Learning to Learn ─ International Perspectives from Theory and Practice

Learning to Learn provides a much needed overview and international guide to accumulated field of Learning to Learn (L2L) from a multidisciplinary lifelong and life-wide perspective. A wealth of research has been flourishing on this key educational goal in recent years. In Europe, L2L is considered one of the eight key competencies needed to compete in the global economy, but also a crucial factor for individual and social well-being. This book draws on leading international contributors to provide a cutting edge overview of current thinking on L2L research, policy, and implementation in both formal and informal learning environments.

But what exactly is learning to learn and what are its constituting elements is a much debated issue. This seems the crucial question if assessment and development of this "malleable side of intelligence" are to be accomplished. The approach of this volume is to consider a broad conception of learning to learn, not confined only to study strategies or metacognition, while acknowledging the importance of such elements to be taught and nurtured.

It sets out to answer five main questions:-

• What is learning to learn?
• What are its functions?
• What does it promise to the individual and society at large?
• How is it conceived in national curricula internationally?
• How can it be developed in a variety of contexts?

The text is organised around into three parts: the first addresses the core question on the nature of learning to learn from a theoretical and policy viewpoint; the second presents recent research carried out in several educational systems, with a special attention to L2L assessment and curriculum; and the third part gives an account of concrete practices to implement a learning to learn approach to schooling, school improvement and individual empowerment from childhood to adulthood, in a lifelong and life-wide perspective. The importance is underlined of linking theory to practice through assessment and research to promote L2L.

Contributors also highlight the potential uses of L2L as an organizing concept for Lifelong Learning, school improvement and teacher training along with potential conflicts with existing incentive practices and policies.

This book is a vital starting point and guide for any advanced student or researcher looking to understand this enormously important area of research.

Cristina Stringher is a Researcher with tenure at Invalsi, National Institute for the Educational Evaluation of Instruction and Training, Italy. Since 2004 she is a member of Cesmon, Centre for Montessori Studies, at University Roma Tre and a lecturer in Developmental Psychology and Research Methodology in a Master degree course for early childhood coordinators within the same university. Her research interests concern the theoretical definition of learning to learn and the application of techniques and didactic methodologies aimed at improving this aspect of intelligence in a developmental and lifelong perspective. Within this field of study she has presented her works and published in national and international fora. Her most recent publications include theoretical explorations on learning to learn (Invalsi working papers, 2010; Franco Angeli, 2008), on the validation of experiential learning (Anicia, 2011, 2010), empirical and theoretical works on Montessori as a vehicle to learning to learn (MORE Newsletter, 2009 and MORE Newsletter, 2011).

Ruth Deakin Crick was formerly a music teacher, then a headteacher of a 4-16 school, Ruth moved into academia after completing her postgraduate training in educational leadership and administration, applied theology and educational policy sociology. She is one of the originators of the Effective Lifelong Learning Inventory, a self-assessment tool which provides a framework for a coaching conversation about learning and stimulates organisational learning. She is President of ViTaL Partnerships Ltd, which was spun out from the University of Bristol to support the demand for her work and Research Director of the Learning Warehouse, an online repository for research led assessment tools, providing feedback for self-evaluation for individuals and organisations and data for ongoing research. Ruth is Programme Director for the new MSc in Systems Learning and Leadership which is offered both full time and part time from October 2011 at the Graduate School of Education in Bristol.

Research Projects (supervised EngD projects themes plus others)

Learning Futures - a Paul Hamlyn funded project with the Innovation Unit, working with innovative secondary schools in the UK on learner centred practices for the 21c.

Learning, Identity and personalisation: a Jerusalem Trust funded project exploring the relationships between identity, enquiry and learning to learn.