.

Conclusion
In 1978 the U.S. Department of Health, Education, and Welfare (HEW) formally dened lifelong learning (LL) as a cognitive process by which [adults] continue to develop knowledge, skills, and attitudes over their lifetimes (quoted in Lamb, 2011, pp. 12). The ensuing decades have witnessed a LLIs and Libraries" 33

virtual explosion in the number and scope of lifelong learning programs. A major catalyst for this growth is availability of online programs, which offer an education without borders to a potentially unlimited audience. Signicantly, promoting lifelong learning is included among the ALAs core values, and it appears in the opening sentence of the NYPL mission statement (http://www.nypl.org/
help/about-nypl/mission ). This report examined the question, How can libraries better support life-

long learning? Our research into lifelong learning programs in the New York metropolitan area suggests that lifelong learning institutes (LLIs) and public libraries remain largely separate and independent entities. Overall, we found few indications of cooperation or collaboration between the two. Consider, for example, the program at Molloy College on Long Island. Molloy updates over sixty area libraries about its program, but the library community has never contacted them, nor has the program gained members through these libraries. At the same time, several lifelong learning programs on Long Island and in New Jersey did not respond to our requests to meet with them to discuss their programs and perhaps encourage a dialogue between librarians and adult educators. Many LLIs appear satised with keeping membership at current levels. In this case, there is and will continue to be a steadily increasing demand for lifelong education that libraries can and should address. We must acknowledge that, despite extensive overlap, the missions of public libraries and LLIs differ to some degree. As explained earlier in this report, LLIs typically restrict membership to individuals over the age of 50 or 55. In contrast, public libraries serve the entire community, from the very young to the very old. For this reason, lifelong learning for seniors can comprise only one component of the programs offered at public libraries. Nevertheless, as the lifespan increases and the Baby Boomers approach retirement age, providing resources and services to older Americans will become an increasingly vital activity for libraries everywhere. In fact, METROs Strategic Plan for 2009 2014 identies providing social and community gathering places for seniors as a basic responsibility of New York area public libraries (2008, p. 26). The 21st-century library has evolved far beyond its historical function as a repository for books and magazines. The Institute of Museum and Library Services (IMLS) characterizes modern libraries as recognized community anchors (2012, Preface). As libraries strive to perform this role, it behooves librarians to enhance their understanding of the eld of lifelong learning to better meet the needs of the communities they serve.Where budgets are limitedwhich unfortunately is becoming the norm throughout our cities and neighborhoodslibraries can elicit funding for lifelong learning programs

LLIs and Libraries"

34

by pursuing grants and donations and by collaborating with organizations such as AARP, nearby colleges, and other non-prots. We hope this report fosters a better understanding among our fellow librarians of the vast array of programs designed for lifelong learners. Armed with this knowledge, libraries can guide the public to these offerings. Libraries can also develop more-accessible alternatives that incorporate the prevailing theories and practices that underlie LLIs. Whatever specic strategies libraries adopt, lifelong learning opportunities can be signicantly enhanced with a better awareness of the eld.

LLIs and Libraries"

35

An Annotated Bibliography of Resources on Lifelong Learning

with particular emphasis on the 50+ demographic
AARP. AARP Survey on Lifelong Learning. (2000). 12 June 2012 <http://www.aarp.org/personal-growth/ life-long-learning/info-2000/aresearch-import-490.html>.

Briey reproduces the results of a 1999 survey in which respondents, age 50 and older, indicated their preferred features for lifelong learning programs.

Bainbridge, David. Evolution Has Given Humans a Huge Advantage over Most Other Animals: Middle Age. The Washington Post 17 April 2012. Reprinted from New Scientist magazine.
David Bainbridge, a lecturer at the University of Cambridge, contends that middle-aged people exhibit no dramatic cognitive deterioration; rather, middle age appears to be a controlled and preprogrammed process not of decline but of development. Unlike most animal species, human adults typically live well beyond their reproductive years, affording them an extended period when, freed from the constraints of bearing and raising children, they are highly productive and assume vital educational and leadership roles in society. Signicantly, studies of brain imaging suggest that adults think and process information differently than younger people. Readers who are interested in a more expansive exposition of Bainbridges work should access his book Middle Age: A Natural History.

Billett, Stephen. The Perils of Confusing Lifelong Learning with Lifelong Education. International Journal of Lifelong Education 29.4 (July-Aug. 2010): 401415.
Stephen Billett teaches adult and vocational education at Grifth University in Australia. In this article and in other publications, he contends that lifelong learning is a much broader process than adult education. For this reason, any policies designed to restrict lifelong learning to the traditional classroom model will diminish the learning process. Gene Cohen (19442009) was a psychiatrist who served as the rst head of the Center on Aging at the National Institute of Mental Health. He was a seminal gure in the movement to challenge the popular negative stereotypes of aging. In this landmark book, Cohen argued that people who remain mentally active can be productive and creative in old age. He identied four human potential phases through which we progress beginning in our 40s. His philosophy provides an intellectual foundation for Lifetime Arts, a national nonprot organization that promotes creative aging through involvement with the arts. For a briefer treatment of this topic, consult the following journal articles by Cohen:
Cohen, Gene D. Research on Creativity and Aging: The Positive Impact of the Arts on Health and Illness. Generations 30.1 (Spring 2006): 715. Cohen, Gene D. New Frontiers. Geriatrics 56.4 (April 2001): 5157.

Cohen, Gene D. The Mature Mind: The Positive Power of the Aging Brain. New York: Basic Books, 2005.

Collins, Jannette. Lifelong Learning in the 21st Century and Beyond. RadioGraphics 2009. <http://radiographics.rsna.org/content/29/2/613.full>.

Jannette Collins is the Ben Felson Professor and Chair of Radiology and Professor of Medicine at the University of Cincinnati College of Medicine. This article contrasts lifelong learning with adult education and then applies the fundamentals of lifelong learning to physician training.

Downey, Dennis J., Annie Betterley, and Marty Kaplan. A Successful Partnership for Research: California State University, Channel Islands 2011 Survey of OLLI Members Conducted by Sociology Capstone Students. 11 June 2012 <http://www.usm.maine.edu/olli/national/CSUCI_research_2011.jsp>.

LLIs and Libraries"

36

Duay, Deborah L., and Valerie C. Bryan. Learning in Later Life: What Seniors Want in a Learning Experience. Educational Gerontology 34.12 (2008): 10551069.
Duay and Bryan conducted in-depth, one-on-one interviews with [36] adults over age 64 residing in a large metropolitan area in the southeastern United States. All participants were active learners. Their study revealed three key ndings: (a) Effective learning experiences are involving [interactive], (b) the instructor is a key component in the classroom, and (c) familiar or relevant topics are interesting and engaging. The article also contains valuable data on the growth of the senior population in the United States.

