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Why do we teach? Adult learning theory in professional standards as a basis for curriculum development
Gilstrap, Donald L.
Gilstrap, Donald L.
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Gilstrap_2013.pdf
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2013-09
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Article
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Keywords
Adult learning theory,Curriculum development,Librarians as educators,Educational Orientation Questionnaire,Teaching
Subjects (LCSH)
Citation
Gilstrap, Donald L. 2013. Why do we teach? Adult Learning Theory in Professional Standards as a Basis for Curriculum Development. College & Research Libraries, v.74, no.5, pp. 501-518
Abstract
This article provides an overview of adult learning theory in relation to
teaching philosophies among librarians belonging to ACRL, using Hadley’s
Educational Orientation Questionnaire. Although not significant as a predictor,
there was a nonlinear and negative correlation between librarians’
familiarity with the ACRL Standards and their adult learning orientation
scores (p = .047, t < .05). Additional variables are included to investigate
other influences on adult learning orientation scores. Results of the study
showed high significance for gender (ß = 0.213, p = 0.008), current library
instruction (ß = 0.199, p = 0.025), and the number of library instruction
classes taught during the current year (ß = 0.199, p = 0.041). Additional
descriptive statistical analysis and qualitative responses are included, and
propositions for professional development are then introduced for future
discussions among the ACRL community about the importance of adult
learning as well as the evolution of our teaching philosophies.
Table of Contents
Description
Open access article. © 2013 Donald L. Gilstrap, Attribution-
NonCommercial CC BY-NC
Publisher
American Library Association
Journal
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Series
College & Research Libraries;v.74, no.5
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2150-6701