ABSTRACT
Self-direction in learning exists in a variety of settings. For example, adult learning projects which involve considerable self-planning can occur among a wide variety of population sub-groups and in various situations. This chapter demonstrates how self-direction in learning takes place in various institutional locations. It explores examples of selected institutions and considers some of the barriers that can limit an institution’s ability to support self-directed learning. Activating community resources for educational purposes assumes that most people and agencies have the capacity – or at least potential – for involvement in the educational processes necessary or desired in furthering human development. Libraries are in a unique position in most communities to assist adults in various ways with their self-directed learning pursuits. There are three types of barriers that inhibit adult learning: situational barriers, institutional barriers, and dispositional barriers. Facilitators, program designers, and administrators need to work constantly in attempting to remove or lessen such barriers.
