Lifelong learning enables adults in the United States to pursue professional development, explore further education in areas of personal interest, and connect with members of their community when public libraries are used as learning centers. Scott (2015) claimed that lifelong learning allows adults to engage in personal development and connects them with people who demonstrate like-minded interests. Logan and McCaffrey (2001) agreed that creating adult learning opportunities in communities engages people through socialization and engagement within their local public areas. Peich and Fletcher (2015) posited that public libraries had been identified as vehicles for community outreach. Findings from the research suggested that adult lifelong learners satisfy their personal and professional needs, which add value to local communities through engagement and interest in meaningful activities that generally improve life.

Peich and Fletcher (2015) outlined factors that affect lifelong learning, including community outreach, adult education, personalized learning, learning communities, socialization, and e-learning. Scott (2015) explained that lifelong learning empowers individuals to become more inclusive through social inclusion and sustainable development because it benefits people and their communities through personal and economic development. Logan and McCaffrey (2001) also claimed the value-added benefits result from communication and collaboration because it increases engagement amongst people in their communities.

Fischer (2000) posited lifelong learning is a necessity and an essential challenge for inventing the future of our societies because it is a mindset for people to acquire. Similarly, Lee (2014) asserted that lifelong learning is a way to improve individuals’ lives. Merriam and Kee (2014) claimed that lifelong learning becomes progressively important as technology advances because adults must learn to adapt to the changes in routine life activities.

This review of the literature represents elements of lifelong learning. Following are sections grouped into theories, themes, and then the gaps in the literature. The section concludes with a summary of the general field of lifelong learning. The first section reveals the theories associated with lifelong learning.

Following are the theories associated with lifelong learning, as revealed by the literature. Topics include:

• Adult learning theory,
• Situated learning theory, and
• Social-emotional learning theory.

A discussion of the varied learning theories reveals the importance of lifelong learning and supports the focus for this study.

Malcolm Knowles (1975) is famous for developing the adult learning theory of andragogy, which he considers to be grounded in the notion that adults are self-directed and want to initiate their learning and control how they learn. According to Knowles, andragogy is based on seven principles: self-direction, transformation, experience, mentorship, mental orientation, motivation, and readiness to learn. Knowles added that adults are most interested in studying subjects immediately relevant to their personal or professional life and want their learning to be problem-centered instead of content-oriented. Knowles claimed adults are interested in lifelong learning and develop a skill for a reason, build on their experience, and are immediately applicable to a real-life situation. He also posited that lifelong learning is ongoing, voluntary, and self-motivated and emphasized that adults need to be involved in planning and evaluating their knowledge and experience, providing the basis for these activities.

Watkins (2015) described adult learning theory or andragogy as a way to empower learners and engage them in a meaningful learning experience. Watkins (2015) suggested the change in the agency from the teacher to the learner is the empowerment that enables them to control their learning journey. Van der Walt (2019) agreed with Knowles (1975) and Watkins (2015) that although self-directed learning is mechanical, the process requires empowerment and agency transfer to the learner to become the knowledge creator. According to results from a small-scale study in higher education that explored students’ reflections on their debating experience after participating in a course, the learning experience for adults is transformational because it changes the way they learn and helps them understand independently by drawing on contextual experiences (Mezirow, 1994). Mezirow argued that adult learning becomes intuitive, and motivation generally comes from wanting to incorporate change in the learners’ daily lives. Mezirow delineated transformational learning as how adults can adjust their thinking based on new information. Watkins posited that knowledge is innate to individualized experiences; therefore, a one-size-fits-all approach is counterproductive.

Knowles (1975) theorized the way adults learn is different from children. According to Knowles, adults are self-directed and expect to take responsibility for their decisions, so they seek knowledge that builds on previous experience. Merriam et al. (2007) suggested other experts have used adult learning theory to determine how to improve the adult learning experience. Driscoll (2005) studied the psychology of learning for instruction by looking at the conditions of learning and learning outcomes to determine how to motivate and engage learners. Driscoll examined adult learning theory and situated learning theory as elements of lifelong learning and found that learners construct knowledge to make sense of their experiences. Scott (2015) added that emotional learning is a component of lifelong learning, which he says must be understood and addressed because it teaches crucial life skills that include understanding themselves. Knowles claimed adults seek lifelong learning opportunities that satisfy their interests, serve a purpose, and produce results. Watkins (2015) explained lifelong learning is a way to empower adults.

