| Abstract [eng] |
The fast pace of life, change and the proliferation of technological processes at work and in our personal lives are forcing people to look for ways to adapt to a rapidly changing environment, society and labour market. In most cases, all these changes affect not only individuals, but also organisations and institutions where people go to acquire certain competences, knowledge and training. Public libraries are becoming those institutions that are flexible to change and try to respond to the needs of people and communities and offer what is relevant. The objectives of library services are becoming: to provide educational information support services, to organise activities to promote reading, self-education, cultural and social awareness, to develop general competences, media and information literacy. In fulfilling these objectives, the library performs functions related to education (acting in a supportive way, facilitating independent learning, self-education or formal education), information (collecting, storing, analysing and providing access to information in the media), personal development (enabling creativity), services for children and young people (taking into account the specificities of age groups), cultural development (organising cultural activities), and the social function of public libraries (serving as a 'third place' for community meetings, communication and socialisation). Based on the research on learning in the public library, it can be stated that the process of learning in the public library has received insufficient attention from researchers, and there is a lack of research to identify the factors that contribute to the formation of learning environments for public library users from the educational environments of public libraries. Issues: - What are the characteristics of public library educational environments identified by adults as their learning environments? - What factors lead to adult patrons' use of public library educational environments and their identification as their learning environments? The object of the study. Factors in the formation of public library learning environments. The aim of the study is to identify the factors of formation of adult learning environments in public library. Objectives of the study: 1. To analyze the educational and learning environments of adults in the public library. 2. To justify the methodology for the study of the factors of formation of adult learning environments in the public library 3. To conduct an analysis of adult learning environments in the public library. In this paper, an analysis of the scientific literature is carried out, based on which a theoretical model of the formation of learning environments from educational environments for public library users is formed. The research is carried out in public library departments and units using a case study research method. The research data is collected by the following methods: analysis of scientific literature and documents, semi-structured interviews. Semi-structured interviews with public library staff and visitors. The data obtained from the study is processed through qualitative content analysis. The study, which included interviews with public library visitors and staff, partially confirmed the theoretical model of the factors that shape adult learning environments in the public library from the library's educational environments. The semi-structured interviews with library users and the analysis of their answers revealed that the educational context is also important in learning environments (library users identify educational objectives, forms of learning, methods and tools, the role of the educator and the knowledge). |