Elderhostel Inc. Mental Stimulation and Lifelong Learning Activities in the 55+ Population. Research Report (Feb. 2007). <http://www.roadscholar.org/research/lifelonglearning/LifelongLearning55.pdf>.
The 55+ population in the U.S. is divided into four segments: focused mental achievers, contented recreational learners, anxious searchers, and isolated homebodies. Elderhostel/LLI participants are overwhelmingly comprised of focused mental achievers and contented recreational learners, who comprise 47% of the 55+ population and 74% of Elderhostel participants. The notion use it or lose it is gaining support from both the general public and the scientic community. A commitment to lifelong learning and a balanced program of brain exercise involving activities blending mental stimulation, social engagement, physical activity, and creative expression is a promising and ultimately more satisfying path to successful aging and possibly to long-term brain health. This Long Island public librarys website includes a page tailored for seniors.

Farmingdale Public Library. Website. 9 June 2012 <http://www.farmingdalelibrary.org/Seniors.html>. Ferrell, Caitlin. People of the Year in Education: OLLI. Times Beacon Record 29 Dec. 2011. <http://www.stonybrook.edu/spd/olli/>.

Provides a highly valuable description of Stony Brooks OLLI and the positive feedback it is receiving from the community.

Fischer, Gerhard. Lifelong Learning More Than Training. Journal of Interactive Learning Research (2000): 265ff.
Fischer contends that learning is a much broader concept than education and that the traditional teacherstudent model is inappropriate for adult learners.

Fishman, Seth, and Association for the Study of Higher Education. Completion Agenda for Baby Boomers. Commentary. Association for the Study of Higher Education. (1 Oct. 2011). <http://www.eric.ed.gov/ ERICWebPortal/detail?accno=ED530826>.
A commentary on Moltzs article (see below), which recounts how community colleges are reconsidering their approach to older learners, with the Plus 50 initiative. The effects of the recent recession and the educational desires of the 78 million baby boomers have also spurred recent federal and state initiatives. The majority of states provide older citizens with the opportunity of auditing public college courses free of charge and the Obama administration recently designated substantial funding to support initiatives at community colleges. Older learners face three types of barriers in returning to college campuses: situational, dispositional, and institutional. More attention is necessary to help these individuals transition from worker to student, and more partnerships between and among higher education institutions and the government are needed.

Fry, Prem S, and Corey L. M Keyes. New Frontiers in Resilient Aging: Life-strengths and Well-being in Late Life. New York: Cambridge University Press, 2010.
Leading gerontologists and geriatric researchers explore the immense potential of older adults to overcome the challenges of old age and pursue active lives with renewed vitality. The contributors argue that individuals may successfully capitalize on their existing resources, skills and cognitive processes in order to

LLIs and Libraries"

37

achieve new learning, continuing growth, and enhanced life-satisfaction and identify useful psychological resources for resilient aging, such as social connectedness, personal engagement and commitment, openness to new experiences, social support and sustained cognitive activity.

Gray, Katti. Live and Learn: Lessons from a History Program All About Lifelong Learning. Newsday 11 Dec. 2011.
Explores Hofstra Universitys Personal Enrichment in Retirement, or PEIR program. PEIR has developed a reputation as one of the most comprehensive lifelong fulllment programs on Long Island.

Great Books. Website. 11 June 2012 <http://www.greatbooks.org/>.

Great Books was established in 1947 and currently includes more than 800 groups. The majority of these groups are located in the United States, and many of them are offered at public libraries. Members of all ages meet for two hours every month to discuss books in a method of shared inquiry. An examination of the organizations workings can provide insight into devising other programs.

Humes, Barbara A. Public Libraries and Community-Based Education: Making the Connection for Lifelong Learning. [Volume 1.] Summary of the Proceedings of a Conference Sponsored by the National Institute on Postsecondary Education, Libraries, and Lifelong Learning (Washington, D.C., April 12-13, 1995). Washington, DC: Ofce of Educational Research and Improvement (ED) (March 1996). 12 June 2012 <http://www.eric.ed.gov /ERICWebPortal/detail?accno=ED393469>.

The summary outlines themes that emerged from the Conference, including: (1) establishing denitions of "communitybased education" and "lifelong learning"; (2) access to and participation in lifelong learning activities; (3) access to and use of technology among community-based education providers and lifelong learners; (4) effectiveness of community-based education programs; (5) collaborative efforts among community-based education providers; and (6) professional development for community-based educators. Brief quotes from the eight papers presented are interspersed. Appendices provide a list of participants, a conference agenda, summaries of the papers, and biographical sketches of the commissioned authors.

Volume 2 of this publication publishes the eight papers: National Inst. on Postsecondary Education, Libraries. (1995) Public Libraries and Community-Based Education: Making the Connection for Lifelong Learning. [Volume 2.] Commissioned Papers. A Conference Sponsored by the National Institute on Postsecondary Education, Libraries, and Lifelong Learning, Ofce of Educational Research and Improvement (Washington, D.C., April 12-13, 1995). 12 June 2012 <http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED385252>. Institute of Museum and Library Services; University of Washington; and International City/ County Management Association. Building Digital Communities: A Framework for Action. Washington, DC: Institute of Museum and Library Services, 2012. 16 June 2012 <http://www.imls.gov/assets/1/AssetManager /BuildingDigitalCommunities_Framework.pdf>.
This article outlines the framework for an ambitious program cosponsored by IMLS to create digital communities. It effectively illustrates the expanding role of modern libraries.

Lamb, Rick. Lifelong Learning Institutes: The Next Challenge. The LLI Review 58 (Fall 2011):1-10. 8 June 2012 <www.usm.maine.edu/olli/national/pdf/LLI%20Review/LLI-Review2011.pdf>.
Lamb holds a certicate of advanced study in adult learning from the University of Southern Maine and is an active member of the Osher Institute. In this article he highlights the importance of developing reective judgment regarding further research into lifelong learning. Lamb envisions the next challenges to lifelong learning to include introducing more challenging curricula as well as opening up such programs to individuals over age 35 so that younger people can benet from the wisdom of older people.

LLIs and Libraries"

38

Levin, Jay. Lois Marshall, Bergen Community College Administrator, Dies at 77. The Record [North Jersey]. 22 April 2010. 10 June 2012 <http://www.northjersey.com/obituaries /042110_Lois_Marshall_Bergen_County_Community_college_administrator_dies_at_77.html>.
The obituary describes a pioneer in establishing lifelong learning at Bergen Community College in Paramus, New Jersey.