Jean Lave and Etienne Wenger developed the situated learning theory in the early 1990s, which provides one approach to explaining how learning occurs (Lave & Wenger, 1991). Lave and Wenger posited that learning is a social process and that situated learning is founded on the belief that what people learn, see, and do is situated in their role as community members. They said situated learning is related to lifelong learning because it is unintentional, better done in collaborative settings, and based on real-life experiences. Similarly, Choi and Hannafin (1995) related situated learning to lifelong learning by emphasizing the importance of learning in real-life contexts when knowledge is acquired by embedding the subject matter in the learner’s experiences. Lave and Wenger also emphasized that situated learning promotes authentic learning in various locations, which involves reflection on how knowledge is gained and applied in everyday settings.

Driscoll (2005) found that situated learning theory is the framework for understanding the presentation of knowledge in an authentic context where learners usually seek information in formats that require social interaction and collaboration. She theorized common names for situated learning, including situated cognition, cognitive apprenticeship, anchored instruction, and activity theory. Similarly, Ertmer and Newby (1993) reviewed three positions on knowledge that include behavioral, cognitive, and constructivist. They claimed the factors that influence adult learning involve the learners’ mental activities, which form their approach to coding, transforming, rehearsing, storing, and retrieving information. Ertmer and Newby suggested learners’ mental activities encompass their ability to plan, set goals, and organize strategies that influence learning through routine behavior. Ertmer is the founding editor of the Interdisciplinary Journal of Problem-Based Learning and is a leading expert in this area. Newby researched learning and motivation by reviewing activities that impact various instructional strategies. Ertmer et al. (1996) conducted an exploratory study examining how 61 students with high and low levels of self-regulation responded to and approached learning from case-based instruction.

Scott (2015) articulated strategies that demonstrate situated learning, including cognitive apprenticeships, anchored instruction, and learning communities of practice. Similarly, Choi and Hannafin (1995) examined the theoretical underpinnings of situated cognition. They argued an instructor could have a cognitive apprenticeship experience by sharing experiences, coaching students, encouraging people to reflect on their educational involvement, and having students apply new skills to solve real-world problems. They examined the design of situated learning environments to derive implications and create a conceptual framework that centers on four fundamental issues: the role of context, the role of content, the role of facilitation, and the role of assessment. Choi and Hannafin asserted cognitive apprenticeship is a method to understand the thought process involved when developing skills that encompass modeling, coaching, scaffolding, articulation, reflection, and exploration. They suggest another method called anchored instruction, which introduces a case study, video, or another example of a scenario that provides context for education to anchor their learning by solving a problem. They claimed through this experience, the learners can become teachers and reciprocate the learning process by collaborating in a team setting.

Peich and Fletcher (2015) examined the parallel histories and visions of public libraries and land-grant universities. They found that partnerships between these organizations can enhance the vibrancy of adult education in the context of learning cities. They claimed the emphasis on communities of practice is the scaffolding of learning that occurs while building relationships with experts in the field. Choi and Hannafin (1995) agreed and added that situated learning is an integrative process that involves reciprocating learning between learners and teachers in a collaborative situation. Scott (2015) agreed with Peich and Fletcher that scaffolding builds relationships between the learners and the experts and adds that leveraging experience offers personal insight into the practical application of learning. Scott reviewed learning cities by examining studies and collaborating with scholars and found that people who are lifelong learners become connected and engaged in their community through education and learning opportunities. Scott used quantitative research methods and conducted participatory action research that informs its society to add to previous discussions of adult learning theories and practices.

Reviewing situated learning is a method of understanding how learners initiate and control their learning experience (Lave & Wenger, 1991). Scott (2015) examined learning cities and the foundation of teaching and learning to understand how to increase adult engagement. Scott suggested that shared control of the learning experience encourages people to learn from one another and lessens the power of authority that supports a formal learning structure. The results of Scott’s research led him to understand how to increase adult engagement. They stated that communities of practice provide the social structure to introduce collaborative learning embedded in situated cognition.

