{"id":64,"date":"2026-07-31T05:45:07","date_gmt":"2026-07-31T05:45:07","guid":{"rendered":"https:\/\/287.hyperlib.sjsu.edu\/tinazhen\/?p=64"},"modified":"2026-07-31T05:45:07","modified_gmt":"2026-07-31T05:45:07","slug":"reflections-on-infinite-learning","status":"publish","type":"post","link":"https:\/\/287.hyperlib.sjsu.edu\/tinazhen\/2026\/07\/31\/reflections-on-infinite-learning\/","title":{"rendered":"Reflections on Infinite Learning"},"content":{"rendered":"
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Teen Tech Tutors Program at Olympia Timberland Library, WA<\/p><\/div>\n

In Nygren\u2019s article, the idea of connected learning is one I\u2019d like to focus on in this blog post. As mentioned, connected learning promotes participation and social connection through group-based activities that bring people together using a shared purpose (Nygren, 2014).\u00a0<\/span><\/p>\n

Beyond engaging community partnerships to enhance learning experiences, I would like to discuss the concept of connected learning from the perspective of the types of library programs librarians can curate. As I was exploring this idea, I was reminded of an interaction I witnessed at my library:\u00a0<\/span><\/p>\n

One day, while I was staffing the information desk, I noticed an elderly woman chatting with one of our high school volunteers over a flip phone. For the volunteer, it was their first time seeing a real, working flip phone! On the other hand, the elderly woman was trying to get access to photos her family overseas had sent to her. Together, they patiently explored the tiny buttons and menus, laughing as they figured things out together. To me, this interaction seemed like a delightful meeting of two generations.\u00a0<\/span><\/p>\n

I bring this story up because when I think of connected learning, I think of moments like this one, where people learn by working through challenges together. Being that librarians are both teachers and curators of learning experiences (Matthews, 2013), I think interactions like this demonstrate the power of creating environments where people of different ages, backgrounds, and experiences can connect through a common goal. The library as classroom is in full motion when programs provide the safe space for this to happen, more specifically, with intergenerational programming.\u00a0<\/span><\/p>\n

With intergenerational programming, we open up the \u201copportunities for kids and adults to collaborate (and) give each population a chance to learn from one another,\u201d (Moore, 2013). Intergenerational programs also help younger participants build their confidence as they interact with adults as equals, while adults gain valuable insight into the experiences of teenagers and may even positively influence their growth. Some great examples of intergenerational programming I\u2019ve seen are:\u00a0<\/span><\/p>\n