Social Living Labs for Informed Learning: A Conceptual Framework of Interprofessional Education in Community Healthcare

Autor/inn/en	Hughes, Hilary; Foth, Marcus; Mallan, Kerry
Titel	Social Living Labs for Informed Learning: A Conceptual Framework of Interprofessional Education in Community Healthcare
Quelle	In: Journal of Information Literacy, 13 (2019) 2, S.112-135 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-5968
Schlagwörter	Living Learning Centers; Interprofessional Relationship; Information Literacy; Models; Interdisciplinary Approach; Health Sciences; Medical Education; Informal Education; Problem Solving; Communities of Practice; Vignettes; Health Personnel; Librarians; Cooperation; Social Problems; Public Health; Children; Obesity; Educational Principles; Foreign Countries; Values; Outcomes of Education; Clinics; Allied Health Personnel; Allied Health Occupations Education; Professional Development; Australia + Suchen Sie Ihr Suchwort? Informationskompetenz; Analogiemodell; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Medizinische Ausbildung; Informelle Bildung; Nichtformale Bildung; Problemlösen; Community; Medizinisches Personal; Librarian; Bibliothekar; Bibliothekarin; Co-operation; Kooperation; Social problem; Soziales Problem; Gesundheitswesen; Child; Kind; Kinder; Adipositas; Bildungsprinzip; Ausland; Wertbegriff; Lernleistung; Schulerfolg; Australien
Abstract	This paper proposes social living labs for informed learning as an innovative approach to interprofessional and community education. It presents a new conceptual model and practice framework suited to rapidly changing, information-intensive work and social environments. The proposed approach is theoretically informed and evidence based. It integrates concepts from three complementary fields: Informed learning as information literacy pedagogy that enables using information critically and creatively to learn (information science); interprofessional education as a professional learning model with a cross-disciplinary and community reach (health sciences/medicine); and social living labs as informal learning context and problem-solving process (community development). After reviewing relevant literature, the paper introduces the concepts and research that underpin social living labs for informed learning. Then it presents a new conceptual model and a practice framework to guide their design and implementation. To illustrate the practical application of this approach, a hypothetical scenario envisages health practitioners, librarians and community members collaborating in a social living lab to address health and social challenges related to child obesity. The paper concludes by discussing anticipated benefits and limitations of the approach and possible wider application. As a contribution to theory, the paper uncovers a previously unrecognised synergy between the principles of informed learning, social living labs and interprofessional education. Supporting information literacy research and practice, the paper identifies a significant role for informed learning in community and professional education, and a novel strategy for health information literacy development. The paper is of interest to educators, researchers, and practitioners across information literacy, community development, healthcare, and other professional fields. (As Provided).
Anmerkungen	CILIP Information Literacy Group. 7 Ridgmount Street, Bloomsbury, London WC1E 7AE, United Kingdom. e-mail: jinfolit@gmail.com; Web site: https://ojs.lboro.ac.uk/JIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01