1. Government Information in the 21rst Century
Teaching and Training the Adult Learner

2. Characteristics of learners
Aptitude
Motivation
Cognitive development
Psycho-social development
Learning styles
Gender, ethnicity, social class
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3. Characteristics of adult learners
Andragogy v. Pedagogy
Life span development
New passages
Generations
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4. Malcolm Knowles
Five crucial assumptions about the characteristics of adult learners that differ from the assumptions about child learners
1. Self-concept
Move from dependency toward being self directed.
2. Experience
Accumulation of a growing reservoir of experience that becomes an increasing resource for learning.
3. Readiness to learn
Readiness to learn; increasing orientation toward the developmental tasks of social roles.
4. Orientation to learning changes
Time perspective: shift from “postponed application of knowledge” to “immediacy of application”
Orientation toward learning shifts from “ subject-centeredness” to “problem centeredness.”
5. Motivation to learn
As a person matures the motivation to learn is internal (Knowles 1984:12).
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5. Lifespan development Cognitive Biological Psychosocial
Mental processes of knowing, which include imagining, perceiving, reasoning, and problem solving
Biological
Bodily changes, maturation, and growth
Psychosocial
Emotions, personality and social interactions and expectations
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6. Adaptation throughout life depends on:
How well each of us negotiates the internal and external factors that enhance or constrain our abilities to reach our full potentials
How we build on strengths to transcend these limitations over time
“Life consists not in holding good cards but in playing those you hold well.” –Josh Billings
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7. Passages and new passages
Longer productive life span
Expectation of second, even third adult careers
Generations
Differences in behaviors, expectations, and approach to information seeking
Baby boomers
Gen-X, Gen-Y, Millennials
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8. Learning styles TRiM (3 modes): linguistic, nonlinguistic, affective
VAK (sensory): Visual, audial, kinesthetic
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9. Myers Briggs Type Indicator (MBTI)
Based on work of Carl Jung: identification of distinct personality patterns
MBTI: widely used instrument can be of help in understanding individual differences.
1. Extroversion (E) versus Introversion (I) 
2. Sensing (S) versus iNtuition (N)
3. Thinking (T) versus Feeling (F)
4. Judging (J) versus Perceptive (P)
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10.
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11. Intelligences Gardner’s Multiple intelligences
Verbal Linguistic
Logical-mathematical
Musical Spatial
Bodily Kinesthetic
Interpersonal
Intrapersonal
Naturalist
Goleman’s Emotional intelligence
Motivation
Resilience
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12. Lenses Add to understanding; assist in strategy development Also
Life cycle development
Learning style
Multiple intelligences
Emotional intelligence
Also
Moral, aesthetic development
Ethnicity and race (cultural experience)
Gender (voice; ways of understanding)
Where does Myers Briggs fit? Personality part of “Intelligence”?
Culture?
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13. Group learning Learning characteristics of individual
Learning characteristics of group
Dynamic
Interactive
Mediated
Peer-to-peer
Outcome-oriented
Competency-driven
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14. Professional education: 3-tier model
Cognitive
Core, theory, philosophy, best practices
Experiential
Practical, Internships, Service Learning
Holistic
Reflection, personal meaning-making and mastery
Sullivan, W. M. (2007, Keynote Address Tuesday January 16, 2007, 8:30am-10:00am). The Civic Life of Information: Teaching Professionalism for the Knowledge Age. Paper presented at the Association for Library and Information Science Education Annual Conference: Promoting Excellence in Library and Information Science Education, Seattle, WA.
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15. 7 effective training strategies
Behavioral
Cognitive
Inquiry
Mental models
Group dynamics
Virtual reality
Holistic
James R. Davis & Adelaide B. Davis, Effective Training Strategies: A Comprehensive Guide to Maximizing Learning in Organizations. San Francisco, CA.: Berrett-Koehler Publishers, 1998
Davis, J. R., and Cerqueira, D. A. (1999). Assessing the results of training: The case of water sanitation in Brazil: COPASA MG. In T. K. Hodges (Ed.), Measuring learning and performance (pp ). Alexandria VA: American Society for Training and Development.
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16. Strategy implementation
Best use (re: key learning task)
Theory
Participant role
Facilitator role
Assessment
See handout for details
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17. Seven Strategies dgrealy Gi21 1. Behavorial
Beginning or advanced skill development
Basic skills with: hardware, software, CPU, monitor, peripherals, keyboard, mouse, printer, etc.
Demonstration and observation
Pre- and posttest measures
2. Cognitive
Presentations and explanations
Understanding and knowledge of the requirements in:
Chapter 2 of the Federal Deposition Library Manual,
The Federal Depository Library Manual Supplement Sept 1994, and
Chapter 2 of the Instructions to the Depository Libraries
Paper and pencil tests
3. Inquiry
Critical, creative, and dialogical thinking
Review and critique of draft copy of core competencies documents, mission, goals and objectives, or strategic plan.
Periodic review of procedures and processing policies to reflect changes that may occur in federal or state polices and access issues.
Critical analysis of report or proposal someone else has written
Generation of similar work
4. Mental models
Problem solving
Decision making
Discussion of implications of loading MARCIVE tapes into OPAC: pros and cons
Use of hypothetical or real problems or decision situations
Case studies and case reports
5. Group dynamics
Examination of opinions, attitudes, and beliefs
Collaboration and working in teams
Teambuilding or group training sessions: Forming, storming, norming, performing exercises
Standardized measures of attitude
Self-reports of attitude change
Observations of human relations or team behavior
6. Virtual Reality
Development of competence and confidence in a simulated environment
Drills or practice sessions on procedures or practices; computer simulations, role playing, scenario building: e.g. dry run of GPO On-site inspection
Final practice run
7. Holistic
Personal learning and self-discovery through experience
Reflective practice; self assessment, feedback, and modification (if needed)
Reflection
Debriefing
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18. Learning summary Interactive Competency-based Individual and in groups
Applied
Reflective
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19. References http://www.infed.org/lifelonglearning/b-andra.htm
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20. Questions?
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