Lave and Wenger (1991) stated that situated learning involves the socialization of people learning within a community and describe the socialization process in communities of practice as legitimate peripheral participation, which is how newcomers become experienced members of a community of practice. Lave and Wenger defined members of a community of practice as people who share a common interest and desire to learn from or contribute to the community with their variety of experiences. Similarly, Li et al. (2009) advised a community of practice is a learning community connected by a common interest. Both Lave and Wenger and Ertmer and Newby (1993) suggested that situated learning occurs in the same real-life context in which it is applied. In this situation, learners enter as a novice, are encouraged to learn from others around them by contributing to the community, and eventually advance their level of expertise. Ertmer and Newby argued that situated learning found in a community of practice supports lifelong learning and recommends a professional learning community that fosters collaborative learning within a particular work environment and promotes lifelong learning because of the nature they initiate and control their learning. Ertmer and Newby concluded mastering specific tasks depends on the learner’s particular needs.

Situated learning occurs in ways that support individuals and society, as supported by Lave and Wenger (1991) and Choi and Hannafin (1995). Specifically, Choi and Hannafin found in their review of the literature that examined the theoretical underpinnings of situated cognition that the strength of situated learning involves improving the learner’s cognitive abilities through self-monitoring and self-correcting skills acquired in experiential environments. According to Choi and Hannafin, learning occurs best when experiences are connected to the contexts in which they derive meaning, establishing a structural foundation that promotes understanding. When people develop complex problem-solving skills, Choi and Hannafin advised that this adds value to society because they are active contributors who influence change by constructing knowledge in social communities of practice.

Anderson et al. (1996) contended critics of situated learning find it difficult to accept the changing roles of instructors by decreasing the agency this power of authority instills. Anderson et al. argue that situated learning is not always productive because an action is not always grounded in the situation in which it occurs. More specifically, they object to generalized people and situations in addition to knowledge transfer between tasks. Instead, they advocate for a combination of abstract instruction and concrete examples that could support learners with diverse experiences. Greeno (1997) posited the situated learning perspective is accurate because successful knowledge participation means improved participation but argues it does not consider the constraints and affordances of the learners. Greeno proposed that situated learning involves more than knowledge transfer and requires personalized support for the learner to have a positive experience. Choi and Hannafin (1995) contended that the teaching role evolves from a knowledge transmitter to a facilitator or coach, which remains influential because this person is still responsible for structuring a learning environment and offering guidance.

Akcaalan (2016) and Bisaz et al. (2014) advised that social-emotional learning is an instructional method designed to foster social and emotional learning skills in the learning experience. Akcaalan defined social-emotional learning as the systematic development of skills useful in social and learning environments. Akcaalan related this to lifelong learning, which can occur in informal and formal settings throughout life. Bisaz et al. posited that social-emotional learning involves self-awareness, self-management, social awareness, relationship skills, and responsible decision-making that influence how people learn and apply new knowledge.

Scott (2015), Bisaz et al. (2014), and Tomasello et al. (1993) contended exploring the impact of social and emotional learning as a way to learn how people acquire knowledge. Scott argues that social and emotional learning is the process that influences how people learn and their ability to absorb new knowledge. Scott offered that social interaction should be encouraged because teaching promotes learning and helps the teacher internalize information, enabling coding to transition into long-term memory. Bisaz et al. emphasized that memory recall involves the transition into long-term memory through the neural activity initially generated in the brain during a specific event. Consequently, they posited memory is a varying perception of an actual event, which is how the brain remembers information by connecting it to details of an event. Bisaz et al. suggested learning is associated with the learner’s experiences which can be positive or negative. Tomasello et al. contended that people have an innate desire to learn. Tomasello et al. recognized that social and emotional learning is essential to human life since it integrates the ability to manage emotions from early childhood experiences.

