1/10/2024 0 Comments Mweb learning and library![]() ![]() However, to fully implement the connected learning approach, an equal consideration of relationships and opportunities is required. Because public libraries want to get children and teens in the door, programs often focus on topics of popular interest, such as gaming, crafting and making, and pop culture. Public libraries already incorporate some aspects of connected learning due to the way library programming is planned. This three-part focus on interests, relationships, and opportunities sets connected learning apart from the standards-driven, one-size-fits-all instruction often delivered in formal learning environments. It is learning in an age of abundant access to information and social connection that embraces the diverse backgrounds and interests of all young people” (n.p.). What is Connected Learning?Īccording to the Connected Learning Alliance (2018), “connected learning combines personal interests, supportive relationships, and opportunities. In this chapter, we will explore a recently developed framework- connected learning-that synthesizes these ideas and can provide public librarians with a roadmap for creating powerful, engaging, and equitable instruction for youth. We have already discussed some of the foundational ideas and theories we need in our toolboxes to create such learning experiences for children and teens. This vision of the public library describes our roles as connectors, helping to facilitate learning that occurs at the intersections of academics, popular culture, and social justice. Instead, as the International Federation of Library Associations and Institutions (IFLA) asserts in its Public Library Manifesto, the public library is “a living force for education, culture and information” that “stimulat the imagination and creativity of children and young people” (IFLA, 1994). RawsonĪs public library workers, we understand that the library is not simply a repository for resources. Chapter 12: Advocating for the Instructional Roleīy Alexa Dunbar Stewart and Casey H.Chapter 11: Professional Development and Growth.Chapter 10: Assessing Learning in the Public Library.Chapter 9: Collaboration: The Power (and the Price) of Working Together.Chapter 8: Differentiation and Universal Design for Learners.Chapter 7: Connected Learning in the Library.Chapter 6: From Theory to Practice: Instructional Approaches.Chapter 5: How do Children and Teens Learn? Part 2: Critical Learning Theories.Chapter 4: How do Children and Teens Learn? Part 1: Traditional Learning Theories.Chapter 3: Working Backward to Move Forward: Backward Design in the Public Library.Chapter 1: What Can Public Librarians Teach?. ![]()
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