I’m a public librarian, but I’ve worked in what I like to think of as librarian “adjacent” roles over the years, including teaching in higher education and managing adult education programs. These “adventures” away from the reference desk have taught me a lot about adult learning, and I’ve found several lessons to be particularly useful. If you lead a workshop or focus group at your school, conduct training, meet with parents, or share new information with adults in any way, having some foundational knowledge in adult learning can make a real difference in instructional delivery and learner success.
Lessons #1: Adult learners are highly motivated and purpose driven.
Every adult education teacher I have ever known or observed prepared detailed lessons and intentionally used every minute of class time. For example, as students arrived, a lesson was always on the white board to work on until class officially began, and breaks were short and extra purposeful by including food options to keep energy up. Adult education classes where I worked were free and students didn’t have to come; they made that choice despite having families at home and most having worked all day. Students came to class tired, and some were hungry, choosing between having dinner and not being late, but you would not have known this by watching their engagement. They were there for a purpose. Maybe right now you are taking a course and can relate. Or maybe you are teaching or leading a group of adults in some capacity. You’re likely to find that every attendee is invested and motivated to meet personal goals. Make every minute for them count!
Lesson #2: The time of an adult learner must be valued and respected.
I know I am probably “preaching to the choir,” but an adult learner’s time—and your time— is extremely valuable. How do you acknowledge that? First, make it known that you appreciate them sharing their time with you. And second, never be unprepared or underprepared. When I taught weekend-long MLIS classes, I prepared at least two extra lessons spanning an extra half day. More than once, technology issues or a guest speaker cancelling at the last minute required quick pivoting. In order not to miss a beat, prepare extra, equally relevant and worthwhile material, and don’t be surprised if you have to use it.
Lesson #3: Adult learners need someone in their corner for encouragement, reassurance, and essential cheerleading purposes.
Often, adults approach learning new information, skills, or ideas with trepidation, self-doubt, or a mindset that they might be too old or too slow to master anything new. New learning can be intimidating, and it doesn’t matter if you’re 25 or 65 years old, with a ninth-grade education or with a master’s degree; each learner needs someone in their corner who believes in them and makes that support known. Everyone. You, me, and the next adult you meet need a cheerleader on our side of the field, or corner of the ring, or whatever image comes to your mind. Be that cheerleader for the adult learners in your life!
Having knowledge in adult learning can make a real difference in your teaching and leadership and in the experience of your learners! Plus, you’ll likely find that by incorporating adult learning principles, you get more out of the experience as well.
