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dc.contributor.authorBordonaro, Karen
dc.date.accessioned2019-10-16T18:42:02Z
dc.date.available2019-10-16T18:42:02Z
dc.date.issued2020-03
dc.identifier.citationBordonaro, K. (2020). Adult Learning Theories and Autoethnography: Informing the Practice of Information Literacy. IFLA Journal, 46(1)en_US
dc.identifier.issn1745-2651
dc.identifier.urihttp://hdl.handle.net/10464/14543
dc.description.abstractThe learning theories of self-directed learning and lifelong learning can inform the practice of information literacy in higher education for adult learners. These theories lend themselves to the use of autoethnography, a research methodology that relies on the exploration of lived experiences through reflexivity informed by theory. In conducting an autoethnography on information literacy, its practice appears as both a singular and a collective activity. Multiple ramifications for practice come from this exploration. These ramifications include considerations of choices, barriers, conducive learning environments, informal learning opportunities, and the need for reflection for adult learners. Applying the learning theories of self-directed learning and lifelong learning to the practice of information literacy offers librarians new and useful perspectives on its practice with adult learners.en_US
dc.language.isoenen_US
dc.publisherSageen_US
dc.subjectadult learning, adult education, self-directed learning, lifelong learning, autoethnography, information literacy, academic libraries, higher educationen_US
dc.titleAdult learning theories and autoethnography: Informing the practice of information literacyen_US
dc.typeArticleen_US


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