Longworth, Norman. (2003). Lifelong Learning in Action: Transforming Education in the 21st Century. Herndon, VA: Stylus Publishing, LLC. Abstract retrieved 9 June 9 2012 <http://www.eric.ed.gov/ERICWebPortal/ detail?accno=ED479338>.
This book presents key concepts and case studies illustrating the impact of lifelong learning on schools throughout the world. Topics discussed in the book's 22 chapters include: (1) the principle that learning is for the people; (2) educational decision making; (3) learning ownership and motivation; (4) lifelong learning tools and techniques; (5) the community as a resource for learning; (6) improving access to learning; (7) supporting people and learning throughout life; (8) assessing a lifelong learning world and taking failure out of the system; (9) skills, values, attitudes, and knowledge in the curriculum; (10) active citizenship and celebration of the learning condition; (11) partnerships and processes in creating learning environments; (12) activating and revitalizing learning by involving learners; (13) progressing from the age of education and training to a lifelong learning future; (14) teachers, technology, and tools. The bibliography lists 134 references.

Maslow, A.H. "A Theory of Human Motivation." Psychological Review 50 (1943): 370-396. 18 June 2012 <http://psychclassics.yorku.ca/Maslow/motivation.htm>.
The classic article where Abraham Maslow explains his theories on the need for self-actualization.

McCook, Kathleen de la Pea, and Peggy Barber. Public Policy as a Factor Inuencing Lifelong Learning, Adult Literacy, and Public Libraries. Reference and User Services Quarterly 42.1 (Fall 2002): 6675.
The authors contend that, although libraries serve as centers for adult education, the library and adult education elds have diverged over the past few decades. They further claim that adult lifelong learning is largely absent from the LIS educational curriculum. They conclude that librarians must assume a greater responsibility for improving the nations literacy skills.

McGrath, Valerie. Reviewing the Evidence of How Adult Students Learn: An Examination of Knowless Model of Andragogy. The Irish Journal of Adult and Community Education (2009): 99-110. <http://www.eric.ed.gov/PDFS/EJ860562.pdf>.
McGrath provides an excellent summary and critique of Malcolm Knowless theory of andragogy, which posits that adults learn best in an interactive, problem-oriented environment.

Metropolitan New York Library Council. Strategic Plan, 20092014 (2008). 16 June 2012 <http://metro.org/files/299/>.

METROs Strategic Plan provides an outstanding expression of the multidimensional roles of modern libraries. One of these roles is to address the needs of the burgeoning senior population. A history of Elderhostel through the early 1990s. Includes a recounting of the formation of the Elderhostel Institute Network.

Mills, E.The Story of Elderhostel. Hanover, NH: University Press of New England, 1993.

Moltz, David. Completion Agenda for Baby Boomers. Inside Higher Ed (27 April 2011). 8 June 8 2012 <http://www.insidehighered.com/news/2011/04/27/community_colleges_encouraging_baby_boome rs_to_complete_degrees_and_certificates>.

LLIs and Libraries"

39

National Endowment for the Arts. The Arts and Human Development, Framing a National Research Agenda for the Arts, Lifelong Learning, and Individual Well-Being. (November 2011). 11 June 2012 <http://www.nea.gov/ research/TaskForce/Arts-and-Human-Development.html>.
This white paper summarizes major themes from a forum held in March 2011 by the National Endowment for the Arts and the U.S. Department of Health & Human Services, covering studies on the arts and its positive cognitive effects for all age groups. It ultimately advocates further shared research.

Olshansky, S.J., D.P. Goldman, Y. Zheng, and J.W. Rowe. Aging in America in the Twenty-rst Century: Demographic Forecasts from the MacArthur Foundation Research Network on an Aging Society. Milbank Quarterly 87 (2009): 842862. 8 June 2012 <http://onlinelibrary.wiley.com /doi/10.1111/j.1468-0009.2009.00581.x/full>.
Ofcial government forecasts may have inadvertently underestimated life expectancy by 2050 from 3.1 to 7.9 years. This miscalculation has major policy implications, since small differences in forecasts of life expectancy produce very large differences in the number of people surviving to an older age. The cumulative outlays for Medicare and Social Security could be higher by $3.2 to $8.3 trillion relative to current government forecasts. This article discusses the implications of these results regarding the benets and costs of an aging society and the prospect that health disparities could attenuate some of these changes.

On-Site Institute for Learning in Retirement Program to Offer Second Semester. Erickson Living Tribune [an in-house publication for residents of Erickson Retirement Communities]. January 2007. 9 June 2012 <http://ericksontribune.com/2007/01/on-site-institute-for-learning-in-retirement-program-to-offer-s econd-semester/>.
The Pompton Lakes, NJ retirement community, Cedar Crest, has the unique distinction of being the rst retirement community to have a lifelong learning program afliated with Elderhostel. The article describes Cedar Crest and the origins of its Institute for Learning In Retirement.

Osher Lifelong Learning Institutes. National Resource Center. 11 June 2012 <http://www.usm.maine.edu/olli/national/>.
This website hosted by the Osher Institute for Lifelong Learning branch located at the University of Southern Maine, provides links to many resources about Osher and lifelong learning in general.

Queens Library Mail-A-Book Customers Meet Face to Face. Queens Gazette 2 Dec. 2009. <http://www.qgazette.com/news/2009-12-02/Features/Queens_Library_Mail_A_Book_Customers_ Meet_Face_To_.html>.
This article from a Queens community newspaper discusses the origins of the Queens Library teleconferencing program, and how, through the resourcefulness of its coordinator, librarian Madlyn Schneider, a group of participants met in an area restaurant.

Queens Librarys Innovative Programming for Homebound Wins ASCLA/KLAS/NOD Award. ALA Press Release, 8 Feb. 2011. <http://www.ala.org/news/pr?id=6251>.
This press release describes the Queens Library Mail-A-Book Program with Interactive Programming. The library conducts more than 80 teleconference call programs for homebound individuals. In 2011, this innovative program received the ASCLA/KLAS/NOD [Association of Specialized and Cooperative Library Agencies/ Keystone Library Automation Systems/National Organization for Disabilities] award. The ASCLA is a division of ALA, and its member librarians provide services to populations with special needs.

Road Scholar. Welcome to the Elderhostel Institute Network. 12 June 2012 <http://www.roadscholar.org/ein/intro.asp>.

