Abstract

Librarians at colleges and universities invested in graduate education must understand and incorporate adult learning theories in their reference and instruction interactions with graduate students to more effectively support the students’ learning. After participating in a professional development program about adult learning theory, librarians in this study reported that, in many ways, they already employed teaching and learning strategies grounded in one or more adult learning theories. They also indicated gaining a greater awareness of student development, enabling them to more successfully tailor their interactions.

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Additional Information

ISSN
1530-7131
Print ISSN
1531-2542
Pages
pp. 47-70
Launched on MUSE
2016-02-18
Open Access
No
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