© 2014 – Routledge
340 pages | 31 B/W Illus.
Learning to Learn provides a much needed overview and international guide to the field of learning to learn from a multidisciplinary lifelong and lifewide perspective. A wealth of research has been flourishing on this key educational goal in recent years. Internationally, it is considered to be one of the key competencies needed to compete in the global economy, but also a crucial factor for individual and social well-being. This book draws on leading international contributors to provide a cutting-edge overview of current thinking on learning to learn research, policy, and implementation in both formal and informal learning environments.
But what learning to learn is exactly, and what its constituting elements are, are much debated issues. These seem to be the crucial questions if assessment and development of this 'malleable side of intelligence' are to be accomplished. The approach of this volume is to consider a broad conception of learning to learn, not confined to only study strategies or metacognition, yet acknowledging the importance of such elements.
The book sets out to answer five main questions:
The text is organized into two parts: the first addresses the core question of the nature of learning to learn from a theoretical and policy viewpoint, and the second presents recent research carried out in several educational systems, with special attention to assessment and curriculum. It gives an account of pedagogical practices of learning to learn and its role in individual empowerment from childhood to adulthood.
Contributors also highlight the potential use of learning to learn as an organizing concept for lifelong learning, school improvement, and teacher training along with potential conflicts with existing incentive practices and policies.
This book is a vital starting point and guide for any advanced student or researcher looking to understand this important area of research.
"Learning to Learn can serve as something of a paradigm for excellence in education and learning. It can also function as a helpful text for reflecting on the meta-competencies required to be fully efficient in contemporary vocational contexts. … Educators will benefit from reading this book … This material represents an excellent source for advancing new research, while at the same time offering useful applications for educators' practices in their individual higher educational contexts." —Reflective Teaching
"All in all, the book covers a wide compass and is certainly of interest for anyone who wishes to pursue the notions behind learning to learn and its connection with lifelong learning […] It is a book that deserves to be read with interest by those who profess the business of learning." - John Cribbin, International Journal of Continuing Education and Lifelong Learning
"This book draws on leading international contributors to provide a cutting edge overview of current thinking on research, policy, and implementation in both formal and informal learning environments." -Martina Visentin, PHD, Dept. of Political Science, Law, and International Studies at University of Padova, Italy
Introduction Part 1. Theory and policy Stringher, C., Hautamäki, J./Kupiainen, S. Deakin Crick, R., Alberici, A., Di Rienzo, P., Demetriou, A., Ren, K. Part 2. Research and curriculum Hautamäki, J., Evans, C., Hautamäki, J./Kupiainen, S., Moreno, A., Stringher, C. Part 3. L2L in practice Rao, N., Kupiainen, S., Kloosterman, P., Stringher, C., Tornar, C., Sorensen, E. Conclusions