The portal for information and resources Road Scholar provides for its EIN networks. Specically helpful in our research and evolving thought on LLIs were the following subsections of the site:

LLIs and Libraries"

40

Facts about the Elderhostel Institute Network. http://www.roadscholar.org/ein/factsheet.asp Frequently Asked Questions.http://www.roadscholar.org/ein/faq.asp The History of Elderhostel, Inc. and RoadScholar. http://www.roadscholar.org/about/history.asp The Learning and Retirement Movement. http://www.roadscholar.org/ein/learning_na.asp The LLI Movement Across College & University Campuses. http://www.roadscholar.org/ein/ilrmovement.asp

Rowe, John W., and Robert Louis Khan. Successful Aging. New York: Pantheon Books, 1998.
This book grew out of a multifaceted scientic study on aging funded by the MacArthur Foundation in the mid1990s. Gerontologists Rowe and Khan, who headed the study, concluded that successful aging comprises three steps: (1) Avoid disease and disability; (2) Maintain high cognitive and physical function; and (3) Stay involved with life and living. The book expounds on ways to accomplish these steps. The MacArthur Foundation is still funding research on aging under the direction of Rowe, who is at Columbia. The investigation now includes a component on the impact of technological change. http://www.agingsocietynetwork.org/research

SeniorNet. Website. 18 June 2012. <http://www.seniornet.org/>

A nonprot established 25 years ago that provides fee-based computer training for those 50 and above in locations in 33 U.S. states, Japan, Malaysia and Sweden.

Sherman, Andrea. Toward a Creative Culture: Lifelong Learning through the Arts. Generations 30.1 (Spring 2006): 42-46.
Andrea Sherman, Ph.D., Senior Curriculum Director at the National Center for Creative Aging, discusses the role that the arts can play in lifelong learning for older adults. Included in the article are details on numerous programs across the United States.

Shh! Scholars Fight Over Library Plan. The New York Times. 10 June 2012.
This recent front-page article about the controversy over a proposed consolidation of three midtown buildings of The New York Public Library discusses the role of modern libraries as social centers.

Swindell, Rick. Educational Initiatives for Older Learners. Online submission to the Education Resources Information Center (ERIC). (Nov. 2009). 8 June 2012 <http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED507246>.
One of the best-known approaches to later-life learning is the low-cost, widely accessible University of the Third Age (U3A) model in which retired volunteers provide all the teaching/learning activities as well as the necessary administration expertise. This paper contains summary details of Lifelong Learning Institutes, Osher Institutes and Elderhostel in North America; and various U3A approaches in Australasia, China, Europe, South Africa, South America and other Asian nations. The worlds rst virtual U3A, U3A Online, which utilizes volunteer teachers, administrators, and other skilled volunteers from different countries, is also described. The paper concludes by noting that the Internet has opened up a low-cost medium for research collaboration by U3As everywhere, and calls for an international network of U3A researchers to carry out research studies to benet the wider aging population, both nationally and internationally.

Third Age Trust. U3A. 12 June 2012 <http://www.u3a.org.uk/>.

The website ofthe U3A movement in the United Kingdom, which was founded in 1982, quickly extended to Australia and New Zealand, and then developed into a worldwide movement.

World U3A. U3A Internetwork ideas and resources. 12 June 2012 <http://www.worldu3a.org/resources/index.htm>.

A listing of internet resources describing various worldwide U3A (University of the Third Age) implementations and providing assistance to U3A organizations for certain administrative tasks. For a listing of worldwide U3A cooperatives organized by country, see http://www.harrowu3a.co.uk/u3a_sites.html (Accessed June 12, 2012).

LLIs and Libraries"

41

Zeisel, William, and Washington Institute of Museum and Library Services. Designs for Change: Libraries and Productive Aging. Report on the National Library Leaders Forum (Washington, DC, 2627 September, 2005). Institute of Museum and Library Services 1 Jan. 2006. 12 June 2012 <http://www.eric.ed.gov/ ERICWebPortal/ detail?accno=ED495803>.
This Library Leaders Forum was held as part of the Americans for Libraries Councils Lifelong Access Libraries initiative, which seeks fundamental changes in how librarians provide services and opportunities to active older adults. The key ndings include recognition that the current paradigm of library services for "seniors" does not match the characteristics and potential contributions of the baby boomer generation; that the profession is not organized to support coordinated change; that there is no central, easily accessible database of best practices; and that the challenges and opportunities of demographic change must be shared across sectors, elds, and disciplines. The call to action emphasizes a need for leadership to bring about change at all levels of the library community. It also highlights the importance of nding new approaches to services and dening benchmarks and frameworks for their dissemination. It urges creation of a community of practice.

A Bibliography of Online Learning for Lifelong Learners, with selected annotations

450 Free Online Courses from Top Universities. Open Culture, n.d. 6 June 2012 <http://www.openculture.com/freeonlinecourses>. Aldona, Mauricio. Learning in the 21st Century. Lifelong Learning is the Best Game in Town. Udemy, n.d. <http://www.udemy.com/learning-in-the-21st-century/>.
This is a course offered on Udemy. The instructor has compiled 85 multimedia resources which feature great thinkers or innovators reecting on learning.

Anders, George. How Would You Like A Graduate Degree For $100? Forbes 25 (June 2012). 7 June 2012 <http://www.forbes.com/sites/georgeanders/2012/06/05/udacity-sebastian-thrun-disrupting-highereducation/>. Auletta, Ken. Get Rich U. The New Yorker 30 April 2012. 7 June 2012 <http://www.newyorker.com/ reporting/2012/04/30/120430fa_fact_auletta>. Brooks, David. The Campus Tsunami. The New York Times 3 May 2012: sec. Opinion. <http://www.nytimes.com/2012/05/04/opinion/brooks-the-campus-tsunami.html>. Carson, Steve. The Unwalled Garden: Growth of the OpenCourseWare Consortium 2001-2008. Open Learning 24.1 (2009): 23-29. Retrieved from Ebscos Academic Search Premiere. DOI: 10.1080/02680510802627787.
Provides a history of the OpenCourseWare movement and the OpenCourseWare Consortium from 20012008. Also offers some thoughts on the future of Open Learning.

Chu, Regina Ju-chun. How Family Support and Internet Self-Efcacy Inuence the Effects of E-Learning Among Higher Aged AdultsAnalyses of Gender and Age Differences. Computers & Education 55.1 (2010): 255264.

LLIs and Libraries"

42

Colao, J. J. Cracking The Code. Forbes 189.6 (9 April 2012): 6668.

