Help Build Impact Indicators May 8 ENSULIB webinar.pdf

Speakers: Claire McGuire, Aaron Redman, and Aaron Benavot

IFLA has partnered with the Monitoring and Evaluating Climate Communication and Education (MECCE) Project to create an indicator of climate activities organized by libraries. The MECCE Project is working to increase the quantity and quality of climate communication and education (CCE) globally. The Project’s indicators, which are available on their global interactive data platform, support benchmarking, target setting, and progress in CCE provision by governments, civil society, and researchers. The library-specific climate communication and education global indicator provides a metric for understanding the roles libraries play in addressing the climate crisis. Join this webinar to find out more about MECCE Project, how you can participate in building indicators and how you can use this platform in your own libraries.

1. Help Build Impact
Indicators for Library-led
Climate Action
8 May 2024
8:00 am PDT (17:00 CEST)

2. This event is being recorded (except for breakout rooms), including chat.
The video will be posted on YouTube and the link will be posted on ENSULIB’s webpage and on
Facebook.
The chat and the Q&A proceedings will not be recorded nor published.
Microphones have been muted for this event.
Comments: Please type into the chat
Q&A: The Q&A session will follow the presentation. Please type questions into the Q&A box.
The talk is GDPR-compliant
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Questions regarding privacy
[email protected]

3. SPEAKERS
Aaron Benavot Aaron Redman

Claire McGuire

4. Libraries
Empowering
Climate Action
Claire McGuire
[email protected]

5. Advocating
for libraries
Enabling &
connecting
libraries
Global voice
of the library
field
IFLA’s Mission
Inspiring
professional
practice

6. IFLA and
Sustainable
Development
Information for Development
Libraries are key
Empowering librarians
Access to information and knowledge is critical for
supporting sustainable development
Building a body of evidence and advocating for
the role of libraries
Mobilising libraries to deliver on SDGs and
cooperate with regional and national
stakeholders

7. IFLA and Climate Action
2018
IFLA helps found
Climate Heritage
Network
2021
ENSULIB becomes
official IFLA Section
2022
First Library
delegation goes to
COP27
2023
IFLA becomes
official partner of
UNFCCC
2023
IFLA deepens ACE
engagement

8. Libraries at COP

9. https://unfccc.int/topics/education-and-youth/big-picture/ACE

10. Everyone must
understand and
participate in the
transition to a low-
emission, climate -
resilient world.

11. Citizen Science
Model Good
Behaviour
Center Participation &
Interconnectedness
Climate &
Information Literacy
Instruction
Library of things
Historic collections as
climate data
Open Science
Use big-data
repositories Easy to
understanding
information
Exhibitions
Discussions/reading
groups
Make bureaucracy
accessible
Scientists for Future
Curate data for user
groups
Humanize, localize, and
solutionalize the climate crisis
Debate group

12. Why does ACE Matter
for Libraries?
•Lifelong learning – inside and outside formal education
•Openness and access to information
•Research support and sharing
•Awareness-raising, discussion, and action
•Information, research, and policy literacy
•Platforms for connection

13. One Two
ACE Work Plan Priorities
Policy
Coherence
Coordinated
Action
La Médiathèque de la Canopée, Paris, France The Hangzhou Public Library’s Environment Branch, China

14. Three Four
ACE Work Plan Priorities
Tools and
Support
Monitoring,
Evaluating &
Reporting
National Library Scotland GeoreferencedHistoric Maps IFLA Green Library Awards

15. 1.Data management
2.Reaching all learners/stakeholders
3.Language diversity in materials
4.In-country coordination between
ministries and civil society
Gaps in Measuring ACE

16. Challenge
Libraries are not recognized as hubs of climate
empowerment by policy makers.
The climate work being done in many libraries is not
being supported sustainably.

17. Goals
•Library professionals can advocate for themselves as
climate empowerment hubs.
•Climate policymakers proactively include libraries in
their climate plans and support accordingly
•Libraries can continue and expand their work as
climate empowerment hubs .

18. •Evidence and information
•Support to participate
•Communications/awareness raising materials
•IFLA HQ staff, IFLA volunteer groups, libraries
around the world
•Relationships with external partners
Resources

19. Process
•Awareness-raising
•Direct advocacy
•Indirect advocacy
•Data and evidence
•Relationship-
development

20. Outcomes
•More awareness of ACE
•Confident in planning ACE activities and advocacy
•Recognition of IFLA & libraries as key partners
•Countries include libraries in ACE plans
•New opportunities to engage

21. Impact
•ACE strategies include libraries & report on success
•Policymakers allocate support
•Libraries can maintain and expand their work
•ACE impact is accelerated

22. •Working with the Monitoring and
Evaluating Climate Communication and
Education (MECCE) Project
•Add a non-formal education
•Create tool to influence policy-making and
support
Indicator Project

23. •Library Associations and Institutions
•Representative data from each country
•How do libraries educate and communicate on climate?
bit.ly/LibClimateSurvey
Step 1: Survey

24. 1
2
3
Climate Survey
bit.ly/LibClimateSurvey

25. 1
2
3
Climate Survey
Libraries
survey.alchemer.com/s3/7375520/Library-
Associations-CCE
Associations
survey.alchemer.com/s3/7245814/IFLA-
Libraries-CCE

