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Learning, literacy, and education in LAMs

Rivano Eckerdal, Johanna LU orcid ; Roued-Cunliffe, Henriette and Huvila, Isto LU (2022) p.144-157
Abstract
Traditionally, LAMs have supported literacy and education primarily by providing and facilitating access to their collections. In tandem with an intensified emphasis on learning, and in particular lifelong learning, in contemporary society, this chapter describes how LAMs have shifted from being enablers of mainly informal and nonformal learning to increasingly becoming places for formal learning as well. We will describe activities at Scandinavian LAMs, with learning as the implicit or explicit goal, using both traditional and novel examples. Pedagogy provides a theoretical lens for understanding activities at LAMs as situations of learning. Furthermore, we will underscore literacy as a fruitful concept for LAMs with potential to connect... (More)
Traditionally, LAMs have supported literacy and education primarily by providing and facilitating access to their collections. In tandem with an intensified emphasis on learning, and in particular lifelong learning, in contemporary society, this chapter describes how LAMs have shifted from being enablers of mainly informal and nonformal learning to increasingly becoming places for formal learning as well. We will describe activities at Scandinavian LAMs, with learning as the implicit or explicit goal, using both traditional and novel examples. Pedagogy provides a theoretical lens for understanding activities at LAMs as situations of learning. Furthermore, we will underscore literacy as a fruitful concept for LAMs with potential to connect local everyday practices with the social impact the institutions might have. (Less)
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author
; and
organization
alternative title
Lärande, litteracitet och undervisning vid ABM
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
host publication
Libraries, Archives, and Museums in Transition : Changes, Challenges, and Convergence in a Scandinavian Perspective - Changes, Challenges, and Convergence in a Scandinavian Perspective
editor
Hvenegaard Rasmussen, Casper ; Rydbeck, Kerstin and Larsen, Håkon
pages
14 pages
publisher
Routledge
ISBN
9781032033648
9781032037523
9781003188834
DOI
10.4324/9781003188834-14
language
English
LU publication?
yes
id
72dbf91b-125d-4051-9064-900b7089949b
date added to LUP
2022-09-12 15:00:43
date last changed
2023-03-21 15:33:22
@inbook{72dbf91b-125d-4051-9064-900b7089949b,
  abstract     = {{Traditionally, LAMs have supported literacy and education primarily by providing and facilitating access to their collections. In tandem with an intensified emphasis on learning, and in particular lifelong learning, in contemporary society, this chapter describes how LAMs have shifted from being enablers of mainly informal and nonformal learning to increasingly becoming places for formal learning as well. We will describe activities at Scandinavian LAMs, with learning as the implicit or explicit goal, using both traditional and novel examples. Pedagogy provides a theoretical lens for understanding activities at LAMs as situations of learning. Furthermore, we will underscore literacy as a fruitful concept for LAMs with potential to connect local everyday practices with the social impact the institutions might have.}},
  author       = {{Rivano Eckerdal, Johanna and Roued-Cunliffe, Henriette and Huvila, Isto}},
  booktitle    = {{Libraries, Archives, and Museums in Transition : Changes, Challenges, and Convergence in a Scandinavian Perspective}},
  editor       = {{Hvenegaard Rasmussen, Casper and Rydbeck, Kerstin and Larsen, Håkon}},
  isbn         = {{9781032033648}},
  language     = {{eng}},
  month        = {{12}},
  pages        = {{144--157}},
  publisher    = {{Routledge}},
  title        = {{Learning, literacy, and education in LAMs}},
  url          = {{http://dx.doi.org/10.4324/9781003188834-14}},
  doi          = {{10.4324/9781003188834-14}},
  year         = {{2022}},
}