Document Type

Article

Publication Date

2005

Journal or Book Title

OCLC Systems & Services

Volume

21

Issue

1

First Page

49

Last Page

60

Abstract

Purpose – To demonstrate that adult learning can be improved through the use of eclectic digital resources to enhance instructional methods rather than through learning skills in isolation.

Design/methodology/approach – During the past two decades, a significant research has focused on adults as learners. Many adults take classes for skills improvement, job advancement, and personal understanding. The demand for training programs to help workers keep current and competitive is growing. It is likely that more adults from all walks of life will be continuing their education in a variety of settings. For example, librarians do instruction for their communities in the areas of internet searching, electronic database use, and personal computing skills. Many of their students are adults, including other library staff members, community members, and non-traditional students.

Findings – A learning program that includes digital resources helps provide the opportunity for instructors to help their students make connections and form relationships across the boundaries of classroom, discipline, skill, and background. By incorporating an eclectic assortment of digital resources into computer/internet-related training an instructor ensures that adult learners are better able to connect what they have learned in life and are learning in the classroom.

Research limitations/implications – Relies on availability of internet access.

Practical implications – Librarians are frequently in the position of providing computer/internet-related training for a wide variety of audiences, including adults.

Originality/value – Librarians are perfectly poised to combine sound pedagogy with their expert knowledge of available digital resources to promote adult achievement in technology education. An instruction program integrated with evocative digital resources provides the opportunity for instructors to reduce anxiety and to help their students make connections and form relationships across the boundaries of classroom, discipline, skill, and background.

Comments

This is a post-print of an article from OCLC Systems & Services 21, no. 1 (2005): 49–60, doi:10.1108/10650750510578154. Posted with permission.

Copyright Owner

Emerald Group Publishing Limited

Language

en

File Format

application/pdf

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