Creating a space for autonomous learning and citizen involvement in collaboration with a public library

Abstract

Purpose The purpose of this paper is to examine the significance of public libraries as lifelong educational agencies through the analysis of citizens’ autonomous learning activities developed in a public library. Design/methodology/approach A self-learning group was chosen and their history was traced. Self-published documents and narratives of the group were used to clarify the substantial content of autonomous learning activities related to a public library. First, an overview of the group activities is given through an analysis of the contents of group newsletters. Second, the narrative of the group members is examined as it appears in their publications. Finally, the results of these two procedures are integrated to holistically articulate the activities of the group as an autonomous learning history based in the public library. Findings The paper shows how the group created their learning space in collaboration with a public library and developed individual lifelong learning by sharing their activities with local citizens. The paper concludes that the activities of the target group provide an excellent example of not only the citizens’ autonomous learning as a study group but also the ways in which civic activities nurture public debate and generate social capital in cooperation with the local public library. Originality/value The paper suggests specific citizen's autonomous and self-directed learning activities and clarifies the substantial results of their learning. The results of this research demonstrate that public libraries have the unique potential to dynamically satisfy individual lifelong learning and citizen involvement. The paper demonstrates how public libraries are intrinsically linked with lifelong learning and civic involvement.