Scott (2015), Lee (2014), and Merriam and Kee (2014) proposed social and emotional learning impacts people of all ages. Specifically, Scott conducted a study examining learning cities and found that social and emotional learning affects people of every age, gender, and race. Scott recommended that examining the impact of social and emotional learning on adults in communities is essential because research strengthens the argument that supports lifelong learning. The results suggested the learning needs within the community. Scott affirmed understanding how to approach the challenges associated with creating lifelong learning opportunities could improve learning outcomes. According to Scott, the intricacy of managing emotions applies to how adults establish and maintain positive relationships, solve problems, make decisions, and demonstrate empathy. Likewise, Lee agreed with the humanistic view of lifelong learning because it is a way to improve individuals’ lives, as explained through the context of situated learning. Scott advanced the discussion by suggesting these learning experiences occur throughout life and influence decisions when setting and achieving personal and professional learning goals. Merriam and Kee advised that lifelong learning becomes vital as technology advances since adults must learn how to adapt to various changes in routine life activities. Lee argued that situated learning and lifelong learning are essential for adults and their communities regardless of their purpose for learning.

Peich and Fletcher (2015), Tomasello et al. (1993), and Scott (2015) contended reviewing social and emotional learning is a method to understand better how social experiences impact the ways adults learn. Peich and Fletcher added that as adults, social experiences impact their motivation and how people maintain relationships and socially engage. Similarly, Scott proposed that social-emotional learning stems from an adult’s capacity to communicate, respect others, collaborate, and solve problems. Scott emphasized that social-emotional learning is the development of behavioral skills that contribute to internal thoughts and how people interact with one another. Tomasello et al. recommended that social learning is a process that benefits from collaboration that involves sharing perspectives, which is a critical aspect of the cognitive outcome influenced by motivation, as Peich and Fletcher claimed, and relationships with others, as Scott proposed. Tomasello et al. suggested this is pertinent to adult learning because people have several internal and external factors influencing their choice to take the first step towards participating in lifelong learning opportunities. Tomasello et al. advised identifying what causes adults to learn also helps advance the understanding of the challenges faced when making that decision. Also, Tomasello et al. argued that understanding, imitating, and coordinating integrated perspectives is essential for cultural learning behaviors that contribute to the connection of social cognition. Tomasello et al. defined social cognition as how people process, store, and apply information about others and social situations.

Szanto and Landweer (2020) emphasized external factors influence the ways adults learn. Stephan et al. (2013) argued that situated affectivity extends situated cognition by confirming humans are not isolated thinkers, nor do they feel emotion without any external factor having an impact. Szanto and Landweer defined situated affectivity as moving beyond the individual’s way of learning and focusing on ways in which scaffolding occurs based on experiences. Stephen et al. posited this is important to the discussion about social-emotional learning because it adds diverse insight into situated affectivity and introduces ideas that shift away from biased cognitivist and individualist learning accounts. Also, Stephen et al. advised that the brain, body, and environment contribute to how humans react in situations that do not happen automatically and consistently for any individual or situation.

Additionally, Stephen et al. claimed the integration of cognition, emotion, and motivation are related and intertwined. They studied decades of emotion research that did not fall under the heading of situated cognition and proposed emotions play a significant role in situated cognition and cause a lack of consistency in situations since every person’s background knowledge, experiences, and perspectives vary. As a result of their study, Stephen et al. recommended that environmental contribution to thoughts and human reactions interrelates and formulate perceptions and prescribe that although individual emotions might not impact learning in a collaborative setting, feelings emerge and contribute to actions from the brain and body involved in situated cognition.

Scott (2015), Peich and Fletcher (2015), and Merriam and Kee (2014) suggested exploring social interaction as a method to understand how adults take ownership of their learning. Scott argued that meaningful learning occurs when learners create an environment involving social interaction as they take ownership of their learning by defining purpose, personal goals, and methods to achieve them. Scott claimed self-regulating one’s learning requires discipline and flexibility to accommodate personal change because experience alters how people learn and interpret situations. Scott posited learning through experience and teaching helps people develop personal inquiry skills by applying knowledge and relating information to real-life scenarios. Therefore, Scott asserted social and emotional learning impacts adults and how they could add value to their communities by recognizing the need for lifelong learning opportunities. Peich and Fletcher emphasized the public could benefit from emotional support and enhanced coping skills that social and emotional learning offer to overcome daily global challenges like coping with a pandemic in a resilient manner. Scott proposed communities could benefit from people becoming better citizens who help one another by learning and growing together. Aside from the pandemic, Merriam and Kee argued lifelong learning connects adults to their communities through community outreach activities where they can share their experiences and help others.

