http://projectinfolit.org/images/pdfs/pil_lll_phase1.pdf
The report summary notes:
No.1.
Lifelong learning needs in the workplace, community, and in their personal lives often overlapped. For example, finding information for engaging in their community or in civic life often originated from opportunities
young graduates first heard about at work, such as volunteering for a children’s afterschool
reading program or working election day for voter turnout
No. 2 Use of Sources:
Google search was the go to source for lifelong learning, though some recent graduates mentioned turning to people first for recommendations. Most prioritized their searches by looking for sources with “specifics” and “how to information” they could directly apply in the workplace, their community, or their personal lives, often to shore up knowledge and close skill gaps.
No.3. Use of social media:
Blogs came up over and over again, especially blogs interviewees had vetted for authority. As one graduate we interviewed explained, “I believe in the wiki voice, in crowdsourced knowledge; there are so many topics, anyone can join in, anyone can edit, and over time you get towards to the real truth.”
No.4 Subject of Study v.s Info learning skills
Some interviewees did not see how their major had taught them skills that matched their real world needs. "Capstone projects, a senior thesis ...nurtured their initiative, curiosity, independent learning, motivation, and
involvement"
They credited college with “teaching them to learn how to learn,” while giving them the confidence to
“learn anything on their own.” They referred to the critical thinking skills they had taken from
college, especially the ability to sort through large volumes of content and synthesize key points,
determine bias on web sites and in news articles, evaluate the authority and credibility of sources,
and to be flexible and revise search strategies as new information is presented.
Elaine Doherty, Library Services
