I’m in the middle of an unexpected lifelong learning experience that is the training-teaching-learning equivalent of a quadruple caffè latte. My heart is racing. My mind is engaged. And I feel as if the best is yet to come—if I don’t completely explode.
The day began as many do for me: I set aside a little time to skim a few blogs and check my social media feeds for articles that would help me keep up with the myriad topics I attempt (unsuccessfully) to follow. And there it was, the first gem of the day: Gustavus Adolphus College professor/writer/librarian Barbara Fister’s fresh-off-the-presses article “What PIL [Project Information Literacy] Teaches Us About Lifelong Learning” in Library Journal. It’s the sort of article I adore—an intellectual home run—in that it’s well written, it provides thought-provoking information I can immediately apply to the work I do, it draws attention to another fabulous resource (the Project Information Literacy lifelong learning Phase 1 Research Brief that inspired Fister to write her Library Journal article), and it was something I immediately wanted to share (via LinkedIn, Twitter, Facebook, and Google+) with my colleagues involved in training-teaching-learning.
Fister gracefully and enthusiastically summarizes and builds upon a few of the key points made in this report, which is drawn from interviews with 65 relatively recent graduates of 10 American colleges and universities. (The research brief is part of a continuing two-year study to determine, in part, how “today’s graduates use information support systems for lifelong learning.”) The interviewees, Fister notes, “sought out learning opportunities, either through formal certificates or graduate education or through more informal means: enrolling in MOOCs [massive open online courses] or looking for websites and YouTube videos that teach the skills they want to develop.” She recaps something that many of us involved in learning already know viscerally: “the learning that stuck came through doing things…the learning that comes from creating things transfers even if content knowledge doesn’t.” And most importantly, she makes us want to read the original six-page brief ourselves so we can more fully absorb the nuances of what PIL is continuing to produce in its overall study of information literacy—a topic we could explore for several lifetimes without ever fully absorbing all there is to contemplate.
When we succumb to our natural instincts and do skim the PIL brief, we find plenty worth pursuing among the five elements explored through the PIL researchers’ initial interviews (interviewees’ lifelong learning needs, use of information sources, use of social media, best practices for lifelong learning, and adaptable information-seeking practices from their higher education experiences). The interviewees consistently admit to being “challenged by ‘staying smart’ in a rapidly changing world.” Google search is their “go-to source for lifelong learning” as they attempt to find resources responsive to their lifelong learning needs. And “[m]any mentioned actively building a social network of go-to experts they could consult at work”—in essence, developing what many of us refer to as our personal learning networks (PLNs).
None of this would have been as significant to me at a personal level if I hadn’t immediately connected it to what I do in my own lifelong learning efforts—and if I hadn’t immediately begun to apply it. Knowing that I was less than two hours away from joining an online discussion session I try to attend biweekly, as time allows—Maurice Coleman’s T is for Training podcast—I contacted Maurice and one other T is for Training colleague to see if we could incorporate Fister’s article into our discussion this morning. My lifelong learning efforts successfully continued, therefore, when we did spend nearly an hour exploring what the PIL research brief, Fister’s article, and our extended (and often overlapping) personal learning networks do to support us and the learners we serve. And the lifelong-learning adrenaline continued to flow when I returned to the archived recording of the T is for Training conversation, copied the podcast link, and added it to my own website as a free resource for others interested in exploring lifelong learning and personal learning networks. Which, of course, brings us to this moment in which I’m further solidifying this augmentation of my own lifelong learning efforts by reflecting on all that has come out of the simple act of reading Fister’s article and seeking ways to connect it to what I do for myself and the trainer-teacher-learners I serve.
The learning is not over yet; it really never is. In fine-tuning this piece by exploring the Project Information Literacy site (a fabulous lifelong learning resource in and of itself), I discovered a section of “Smart Talks” featuring “interviews with leading experts about PIL’s findings and their thoughts about the challenges of finding information and conducting research in the digital age.” Better yet, among the interviewees are colleagues and others whose work I have followed and admired. So, as I suggested at the beginning of this article, I remain very much in the middle of consuming the intellectual equivalent of a quadruple caffè latte. And I am doing all I can to avoid being overwhelmed by this magnificent lifelong –learning experience that Fister and my personal learning network colleagues are supporting.