The literature review revealed various themes associated with lifelong learning. This section contains an overview of the identified themes including

• Value of lifelong learning
• Communities of practice
• Informal and formal learning
• Learning settings
• Demographic differences in lifelong learning
• Human capital in libraries

A section comprising the gaps in the literature follows the themes associated with lifelong learning.

The value of lifelong learning is based on what it brings to people’s lives, personally/professionally strengthening community bonds. Lave and Wenger (1991) advised motivation for learning compares to learning outcomes, and Ertmer and Newby (1993) agreed because they found a correlation between motivation and learning outcomes in their case-based study about situated learning in communities of practice. Scott (2015) added motivation for learning is related to lifelong learning because it is self-directed and claims that instilling the desire for lifelong learning in adults begins with triggering their craving to learn something new that may complement a person’s strengths and satisfies their interests. Therefore, Scott maintained that a learning outcome is meeting an individual’s needs to grow as a human being through self-development. Consequently, Scott suggested that learning does not have to include a specific outcome of earning a credential. Ertmer and Newby suggested that demonstrating skills by completing tasks like solving problems with strategies from the constructivist perspective should be explored from multiple viewpoints, which is best explained by situated cognition. Lave and Wenger add that situated learning is a way for learners to learn by actively participating in the learning experience. Choi and Hannafin (1995) said education should give people a better understanding of why, when, and how to use knowledge in various situations instead of focusing on formal learning outcomes.

Cruce and Hillman (2012), Zakopoulou et al. (2013), Orson et al. (2020), and Logan and McCaffrey (2001) all posited the value of lifelong learning for adults involves the ways to stay mentally engaged, fulfill personal interests, and connect with others which benefit their communities because they are constantly improving personally or professionally. Cruce and Hillman examined data from the National Household Education Surveys Program of the 2005 Adult Education Survey. They found that adults need lifelong opportunities beyond personal interests, such as hobbies or professional development, for work-related reasons. In Cruce and Hillman’s study about the learning needs of adults aged 55 and older, they contend a new market of adult learners will emerge because of the need and their interest to know more about financial planning, health, and wellness. For example, Zakopoulou et al. proposed that negative family situations tend to cause low self-esteem and frame the overall future of an adult’s ability to learn and work. Immordino-Yang et al. (2019) claimed that teaching social and emotional learning to these individuals could help minimize the risk of criminal or other adverse outcomes because emotional support helps people in troubling situations. Immordino-Yang et al. detailed that the likelihood of a person’s ability to learn depends on how nature is nurtured, reinforcing that learning is directly dependent on social-emotional experiences. They concluded in their research about new advances in neurobiology that brain development is a crucial factor in learning and social interaction that emphasizes how social-emotional learning is critical to educate the whole child for success throughout life. Orson et al. conducted group interviews of 32 youth ages 14-18 and used a grounded theory analysis to identify three processes contributing to learning. They concluded persistence to succeed, skilled, motivational support, and peer support with scaffolding could help increase the learner’s sense of community with a positive mindset and a sound support system to overcome challenges. According to Orson et al., the communication and collaboration that align with the supportive influence of social and emotional learning are worth investigating because of what happens as a child lingers with a person through adulthood. Logan and McCaffrey conducted a study with participants comprising members of an academic department at DePaul University that partnered with a library to serve nontraditional adult students and lifelong learners. They noted lifelong learning involves formal and informal learning opportunities that foster continuous improvement and self-development throughout life which play a vital role in adulthood.