Discussion of Codeacademy, and interview with its chief executive ofcer (CEO) Zach Sims. The January 1, 2012 launch of a free weekly lesson program in computer programming has been met with great enthusiasm by consumers, and been endorsed by prominent people, including New York City Mayor Michael Bloomberg, "Washington Post" newspaper reporter Ezra Klein, and investor Fred Wilson.

Desantis, Nick. Groups Team Up to Turn Free Online Courses Into Cheap College Credit. The Chronicle of Higher Education: The Wired Campus (9 May 9 2012). <http://chronicle.com/blogs/ wiredcampus/groups-team-up-to-turn-free-online-courses-into-cheap-college-credit/36312>. DiBiase, David, and Khusro Kidwai. Wasted on the Young? Comparing the Performance and Attitudes of Younger and Older US Adults in an Online Class on Geographic Information. Journal of Geography in Higher Education 34.3 (2010): 299326.
This study investigates the counterintuitive observation that older students tend to thrive better than younger students in online classes. We use a variety of measures to compare performance and attitudes of undergraduates and continuing adult professionals in separate but nearly identical class sections led by the same instructor at a US university during the same nine-month study period. Findings are consistent with theoretical predictions about differences in readiness of younger and older adults for self-directed learning experiences. Results also suggest that online educators should be proactive in stimulating younger students' participation in class discussions, and should nd ways to evaluate explicitly the tacit learning that online discussion can foster.

Dorin, Michelle. Online Education of Older Adults and Its Relation to Life Satisfaction. Educational Gerontology 33.2 (1 Feb. 2007): 127143.
A study of the effect of participation in online education on the life satisfaction of the older adult. Life satisfaction was assessed by scores obtained using questions the from Nuegarten, Havighurst, and Tobin (1961) Life Satisfaction Index-A (LSI-A). Other data was obtained using demographic and procedural questions. Raw data suggested that participation in online education can, in fact, increase life satisfaction. However, when results were tested signicance was not determined. An implication of the research is that older adults are positively impacted by even minimal exposure to online education.

Friedman, Thomas L. Come the Revolution. The New York Times 15 May 2012: sec. Opinion. <http://www.nytimes.com/2012/05/16/opinion/friedman-come-the-revolution.html>. Kidd, Terry T., and Information Science Reference, ed. Online Education and Adult Learning: New Frontiers for Teaching Practices. Information Science Reference, 2010.

This book disseminates current issues and trends emerging in the eld of adult e-learning and online instruction for the design of better products and services. With 22 articles by current practitioners and researchers, it provides theoretical understanding of the essential links between authentic learning, social psychology, instructional design, e-learning, online education, and various additional methods of adult learning. Selected chapters include: (1) The Online Adult Learner (Judith Parker); (3) A Theoretical Model for Designing Online Education in Support of Lifelong Learning (Lawrence Tomei); (4) A Brief History of eLearning (Terry Kidd); (6) The Role of Individual Learner Differences and Success in the Online Learning Environments (Jozenia Colorado and Dusti Howell); (7) Fear Factors (Patricia Sendall, Raymond Shaw, Kim Round and Jane Larkin);(12) The Paradigm Shift for Adult Education (Nishikant Sonwalkar); (14) Developing Social Skills through an On-line Learning Environment (Niki Phillips, Marianthi Karatza and Argiris Tzikopoulos); (16) Digital Games for Online Adult Education (Muhammet Demirbilek); (17) Applying Distance Learning and Structural/Pedagogical Methods to an Adult Learner Program (Jeffrey Hsu and Karin Hamilton); and (22) Nontraditional Students and Information Technology (Xenia Coulter and Alan Mandell).

LLIs and Libraries"

43

Kop, Rita, Helene Fournier, and John Sui Fai Mak. A Pedagogy of Abundance or a Pedagogy to Support Human Beings? Participant Support on Massive Open Online Courses. International Review of Research in Open and Distance Learning 12.7 (1 Nov. 2011): 7493. Lewin, Tamar. Harvard and M.I.T. Offer Free Online Courses. The New York Times 2 May 2012: sec. Education. <http://www.nytimes.com/2012/05/03/education/harvard-and-mit-team-upto-offer-free-online-courses.html>. Lorenzetti, Jennifer Patterson. Running a MOOC: Secrets of the Worlds Largest Distance Education Classes. Distance Education Report 16.3 (2 Feb. 2012): 17.
The article focuses on MOOC (massively open online course), a distance education class which involves a large number of people with the purpose of studying a particular topic. Ray Schroeder, director of the Center for Online Learning Research and Service at the University of Illinois Springeld, discussed some of the benets of online learning as shown by the university's MOOC class in summer 2011. Schroeder adds that they used open online delivery system in developing the MOOC.

Markoff, John. Coursera Plans to Announce University Partners for Online Classes. The New York Times 18 April 2012: sec. Technology. <http://www.nytimes.com/2012/04/18/technology /coursera-plans-to-announce-university-partners-for-online-classes.html>. Mangan, Katherine. Open Educations Wide World of Possibilities. Chronicle of Higher Education 58.35 (4 May 2012): B4.
The article examines the open education movement, an effort by several universities and nonprot organizations to make free, online courses in various content areas available to Internet users around the globe. Open education programs from schools including the Massachusetts Institute of Technology (MIT), Stanford University, and Yale University are featured and statistics regarding the use of the iTunes U software program from Apple are discussed. The open education experiences of several individuals are highlighted including yak herder Skal Bzang Tse Brtan, teacher Charles Reynes, and research scientist Wendy Ermold.

McKenna, Laura. The Big Idea That Can Revolutionize Higher Education: MOOC. The Atlantic 11 May 2012. <http://www.theatlantic.com/business/archive/2012/05/ the-big-idea-that-can-revolutionize-higher-education-mooc/256926/>. Parker, Kim, Amanda Lenhart, Kathleen Moore, and Pew Internet & American Life Project. The Digital Revolution and Higher Education: College Presidents, Public Differ on Value of Online Learning. Pew Internet & American Life Project, 2011.
This report is based on ndings from a pair of Pew Research Center surveys conducted in spring 2011. One is a telephone survey of a nationally representative sample of 2,142 adults ages 18 and older. The other is an online survey, done in association with the Chronicle of Higher Education, among the presidents of 1,055 two-year and four-year private, public, and for-prot colleges and universities. Here is a summary of key ndings: (1) The Value of Online Learning. The public and college presidents differ over the educational value of online courses. Only 29% of the public says online courses offer an equal value compared with courses taken in a classroom. Half (51%) of the college presidents surveyed say online courses provide the same value; (2) The Prevalence of Online Courses. More than three-quarters of college presidents (77%) report that their institutions now offer online courses. These courses are more prevalent in some sectors of higher education than in others. While 89% of four-year public colleges and universities offer online classes, just 60% of four-year private schools offer them; (3) Online Students. Roughly one-in-four college graduates (23%) report that they have taken a class online. However, the share doubles to 46% among those who have graduated in the past ten years. Among all adults who have taken a class online, 39% say the format's educational value is equal to that of a course taken in a classroom; (4) The Future of Online Learning. College presidents predict substantial growth in online learning: 15% say most of their current undergraduate students have taken a class online, and 50% predict that 10 years from now most of their students will take

LLIs and Libraries"

44

classes online; (5) Digital Textbooks. Nearly two-thirds of college presidents (62%) anticipate that 10 years from now, more than half of the textbooks used by their undergraduate students will be entirely digital.

