Collections > UNC Scholarly Publications > Article > Evidence-Based Instructional Strategies for Adult Learners: A Review of the Literature

Students over age 25 are an increasingly high percentage of higher education enrollments. These students, known as adult learners, enter college with life and work experiences as well as responsibilities, so they have different educational needs, expectations, and interests than traditional college students. The theory of adult learning that addresses the best ways to teach adult learners is called andragogy. While the construct of andragogy is subject to debate, the education field draws on its findings to design learning environments for adult learners. Academic libraries can also apply andragogy in their information literacy and instructional practices. This literature review examines articles in education and library science and summarizes evidence-based instructional strategies that address adult learning needs. The review also identifies the need for further studies on applying andragogy in library instruction.