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Branching Out: a model for experiential learning in professional practice

Train, B. and Elkin, J. (2001) Branching Out: a model for experiential learning in professional practice. Journal of Librarianship and Information Science, 33 (2). pp. 68-74. ISSN 0961-0006

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Abstract

Reports results of a study undertaken at the Centre for Information Research (CIRT), University of Central England in Birmingham (UCE) to investigate the applicability of theories and methods of experiential learning and methods to "Branching Out", an ongoing reader development initiative of the Society of Chief Librarians. The project is funded by the Arts Council of England and focuses on both group-based and individual learning methods. Presents a chronology of the relevant theories of experiential learning and considers how theories of group learning and individual learning have been applied to course development at UCE and a practitioner-based initiative. Key theories incorporated into the training programme include: Kolb’s learning cycle; Honey and Mumford’s four learning styles; and Schon’s "reflective practitioner". Concludes that these theories have proved valuable, both in supporting the group-based design of training exercises and in developing reflective techniques through which knowledge acquired can be assimilated and developed. The Branching Out training programme is valuable as a model of professional learning because it provides guidance to both the trainer and the trainee in supporting the application of theory to practice and its methodology combines elements which encourage both group interaction and individual reflection.

Item Type: Article
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > Information School (Sheffield)
Depositing User: Miss Anthea Tucker
Date Deposited: 29 Jun 2010 11:19
Last Modified: 04 Aug 2010 15:17
Published Version: http://dx.doi.org/10.1177/096100060103300203
Status: Published
Publisher: SAGE Publications
Identification Number: 10.1177/096100060103300203
URI: http://eprints.whiterose.ac.uk/id/eprint/10976

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