Saba, Jennifer. Online Education Site Raises $3 Mil in a Round Led by Groupon Founders. Reuters Blogs MediaFile 12 Oct. 2011. <http://blogs.reuters.com/mediafile/2011/10/12/online-education- site-raises3-mil-in-a-round-led-by-groupon-founders/>. Seals, Cheryl D., Kelley Clanton, Ravikant Agarwal, Felicia Doswell, and Chippewa M. Thomas. Lifelong Learning: Becoming Computer Savvy at a Later Age. Educational Gerontology 34.12 (1 Dec. 2008): 10551069.
Senior citizens represent the fastest growing demographic worldwide. As indicated in the Year 2000 U.S. Census, there are 35 million people 65 or older in the United States (U.S.). By 2030, it is estimated that there will be about 70 million older adults in the U.S. alone (Chadwick-Dias, McNulty, & Tullis, 2003). With the older population increasingly exposed to computer technology, they must become informed of what computers can do for them (e.g., e-mail, document creation, games, and access to information via the Internet) (Shapira, Barak, & Gal, 2007; White, McConnell, Clipp, Branch, Sloane et al., 2002). This longitudinal study uses standardized surveys, measures of physical tness and physiology, observations in the retirement community, and structured interviews. Drawing upon Auburn University Engineering faculty, senior citizens participated in workshops designed to develop their skills in computing. The goal of the project was to create a valid and reliable model for outreach to retirement and assisted living communities and other centers for senior citizens.

Russell, Willy. Educating Rita. London: Methuen Drama, 2001. Shell, Leslee B., Jennifer Duvernay, Ann Dutton Ewbank, Phil Konomos, Allison Leaming, and Ginny Sylvester. A Comprehensive Plan for Library Support of Online and Extended Education. Journal of Library Administration 50.7/8 (Oct. 2010): 951971. Snyder, Martha M. Instructional-Design Theory to Guide the Creation of Online Learning Communities for Adults. TechTrends: Linking Research and Practice to Improve Learning 53.1 (Jan. 2009): 4856.
As online learning matures, it is important to apply new and emerging educational practices and technologies that foster a sense of community and optimize the online learning environment. This article proposes an instructional-design theory that supports a sense of community. The theory may also serve as the basis for further development of specic instructional design prescriptions for how to use some of the new and emerging web tools that are available in the Read/Write Web such as blogs, wikis, podcasts, and virtual worlds, to create a sense of community among adult learners. This theory originates from formative research conducted to design an online learning community for older adults in non-academic settings.

Swindell, Rick. U3A Online: A Virtual University of the Third Age for Isolated Older People. International Journal of Lifelong Education 21.5 (2002): 41429.
Data from 29 older adults in University of the Third Age Online in 1999 and 34 in 2001 indicated that women outnumbered men; more than 70% were from large urban areas; and 70% had professional, business, and managerial backgrounds. Many are unable to participate in mainstream adult education and derive purpose and enjoyment from virtual communities.

Thomsett-Scott, Beth, and Frances May. How May We Help You? Online Education Faculty Tell Us What They Need from Libraries and Librarians. Journal of Library Administration 49.1/2 (Jan. 2009): 111135. Walsh, Taylor, Ithaka S + R, and William G. Bowen. Unlocking the Gates: How and Why Leading Universities Are Opening Up Access to Their Courses. Princeton University Press, 2011.

LLIs and Libraries"

45

Weissmann, Jordan. Can This Online Ivy University Change the Face of Higher Education? The Atlantic (5 April 2012). <http://www.theatlantic.com/business/archive/2012/04/ can-this-online-ivy-university-change-the-face-of-higher-education/255471/>. Wortham, Jenna. Codecademy Offers Free Coding Classes for Aspiring Entrepreneurs. The New York Times 14 (Sept. 2011): sec. Bits Blog. <http://bits.blogs.nytimes.com/2011/09/14 /codecademy-offers-free-coding-classes-for-aspiring-entrepreneurs/>.

LLIs and Libraries"

46

Appendix

Free Online Courses for Lifelong Learners: Top 10 Sites 1

1. Coursera https://www.coursera.org/
Self-Description, or Mission:

Funding:
Venture capital.

We are a social entrepreneurship company that partners with the top universities in the world to offer courses online for anyone to take, for free. We envision a future where the top universities are educating not only thousands of students, but millions. Our technology enables the best professors to teach tens or hundreds of thousands of students. Through this, we hope to give everyone access to the world-class education that has so far been available only to a select few. We want to empower people with education that will improve their lives, the lives of their families, and the communities they live in.

Whats taught:
Formed partnerships with Princeton, Stanford, University of Michigan and University of Pennsylvania to offer content in 6 areas: Society, Networks, and Information; Computer Science; Mathematics and Statistics; Healthcare, Medicine and Biology; Humanities and Social Sciences; and Economics, Finance and Business. Currently, 41 courses are offered.

Methodology
Four- to twelve-week courses, consisting of short videos, followed by quizzes, assignments, discussion forums, even essays. All courses start on a given date, and end on a given

Except where noted, all quotations and other information derived from the website of the organization, listed after the

name of the organization in the body of this report. Most information was found in the About link, accessed from the home page of the organization. All sites accessed June 7, 2012.

LLIs and Libraries"

47

date. To fully participate, users must begin when the class starts.

Fascinating Fact
MIT announced it would publish educational materials from all of its courses freely and openly in 2001. More than a decade later, OCW has shared materials with 100 million individuals, and aims to reach a billion minds by 2021. MIT is a founding partner of the OCW Consortium, whose members include institutions worldwide. MIT has partnered with Harvard to launch edX, which will offer Harvard and MIT classes online for free, in the fall of 2012. EdX will offer completion certicates. EdX will also be used to research how students learn and how technology can facilitate teaching, both on-campus and online.

