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From Angst to Zest: Empowering the Non-Traditional Student American Library Association Library Instruction Roundtable June 27, 2004.

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Presentation on theme: "From Angst to Zest: Empowering the Non-Traditional Student American Library Association Library Instruction Roundtable June 27, 2004."— Presentation transcript:

1 From Angst to Zest: Empowering the Non-Traditional Student American Library Association Library Instruction Roundtable June 27, 2004

2 Angst Feeling of anxiety or apprehension often accompanied by depression Zest Spirited enjoyment; gusto; keen, hearty pleasure or appreciation

3 The Goal: Helping returning adults to get from feeling anxious and apprehensive about being a student to enjoying and appreciating the experience

4 Typical Non-Traditional Student Over 25 Part time Commuter Adult responsibilities Often female Increasingly person of color or immigrant

5 Returning Returning to school after time off - Irene Returning to the workforce - Angie Returning to interaction with others - Claire

6 Useful Life of Knowledge 25 30405070 Lifespan Social change Ancient Rome Renaissance 18 th -19 th Centuries 20 th Century 80+ 21 st Century

7 Definition - Learning Internal changes that occur in our consciousness Acquisition of knowledge, skill, or attitudes

8 Definition - Education Those activities, events and conditions that encourage learning, whether deliberate or unintentional. (Apps)

9 Purposes of Adult Education 1. Grow and develop 2. Solve practical problems 3. Increase work opportunities 4. Meet organizational needs 5. Examine community & society issues (Caffarella)

10 Typology of Adult Education Formal Non Formal Informal (or self directed) (Coombs, Prosser, Ahmed)

11 Learner Decides (Mocker and Spear, 1982) What to LearnHow to Learn FormalNo Non-FormalYesNo InformalYes

12 Theory of Andragogy Art and science of helping adults learn (Lindemann, Knowles)

13 Dependence Self direction Experience Developmental tasks Readiness Future Immediate application Intrinsic and extrinsic motivation Andragogical Assumptions

14 Andragogical Model Diagnose learning needs Formulate objectives Design pattern of learning experiences Evaluate results

15 Implications for Practice Adults must be involved in their own learning Adults bring life experience and want to utilize and build upon it Adults want to have some choice in the direction of their own learning Adults want to be able to apply what they are learning to real life situations

16 Grow’s Staged Self-Directed Learning Model HIGH – willing and able LOW – lack motivation and knowledge MODERATE – willing but unable INTERMEDIATE - willing and somewhat able

17 Theory of Margin - M=L/P Margin of Life = Load divided by Power Load = family, work, community responsibilities (ext.) and aspirations, desires, expectations (int.) Power = ability, $, skills, support Need available margin to engage in learning (McClusky)

18 Sources of Angst Situational Cost (includes child care) Time constraints – too busy Lack of course relevance Personal problems – lack of a support system

19 Sources of Angst Dispositional Lack of confidence – lack of voice Lack of personal priority – lack of interest

20 More Angst Also correlate with: Socio Economic Status Pre-adulthood experiences Parents educational experience

21 Summing It Up Like title of Sharon Draper’s book, a lot of non-traditional students feel: Not quite burned out, but crispy around the edges

22 Stages of Development Biological Psychological Cognitive Socio-cultural

23 Impact of Aging Adults 25-45 learn at nearly same rate and same manner as they would at 20 Performance tasks deteriorate; verbal tasks do not

24 Biological Aging Loss of close vision and hearing Declining reaction time (fewer, lighter brain cells) Disease – loss of mobility, pain, fatigue

25 Senior Adults Some decline in functioning between 60 and early 70s Few studies of healthy adults beyond 70 Test results differ if factor of speed is removed

26 Multiple Intelligences Body Smart Music Smart Word Smart Nature Smart Picture Smart

27 Sociocultural Factors Social roles and timing of life events Socially constructed notions of race, gender, ethnicity, and sexual orientation

28 Social Roles Parent Spouse Worker Child Friend Role changes call for new skills Roles and age define appropriate behavior

29 Typical Learning Styles Euro-American: Field independent Analytical (parts to whole) Non-affective Abstract – contextually sterile problem solving Non-Western: Field dependent Relational and holistic (whole to parts) Affective Contextually rich problem solving

30 Implications for Practice Use collaborative interaction & a cooperative communication style Recognize feelings are a critical part Recognize learners wrestle with identity Encourage learners to find, fashion and use their “authentic voice” Help learners share their changing sense of self (Caffarella)

31 Challenge of Online Learning Blend technology, learning theory, and strategy to create social presence Keep in mind: –Variability in learning styles –External motivation for isolated students –Building community –Working in collaboration –Fostering communications among learners.

32 According to Rogers Learning rests not upon the teaching skills of the leader, not upon scholarly knowledge of the field, not upon curricular planning, not upon use of audiovisual aids, not upon the programmed learning used, not upon lectures and presentations, not upon an abundance of books, though each of these might one time or another be utilized as an important resource. No, the facilitation of significant learning rests upon certain attitudinal qualities that exist in the personal relationship between the facilitator and the learner.

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