Teaching Information Literacy Skills to Nontraditional Learners

Abstract

Different teaching methods should be used when instructing adults versus those used to teach children. Adults have many life experiences, they have a need to know, and they are often highly motivated to learn as it relates to career growth and personal advancement. In this paper, the author discusses andragogy and how adult learning theory affects the learner. The principles of andragogy provide the librarian instructor with a foundation for how to teach the adult learner. Suggestions for how to apply the principles of andragogy are listed in the paper. The paper will also benefit those working in public libraries who work with lifelong learners. Abstract Different teaching methods should be used when instructing adults versus those used to teach children. Adults have many life experiences, they have a need to know, and they are often highly motivated to learn as it relates to career growth and personal advancement. Keywords information literacy, andragogyIn this paper, the author discusses andragogy and how adult learning theory affects the learner. The principles of andragogy provide the librarian instructor with a foundation for how to teach the adult learner. Suggestions for how to apply the principles of andragogy are listed in the paper. The paper will also benefit those working in public libraries who work with lifelong learners.Keywords: information literacy, andragogy (NCES, 2009). As more adults return to school to finish a degree or make a career change, librarians need to understand this population of students.

Online active-learning: information literacy instruction for graduate students

“…Through peer and instructor feedback, learners may revise answers or conclusions, respond or discuss experiences all through the process of reflection. Hays (2014) neatly packages all the ways andragogy fits with teaching information literacy to adult learners by pairing up each one of Knowles' assumptions of adult learners with an example of how it looks in the information literacy classroom. Emphasis is placed on the importance of feedback to the adult learner, as the life experiences that have found them returning to the classroom may require, they receive additional support.…”

Exploration of Library Outreach to Nontraditional Students

“…Student reflection is also important when teaching this way because it helps them "better understand how what they are learning is affected by what they already know and how what they already know might need to change with the new information they are learning." 26 This type of learning is called double-loop learning, and thoroughly encompasses the core principles of andragogy. Overall, librarians that act as a facilitators or consultants when working with nontraditional students, by providing relevant content, recognizing the prior experience students bring to the classroom, and creating an open feedback loop, will provide the most effective instruction.…”