26. Work with IFLA
•Use our resources: bit.ly/ACE_Libraries
•Share your stories with us:
•SDG Stories – Library Map of the World

27. IFLA HEADQUARTERS
2023THANK YOU
Contact: [email protected]

28. @SEPNetwork | #MECCE | www.mecce.ca
Climate Communication and Education Indicators
Extent of climate activities organized by libraries
Aaron Redman, Indicator Development Coordinator, University of Saskatchewan
Aaron Benavot, Indicator Development Lead, University at Albany– State University of
New York
May 8th, 2024

29. www.mecce.c
a
(CCE)

30. About the Monitoring and Evaluating Climate
Communication and Education Project
●Global partnership to increase the quality and quantity
of climate communication & education (CCE), began
in 2020, $4.5M
●100+ partners and collaborators, with UNFCCC,
UNESCO, IPCC, & GEM Report on Advisory
Committee
●Supports international and national policymaker,
educator, communication, and civil society sector
decision-making
●View all data available on interactive data platform
@
mecce.ca/data-platform
●Regional Hubs to share data and knowledge of CCE. Join @
mecce.ca/regional-hubs
●Training workshops, webinars, and blog to support learning on CCE. Receive updates @
mecce.ca/e-news
Follow @SEPNetwork, #MECCE

31. 14 Global Indicators80 Country Profiles 19 Case Studies
Three Research Components

32. Why Global Indicators on CCE?
●Support country reporting to UN Framework Convention on
Climate Change (1992) and the Action for Climate
Empowerment (ACE) Initiative (and other int’l commitments)
●Provide a comprehensive picture of CCE progress over time
within countries, between countries, and globally
●Foster less reliance on country-reported and/or non-validated
data on CCE
●Support civil society actions to motivate policy makers to
implement and improve CCE
●Inform internal governmental reporting and discussions -e.g.,
within and across ministries, between different levels
●Bolster research into the nature, causes and consequences of
the quantity and quality of CCE

33. Indicator
Development
Goal is high-quality,
research-informed,
and open-access
global indicators of
the quantity of
quality ACE being
implemented by
countries

34. 14 Global CCE Indicators

35. Three Elements of Lifelong Learning
The boundaries between formal, non-formal and informal education are increasingly
permeable. Individuals transverse them often over the course of their lives.
Formal learning Non-Formal learning Informal learning
Occurs in formally recognized education
institutions (school, college, university)
Occurs in a wide range of locations:
community, workplace, at home
Occurs everywhere
Follows a syllabus Usually follows a syllabus Self-directed learning, not based on syllabus
Structured process Structured process Unstructured process (depends on learner)
Compulsory (and post-compulsory) Usually voluntary, though can be
required by employer or government
(e.g., literacy program)
Voluntary
Mainly extrinsic motivation Mainly intrinsic motivation Intrinsic motivation
Goals determined by institution Goals determined by learner Goals determined by learner
Select learning outcomes are assessedSome learning outcomes may be
assessed
No assessment
Completed programs result in
qualifications widely recognized in
society, labor market
Completed programs may result in
certificates, microcredentials, some
recognized in society
No qualifications or credentials offered
LIBRARIES

36. Characteristics of Non-Formal Education
●NFE caters to people of all ages, especially youth & adults, and does not necessarily reflect
or apply a continuous learning pathway (people move in and out of NFE)
●Incredibly wide variety of NFE programs: e.g., adult literacy classes, farmer field schools,
tutoring, scouting, youth organizations, library/ museum classes, professional
development courses, on the job training, art instruction, martial arts, travel clubs, foreign
language lessons, online courses, summer camps ← -many can focus on climate and
sustainability topics
●Most NFE providers are not part of the public sector: e.g., civil society organizations;
community centers, large and medium size companies, faith- based organizations,
professional associations, on- line providers;
●NFE programs tend to be short in duration and/or low intensity, in the form of courses,
workshops or seminars.
●NFE typically represents an addition, alternative and/or a complement to formal
education within the process of the lifelong learning.
●LIbraries offer wonderful settings for teaching, learning and discussing climate,
environmental and sustainability topics in both structured and unstructured formats

37. Interactive Data Platform

38. What this all means
●Indicators of Climate Communication and Education (CCE) are lacking but sorely
needed
●Libraries are making critical contributions to CCE and thus supporting climate action
●Yet there is little evidence available
●The MECCE Project and IFLA are using a survey to construct an indicator of CCE by
Libraries
●The results of which (alongside other data) can be explored on the
MECCE Project's Interactive Data Platform
●Libraries and Library Associations report varying levels of
climate action
●A wide and diverse array of activities are being carried out; results
are forthcoming
●Your contribution to the survey is needed!

39. Aaron Redman | Indicator Development Coordinator
[email protected]
Aaron Benavot | Indicator Development Lead [email protected]
Marcia McKenzie | Director [email protected]
www.mecce.ca
@SEPNetwork, #MECCE
View the Global
Indicators
Connect with Us

45. Thank you
for joining us
today!
Past webinar recordings here:
https://www.ifla.org/g/environ
ment-sustainability- and-
libraries/ifla-ensulib-webinar-
series/