Evaluation
At the discretion of the professor teaching the course, or the university offering them, it appears.

Fascinating Fact
Humanities courses include Fantasy and Science Fiction: The Human Mind, Our Modern World; History of the World from 1300; and Health Policy and the Affordable Care Act, all courses similar to those offered at onsite LLIs. The courses are taught by very distinguished faculty, most of whom have won teaching awards.

2. MIT OpenCourseWare
http://ocw.mit.edu/index.htm

3. Khan Academy, with Smarthistory http://www.khanacademy.org/

http://smarthistory.khanacademy.org/

Self-Description, or Mission:
MIT OpenCourseWare (OCW) is a web-based publication of virtually all MIT course content. OCW is open and available to the world and is a permanent MIT activity.

Self-Description, or Mission:
The Khan Academy is an organization on a mission. We're a not-for-prot with the goal of changing education for the better by providing a free world-class education to anyone anywhere.

Funding:
An initiative of MIT, the site is actively seeking corporate support, and has recruited Dow Chemical, Lockheed Martin, and Mathworks as sponsors.

Funding:
A 501(c)(3) non-prot organization established by Salman Khan in 2008. The Khan Academy is funded with a $2 million grant from Google and a $1.5 million grant from the Bill and Melinda Gates Foundation.

Whats taught:
MIT asserts that course materials from virtually all classes taught at MIT are on the site (2100 courses). Not all materials from a given course may be online, and the materials might not be arranged systematically. A smaller module within the site, OCW Scholar, designed for independent learners, includes courses which are substantially more complete, arranged in logical sequences, and include multimedia such as videos and simulations. The topics in OCW Scholar are limited to science and economics.

Whats taught:
Areas of learning are divided into Math, Science, Finance & Economy, Humanities and Test Prep. By far, Humanities is the weakest area, offering a small selection of courses in History and Civics, and a good, creatively designed Art History course (Smarthistory). Test Prep appears to deemphasize testing in the humanities or testing verbal skills.

Methodology
No access to faculty. Materials may not reect the entire content of the course. Access to any materials at any time.

Methodology
Short videos (3200 at present), with practice exercises and quizzes. The Humanities areas lack any sort of evaluative aspect. Khan Academy is designed to be used in K-12 classrooms, although there are college-level courses as well. The idea is to reverse the lecture/homework model, whereby the student hears the lecture and absorbs the con-

Evaluation
No credit, not even a certicate.

LLIs and Libraries"

48

tent at home, as homework, and then works through problems, or applications of the subject, in class with teachers.

Methodology
Each major has a recommended core curriculum, ranging from 10 to 24 credits. Creating an account establishes a students ePortfolio, which tracks the students progress through the recommended courses. A student can begin the curriculum at any time.

Evaluation
Khan Academy includes a wide variety of tools for teachers, including a dashboard which allows the teacher to monitor the students progress in real time, as they work on the exercises. Again, these tools apply to math and science.

Evaluation
Most courses have nal exams. Certicates are granted for each course, and for nishing a course of study.

Fascinating Fact
Sal Khan, a hedge fund manager with a degree from MIT, began tutoring his cousins in math via telephone in 2006. He decided to post short videos on YouTube for them to watch. The videos went viral, and in 2008 Khan quit his job and created Khan Academy. Nine months later, he won funding from Microsoft and Google. Most of the videos are still narrated by Khan, which might, sooner or later, become disadvantageous.

Fascinating Fact
Saylor is partnering with StraighterLine to offer transferrable academic credits for their courses. The company, like many, is hiring personnel. There appear to be no set faculty; instead Saylor amalgamates content from a variety of online educational resources.

4. Saylor Foundation http://www.saylor.org

Self-Description, or Mission:
The mission of the Saylor Foundation is to make education freely available to all. Guided by the belief that technology has the potential to circumvent barriers that prevent many individuals from participating in traditional schooling models, the Foundation is committed to developing and advancing inventive and effective ways of harnessing technology in order to drive the cost of education down to zero.

5. Udemy, and The Faculty Project

http://www.udemy.com/courses http://facultyproject.org/

Self-Description, or Mission:
Udemy enables anyone to take and build courses online. Our goal is to disrupt and democratize education by enabling anyone to learn from the world's experts. The Faculty Project brings academia's most outstanding professors to the computers, tablets and smartphones of people all over the world. All courses will be free with open enrollment for anyone with an Internet connection.

Funding:
A 501(c)(3) non-prot organization established by Michael J. Sayer.

Funding:
Venture capital. Raised $1 million seed money with 11 investors, and then an additional $3 million with the help of Lightbank, an investment company started by the founders of Groupon.

Whats taught:
Thirteen areas of study, which include a core curriculum and advanced courses, labeled from 100-400 in the traditional academic pattern. Areas include General Education, Art History, Biology, Business Administration, Chemistry, Computer Science, Economics, English Literature, History, Mathematics, Mechanical Engineering, Political Science and Psychology. The offerings appear to be geared towards liberal arts, appropriate for independent learners.

Whats taught:
Sixteen subject categories, including the usual math & computer science. However, because anyone can create a course, the model could be said to be a peer learning network, and so the categories also include Lifestyle, Crafts & Hobbies, Health & Fitness, Games and Sports.

LLIs and Libraries"

49

Methodology
Udemy invites anyone to take a course or to teach a course, by providing a platform that allows the user to upload video, Powerpoints, PDFs, MP3s, documents, articles, pictures, & Zip Files and to import media from YouTube, Vimeo, Slideshare, Flickr, UStream and more. Udemy is a forprot venture, and allows content creators to charge for their courses. Prices range from free to almost $300 for a course about how to trade in the Foreign Exchange markets. The Faculty Project offers free online courses from University professors.

Funding:
The Open University is incorporated by Royal Charter (RC 000391), an exempt charity in England & Wales and a charity registered in Scotland (SC 038302).

Whats taught:
Over 600 courses, leading to 120 undergraduate qualications, 30 masters degrees, and 30 postgraduate, or PhD areas of study.

Methodology:
Open University/Open Learn is essentially divided into two modes: Open Learn offers over 600 free courses. Students who create an account can create a learning community prole to track progress and to nd others who are learning similar topics, keep a learning journal, participate in forums, create a FlashVlog video diary, start learning clubs, and hold video meetings. Open University is a degree-granting institution with tuition and access to faculty.

Evaluation
Decided by the course creator.

