Learning, literacy, and education in LAMs

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Standard

Learning, literacy, and education in LAMs. / Eckerdal, Johanna Rivano; Roued-Cunliffe, Henriette; Huvila, Isto.

Libraries, Archives, and Museums in Transition: Changes, Challenges, and Convergence in a Scandinavian Perspective. London : Routledge, 2022. p. 144-157.

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Harvard

Eckerdal, JR, Roued-Cunliffe, H & Huvila, I 2022, Learning, literacy, and education in LAMs. in Libraries, Archives, and Museums in Transition: Changes, Challenges, and Convergence in a Scandinavian Perspective. Routledge, London, pp. 144-157. https://doi.org/10.4324/9781003188834-14

APA

Eckerdal, J. R., Roued-Cunliffe, H., & Huvila, I. (2022). Learning, literacy, and education in LAMs. In Libraries, Archives, and Museums in Transition: Changes, Challenges, and Convergence in a Scandinavian Perspective (pp. 144-157). Routledge. https://doi.org/10.4324/9781003188834-14

Vancouver

Eckerdal JR, Roued-Cunliffe H, Huvila I. Learning, literacy, and education in LAMs. In Libraries, Archives, and Museums in Transition: Changes, Challenges, and Convergence in a Scandinavian Perspective. London: Routledge. 2022. p. 144-157 https://doi.org/10.4324/9781003188834-14

Author

Eckerdal, Johanna Rivano ; Roued-Cunliffe, Henriette ; Huvila, Isto. / Learning, literacy, and education in LAMs. Libraries, Archives, and Museums in Transition: Changes, Challenges, and Convergence in a Scandinavian Perspective. London : Routledge, 2022. pp. 144-157

Bibtex

@inbook{d8bfdeee400244b293cf4f9d5f55fc25,
title = "Learning, literacy, and education in LAMs",
abstract = "Traditionally, LAMs have supported literacy and education primarily by providing and facilitating access to their collections. In tandem with an intensified emphasis on learning, and in particular lifelong learning, in contemporary society, this chapter describes how LAMs have shifted from being enablers of mainly informal and nonformal learning to increasingly becoming places for formal learning as well. We will describe activities at Scandinavian LAMs, with learning as the implicit or explicit goal, using both traditional and novel examples. Pedagogy provides a theoretical lens for understanding activities at LAMs as situations of learning. Furthermore, we will underscore literacy as a fruitful concept for LAMs with potential to connect local everyday practices with the social impact the institutions might have.",
keywords = "Faculty of Humanities, education, GLAM institutions, LITERACY, digital heritage",
author = "Eckerdal, {Johanna Rivano} and Henriette Roued-Cunliffe and Isto Huvila",
year = "2022",
month = oct,
day = "26",
doi = "10.4324/9781003188834-14",
language = "English",
isbn = "9781003188834",
pages = "144--157",
booktitle = "Libraries, Archives, and Museums in Transition",
publisher = "Routledge",
address = "United Kingdom",

}

RIS

TY - CHAP

T1 - Learning, literacy, and education in LAMs

AU - Eckerdal, Johanna Rivano

AU - Roued-Cunliffe, Henriette

AU - Huvila, Isto

PY - 2022/10/26

Y1 - 2022/10/26

N2 - Traditionally, LAMs have supported literacy and education primarily by providing and facilitating access to their collections. In tandem with an intensified emphasis on learning, and in particular lifelong learning, in contemporary society, this chapter describes how LAMs have shifted from being enablers of mainly informal and nonformal learning to increasingly becoming places for formal learning as well. We will describe activities at Scandinavian LAMs, with learning as the implicit or explicit goal, using both traditional and novel examples. Pedagogy provides a theoretical lens for understanding activities at LAMs as situations of learning. Furthermore, we will underscore literacy as a fruitful concept for LAMs with potential to connect local everyday practices with the social impact the institutions might have.

AB - Traditionally, LAMs have supported literacy and education primarily by providing and facilitating access to their collections. In tandem with an intensified emphasis on learning, and in particular lifelong learning, in contemporary society, this chapter describes how LAMs have shifted from being enablers of mainly informal and nonformal learning to increasingly becoming places for formal learning as well. We will describe activities at Scandinavian LAMs, with learning as the implicit or explicit goal, using both traditional and novel examples. Pedagogy provides a theoretical lens for understanding activities at LAMs as situations of learning. Furthermore, we will underscore literacy as a fruitful concept for LAMs with potential to connect local everyday practices with the social impact the institutions might have.

KW - Faculty of Humanities

KW - education

KW - GLAM institutions

KW - LITERACY

KW - digital heritage

U2 - 10.4324/9781003188834-14

DO - 10.4324/9781003188834-14

M3 - Book chapter

SN - 9781003188834

SP - 144

EP - 157

BT - Libraries, Archives, and Museums in Transition

PB - Routledge

CY - London

ER -

ID: 335344210