Date of Completion
8-10-2021
Document Type
Open Access Capstone
Degree Name
Master of Education (MEd)
First Advisor
Carol Ann Sharicz
Abstract
This paper uses a qualitative methodology to explore the perceptions of academic librarian on the definition of lifelong learning and their roles in supporting lifelong learning. Existing research on the topic was aligned to the emergent educational model of heutagogy to identify key concepts including self-directed learning, learner agency, and the impact of technology. Heutagogy is a learning model focused on self-determined learning, often in a high technology environment, for mature learners who have high degrees of agency over the entire learning process including identifying learning goals and methods, locating resources, and designing assessments. Using loosely structured interviews of academic librarians who identified instruction as a primary role in their jobs, this exploratory project identified key conceptual themes in defining lifelong learning around the personal attributes of a lifelong learner, the degree of educational formality, and the learner’s reason for engaging in lifelong learning. In support of lifelong learning, these academic librarians explored the relation of lifelong learning to specific learning goals they have for students but also described various structural limitations. Several overlapping themes between lifelong learning in academic libraries and heutagogy were found without firmly suggesting it as an appropriate model to apply to lifelong learning in academic library contexts.
Recommended Citation
Ferri, Anna, "The Perceptions of Academic Librarians on Their Role in Lifelong Learning, Self-Directed Learning and Heutagogy" (2021). Instructional Design Capstones Collection. 74.
https://scholarworks.umb.edu/instruction_capstone/74
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Adult and Continuing Education Commons, Higher Education Commons, Information Literacy Commons, Instructional Media Design Commons