Infinite Learning Begins with Us

“I find it important to regularly remind myself that frustration leads to insights and that learning is not necessarily the equivalent of mastery.”

—Joshua Block, Embracing Messy Learning

I don’t know if there is a way for me to separate the three submodules of infinite learning. It’s all interconnected. Firstly, libraries are here for the purpose of helping the people reach their full potential. After all, according to Michael Stephens, “One of [the] intrinsic values is that of library as the “people’s university” – an open education resource or commons – or center for lifelong learning.” And in order to live up to that, we have to reach people in all the ways that are available to us and the learners themselves. But arguably, the lynch pin for the whole thing is librarians leaning into our own Professional Learning Experiences (PLEs) because in order be effective instructors we need to always be learning about new things and gathering new ideas.

At the same time we have to find ways to adapt the instruction for our patrons into learning experiences that make the most sense for the place and context in which we operate. While reviewing the materials in these modules, the Chicago Public Library’s idea of training peer navigators, to help others learn digital literacy skills, caught my eye. Coordinating with community partners that have similar goals is another important step, which is something I was talking to a colleague about the other day when we were discussing the distressing rates of illiteracy in our community.

Right now I’m in library school with opportunities to develop my skills provided at every turn. But once I graduate, I’ll need to actively look for those PLEs by staying connected to my peers through professional organizations and publications (online and in print) and attending conferences*, as a few examples. With that in mind, how apropos is it that this magazine just arrived in my mailbox? As a profession, we are coming to realize that active learning is integral for deeper learning and playtime can be worktime?

But I can also grab the PLEs when they fortuitously float by. For example, at my library, there’s been more than one occasion where I called in another “expert” to help me help a patron with a technical question. The key is that I always take those opportunities to learn about the thing along-side the patron with the goal of being the “expert” next time.

And it never hurts to reflect on my own teaching techniques and expectations. The quote at the top of this post from educator, Joshua Block reminds me of how important it is to be patient and empathetic with patron-learners when they don’t want to try something new or voice their feelings of defeat before the learning process really gets going. For instance, when a patron is learning how to print a document from their phone, maybe I can relieve some of the pressure they might feel. Instead of expecting them to go from confident start to successful finish, I can encourage a little messiness, guiding them through their frustration and leading them to good enough to get it done.

Most importantly, I know I will have to look outside the walls of my own library to find innovative ways to encourage infinite learning for myself and the folks I interact with as a librarian.

Notes:

*Stephens, M. (2019). “PLEs & ALA” in Wholehearted Librarianship, p. 55

ChatGPT assisted with post title.