by Amos Blanton, MA EdS.
This describes a case study of efforts to create the conditions for library educators to engage in a dialog between theory and practice intended to enable them to eventually develop a pedagogy of creativity and hands-on learning for the library. Over 14 months of biweekly meetings, 5 librarian educators led by the author studied constructionist learning theory and a method of doing practice based research from the pedagogy known as the Reggio Emilia approach, and ran two hands-on workshops for adults and children. Documentation from those workshops is included as well as an analysis of the challenges that became evident during the process. Implications for libraries as non-formal learning institutions are discussed.
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