Presenting a snapshot of contemporary international research into the pedagogy of lifelong learning and teaching, this book focuses on a wide range of issues related to lifelong learning, including higher education, community-based learning and literacy practices in continuing education. It highlights the fact that the wide-ranging conclusions they draw have vital implications for this rapidly changing field.
The book reviews the emerging issues from researching teaching and learning in different post-school contexts - an issue which has grown in research importance around the world in recent years - with the concern both to widen participation and improve student attainment. Examining empirically, methodologically and theoretically contemporary research in teaching and learning in diverse contexts, it focuses on three main areas: learning careers and identities; pedagogy and learning cultures and learning beyond institutions.
Table of Contents
1. Introduction Section 2: Learning Careers and Identities 2. Poor Relations: Exploring Discipline, Research and Pedagogy in Academic Identity 3. The Variable Learning Experiences of Students with Dyslexia in Higher Education 4. Social Capital Influences on Lifelong Learning among Adults with Low Education Attainment 5. Older Adults’ Learning Patterns: Trajectories and Changing Identities? 6. Talking About My Generation: Learning, Identity and Agency: The Role of Historical Time and Generational Time over the Life Course Section 3: Pedagogy and Learning Cultures 7. Literacies for Literacy for Learning in Further Education 8. Facilitating Community Learning 9. Reality Bites: Bringing the ‘Real’ World of Work into Educational Classrooms 10. The Effects of Social and Organisational Mediation on the Student Learning Experience 11. What Kind of Curriculum, Pedagogy & Qualifications do we Need for an Uncertain Future? Section 4: Learning Beyond the Gate 12. Complex Learning from Multiple Mentors 13. The Impact of Individual Learning Accounts on Older Workers 14. Essential Skills Training for Under-Literate Workers 15. Blogs and Wikis: Innovative Tools for Informal Knowledge Creation or Technologies Irrelevant to Education? 16. The Pedagogy of Confession: Investigating the Online Self Section 5: Conclusions 17. Conclusions and Implications
Professor Michael Osborne is Deputy Head of the Institute of Education and Co-director of CRLL, University of Stirling, UK.
Muir Houston is a Research Fellow in the Institute of Education and CRLL, University of Stirling, UK.
Nuala Toman is a Research Fellow at CRLL, Glasgow Caledonian University, UK.