Fascinating Fact
Paid courses in programming, website development and entrepreneurship have attracted thousands of students, generating income for course creators. (The course creator is paid 50% of the cost of the course.) A course titled Google Boost your Startup Business priced at $90, has attracted 555 students, earning the creator a prot of $45 for each student enrolled, or $24,975. Social Media Marketing for Startups, priced reasonably at $19, attracted 2293 subscribers, earning the course creator a prot of $9.5 per student, or $21,783.50. A course on Apps for Librarians, taught by Nicole Hennig of MIT Libraries, priced highly at $125, has attracted 23 students. I assume theyre being funded by their institutions!

Evaluation:
None on Open Learn; access to faculty, tests, certicates and degrees if matriculated to Open University.

Fascinating Fact
Opening to 25,000 students in January 1971, Open University partnered with the BBC to offer courses on television late at night, and other distance learning strategies available at the time. With no formal admissions requirements, it was the rst accredited university to address the needs of lower middle-class British citizens. Willy Russells play Educating Rita demonstrated to the public how study at Open University could change fortunes. With more than 260,000 students and more than 7000 tutors, TheOpen University is the biggest university in the UK.

6. Open University/Open Learn

http://openlearn.open.ac.uk/

Self-Description, or Mission:
OpenLearn aims to break the barriers to education by reaching millions of learners around the world, providing free educational resources and inviting all to sample courses that our registered students take for free! The Open University is a world leader in modern distance learning, the pioneer of teaching and learning methods which enable people to achieve their career and life goals studying at times and in places to suit them.

7. TedEd http://ed.ted.com/
Self-Description, or Mission:
TED-Eds commitment to creating lessons worth sharing is an extension of TEDs mission of spreading great ideas. Within the growing TED-Ed video library, you will nd carefully curated educational videos, many of which repre-

LLIs and Libraries"

50

sent collaborations between talented educators and animators nominated through the TED-Ed platform.

create a product that will impact the future of education and change the world.

Funding:
Partners include YouTube and Kohls Cares. TedEd is a venture of TED, which is a 501(c)(3) owned by The Sapling Foundation, a private nonprot foundation. It was established in 1996 by Chris Anderson, who was at that time a magazine publishing entrepreneur.

Funding:
Venture capital. Leaves open the question of whether a prot will need to be made.

Whats taught:
Mostly computer science, with a few additional courses on physics and statistics. Currently, 11 courses are offered, spanning beginning, intermediate and advanced levels.

Whats taught:
Currently, 85 lessons are on the site. They include quizzes, think boxes, which invite the user to write down thoughts about the lessons, and a Dig Deeper section of related resources. The subjects span the sciences, business, arts, literature and language, and mathematics, but mostly reect the TED enchantment with short, provocative performances around ideas.

Methodology
Seven week courses, consisting of short videos, followed by in-class quizzes.

Evaluation
A nal exam, and a certicate of completion

Methodology
TedEd videos are created by pairing a speaker with an animator. TED has issued a call for nominations of speakers or teachers and animators.

Fascinating Fact
The company grew out of a free online course offered by Stanford in the fall of 2011, Introduction to Articial Intelligence, which drew 161,000 students. 22,000 students nished the course.

Evaluation
Self-evaluation through quizzes and thought questions. By creating an account, the user can track progress through the lessons, and make comments.

9. iTunes U

Fascinating Fact
TEDEd has a gimmick: there are tools for any user to remix (called ipping) any TEDEd video OR ANY YouTube video to add content and customize it for use in a classroom or with a group of people at a given event. TEDEd is curated; You-Tube is not. Two questions with YouTube videos are: (1) how to assure quality; and (2) how to avoid copyright violation.

accessed through an app available through the iTunes Store (must have a Mac, iPhone, iPad or iPod to use). Description at: http://www.apple.com/education/itunes-u/ and http://www.apple.com/apps/itunes-u/

Self-Description, or Mission:
The iTunes U app gives you access to complete courses from leading universities and other schools plusthe worlds largest digital catalog of free education content right on your iPad, iPhone, or iPod touch.

Funding:
Owned and funded by Apple.

8. Udacity http://www.udacity.com
Self-Description, or Mission:
Udacity is a digital university with the mission to democratize education. Employees at Udacity include adventurous foodies, nerf gun warriors, and free-spirited thinkers. Our culture seeks to innovate, educate, and collaboratively

Whats taught:
Three types of content: single lectures, collections around a theme, and courses. Apple is currently offering a variety of tools for educators to create multimedia textbooks and lessons for consumption on an iPhone, iPad, or iPod.

LLIs and Libraries"

51

Methodology:
Apples encouragement of free content creation for educators, including podcasts, videos, course syllabi, presentations, pdfs, push notications on assignments, and interactive textbooks is, of course, a ploy to encourage widespread use of the iPad in education. The strategy seems to be achieving some success.

Whats taught:
Computer programming: .Javascript, JQuery, html, css. Envisioned: Python and Ruby on Rails

Methodology
Codeyear is a yearlong course with a new lesson every week. It encompasses Javascript, html and css (so far). Programmatic learning: users cannot advance to the next step until theyve completed the current one correctly. Forums are very active, with users helping each other out when theyre stuck, almost instantaneously.

Evaluation:
Apple does not appear to offer automated evaluative tools for educators, unlike Khan Academy and Coursera.

Fascinating Fact:
iTunes U delivers much content that can also be found on the OCW sites of major universities, including Yale, Oxford, Open University and Stanford. However, content from educational providers that are not universities can also be found: poetry lectures from the 92nd Street Y, or multimedia apps from The New York Public Library, the Cassiopeia Project, TED, and a host of prestigious museums.

Evaluation
Badges (many of them) mark a users progress. Users earn badges for completing sections of lessons. Lots of gratication built in: success is rewarded. But of course, there is no credit or professional certicate.

Fascinating Fact
Codecademy launched on January 1, 2012. In less than a month, more than 550,000 people used the site, completing more than six million exercises. This is indicative of how crucial programming knowledge has become in the 21st century.

10. Codecademy
http://www.codecademy.com/

Self-Description, or Mission:
Codecademy was created out of the frustrations Zach and Ryan felt with learning how to program. Tired with less effective text and video resources, Ryan and Zach teamed up to create Codecademy, a better, more interactive way to learn programming by actually coding. This is just the beginning. Join us as we make it easy for everyone to love and learn how to code.

Funding:
Investors include Union Square Ventures, O'Reilly, SV Angel, Yuri Milner, Social+Capital Partnership, Thrive Capital, CrunchFund, Collaborative Fund, Founder Collective, Joshua Schacter, Vivi Nevo, Naval Ravikant.

LLIs and Libraries"

52