Social living labs for informed learning

Abstract

This paper proposes social living labs for informed learning as an innovative approach to interprofessional and community education. It presents a new conceptual model and practice framework suited to rapidly changing, information-intensive work and social environments. The proposed approach is theoretically informed and evidence based. It integrates concepts from three complementary fields: Informed learning as information literacy pedagogy that enables using information critically and creatively to learn (information science); interprofessional education as a professional learning model with a cross-disciplinary and community reach (health sciences/medicine); and social living labs as informal learning context and problem-solving process (community development).
 After reviewing relevant literature, the paper introduces the concepts and research that underpin social living labs for informed learning. Then it presents a new conceptual model and a practice framework to guide their design and implementation. To illustrate the practical application of this approach, a hypothetical scenario envisages health practitioners, librarians and community members collaborating in a social living lab to address health and social challenges related to child obesity. The paper concludes by discussing anticipated benefits and limitations of the approach and possible wider application.
 As a contribution to theory, the paper uncovers a previously unrecognised synergy between the principles of informed learning, social living labs and interprofessional education. Supporting information literacy research and practice, the paper identifies a significant role for informed learning in community and professional education, and a novel strategy for health information literacy development. The paper is of interest to educators, researchers, and practitioners across information literacy, community development, healthcare, and other professional fields.

Conceptualizing community scientific literacy: Results from a systematic literature review and a Delphi method survey of experts

“…Related to issues of fracking, Williams et al (2017) noted the need for “willingness of governing institutions to recognize, encounter, and accommodate diverse and polyvalent public views” (p. 99). Similarly, noting the importance of sociocultural contexts, authors discussed the importance of acknowledging and using the health and medical knowledge of the community while developing community health solutions (Hughes et al, 2019). Authors also highlighted the importance of traditional wisdom held by community elders and its critical role in community‐based conservation, as well as environmental and science education (Ferreira et al, 2021; Roth & Désautels, 2004; Roth & Lee, 2002, 2004).…”