Lifelong Learning in Public Libraries: Principles, Programs, and People

Citation

Isfandyari‐Moghaddam, A. (2013), "Lifelong Learning in Public Libraries: Principles, Programs, and People", The Electronic Library, Vol. 31 No. 3, pp. 401-402. https://doi.org/10.1108/EL-04-2013-0076

The main thesis of this eight‐chapter book is that public librarians should teach more, but that this instruction should be on their own terms, taking their own histories, philosophies, traditions, and characteristics into account. Due to their influential roles as equalising and democratic forces, public libraries (PLs) have affected society through social justice, social inclusion, and community cohesion, Gilton posits that “information enfranchisement” can be reinforced provided that today's PLs value information literacy instruction (ILI) in theory and practice. Chapters 1 and 2 deal theoretically with the notion and practice of instruction in the context of libraries with an emphasis on PLs. Because library work is an interdisciplinary field, Chapter 3 “How people grow and learn” provides users with some fundamental theories of cognitive, behavioral, and psychological sciences so that potential implementers of ILI can act more knowledgably and successfully. Chapters 4 and 5 examine in detail diverse groups, from international students and immigrants, ethnic groups, and racial minorities to people with various disabilities, who may be involved in the user education program(s) of PLs. Based on PACE (planning, administration, coordination, evaluation), Chapter 6 allows public librarians to make much more feasible and effective plans to target, promote, maintain, or measure their ILI‐related attempts. It focuses on models of instruction, models of planning, staffing, marketing, and some additional issues affecting how the instruction programme can be better implemented. Chapter 7 believes in “PLs as non‐formal cultural institutions”, meaning that regardless of any formal education PLs commonly provide, they can also contribute to the vast domain of non‐formal education alongside other community organizations like religious bodies and museums. Finally, Chapter 8 “Instructing throughout the life cycle”, taking a “from the cradle to the grave” approach, revolves around “never‐ending philosophies” “PLs for all”, “PLs beyond time and space”, “PLs from hatch to dispatch”, and “PLs are open to all”. In this line, it considers different stages of human life (from pre‐schooling to elderhood) within which PLs can play undeniable informational and intellectual roles. Totally, one of the main missions of PLs, i.e. “lifelong learning” which in turn can enable individuals and communities to advance their quality of life from an information‐centric perspective, is well examined in the present book. However, PLs' strategic development is highly dependent upon their flexibility and having a lifelong learning insight, implicitly and intelligently restated by the author. This work, as a textbook and guide, is abundant in related references (nearly 30 pages) and can be of value and interest for public librarians, public library mangers, and Library and Information Science students and professors.