A Structural Relationship Among Motivation for Participation in Lifelong learning, Self-Directed learning, Self-efficacy and Subjective well-being of Chinese Adult Learners

2020 ◽  
Vol 18 (4) ◽  
pp. 83-99
Author(s):  
Lihong Liu ◽  
Myoung-Hee Im
Keyword(s):  
Adult Learners ◽  
Lifelong Learning ◽  
Self Efficacy ◽  
Well Being ◽  
Structural Relationship ◽  
Subjective Well Being ◽  
Self Directed Learning ◽  
Chinese Adult ◽  
Directed Learning

scholarly journals Adult learning theories and autoethnography: Informing the practice of information literacy

IFLA Journal ◽  
2019 ◽  
Vol 46 (2) ◽  
pp. 163-171
Author(s):  
Karen Bordonaro
Keyword(s):  
Adult Learners ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Information Literacy ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Self Directed Learning ◽  
Adult Learning Theories ◽  
Collective Activity ◽  
Directed Learning

The 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.

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