Logan and McCaffrey (2001) asserted adults have several reasons to learn throughout their lives and proclaim that adults learn for a range of reasons to satisfy personal interests and remain competitive in the workforce. Alexander and Goldberg (2011) studied the inputs and outputs of the overall structure of Joint Labor-Management Educational Programs. They suggested that the American economy requires more than job training to enhance humans as employable resources. They also believed lifelong learning is valuable for workers and their companies because formal and informal educational opportunities foster continuous improvement and self-development. They argued that engagement increases in people who want to learn because they take ownership of their situation. Cruce and Hillman (2012) contended that adults prefer experiential learning and face-to-face interaction because they can quickly see how valuable their new knowledge is through a hands-on approach. Giraldo (2007) posited that adult education should be holistic by encompassing several types of formal and informal education with continuous interaction; this strengthens people as lifelong learners and advised it is worth researching how to encourage educational interaction and ensure everyone has access. Giraldo recommended raising the political awareness involved in higher education because civic leaders have the influence required to reconstruct societies through a humane globalizing initiative that strengthens the offering of lifelong learning opportunities. She agreed this is a step in the right direction but proposes research also needs to be done to identify the challenges adults face on their journey to become lifelong learners.

Cruce and Hillman (2012), Flauzino et al. (2021), and Moustakas (2018) contended identifying the reasons adults want to learn will help create the learning opportunities they desire. For example, Cruce and Hillman advised that older adults expressing interest in learning for personal reasons and examining the character of these learners is worthwhile because it could help identify what they want and need. Similarly, Flauzino et al. concluded from their literature review that identifying adults’ needs will help target the type of programs and opportunities that could be created to benefit them. Moustakas conducted a quantitative study of the inhabitants of the island of Rhoades in lifelong learning programs. They concluded lifelong learning is a steppingstone to overcoming all sorts of difficulties in life. The main objective of this quantitative survey was to identify all the parameters that can influence the participation of adults in lifelong learning programs.

There are ways learning could help overcome challenges in life. For example, Cruce and Hillman claimed that identifying the topics adults want to learn and the type of learning formats they prefer would help leaders in the community get these resources for them. They emphasize recognizing the challenges adults have to learn would also be helpful information because civic leaders would know how to begin fixing the problem by providing more learning opportunities. They argue civic leaders matter because they can sponsor, lead, and help implement solutions that provide learning opportunities that strengthen the community. Cruce and Hillman advised that older adults are not interested in work-related training as they do for personal reasons, which might be caused by upcoming retirement. Moustakas agreed adults need learning opportunities beyond work-related training and that personal exploration of interests needs to be fulfilled. Cruce and Hillman contended understanding the purpose of learning remains important because some adults might want to continue their engagement in work-related changes. In contrast to what Cruce and Hillman offered about identifying the purpose of learning, Moustakas affirms others may generally determine it is time to pursue a hobby or satisfy their curiosity for learning without fully knowing what they want to learn or having a decisive reason as to why.

As previously discussed, Lave and Wenger (1991) affirmed that situated learning occurs within a community and the socialization process in communities of practice is peripheral participation. Li et al. (2009) proposed that a community of practice is a group of people who share a common interest in something they do and regularly interact with learning how to improve the situation. They claimed communities of practice are learning communities and are related to lifelong learning because people learn daily from their communities based on a common interest. LeNoue et al. (2011) suggested that socialization and communities of practice are significant because they involve learning with people who share interests which is helpful for a support system and networking. LeNoue et al. offered that technology such as e-learning could make education more inclusive through increased access. Ashdown and Bernard (2012) emphasized that explicit and direct social and emotional learning should be integrated early in childhood because it has a lasting impact. West et al. (2020) argued social and emotional learning impacts people and their communities and contended that economic disadvantages in communities play a role in social and emotional learning, potentially altering and improving their ability to interact in social settings. Catlaw and Stout (2016) added that socially engaged communities survive and thrive, especially in small rural communities. They recommend social and emotional learning for people in rural communities to communicate and collaborate better, improving their local social, economic, and technological abilities.

Kensington-Miller (2021) and Edgar et al. (2016) asserted a community of practice is a way to learn from one another by sharing ideas, asking questions, and providing feedback. Similarly, Kensington-Miller proposed communities of practice are a social method of learning from one another and that the learner learns from the teacher or facilitator. Kensington-Miller studied the development of a community of practice and its connection with mentoring between math teachers in low socioeconomic secondary schools and claimed communities of practice open a dynamic way for learners to share resources, broaden their identities, and ultimately shape them as individuals. Similarly, Knowles (1975) was against a universal learning approach and advised a less traditional method that offers a personalized tactic to learning, like communities of practice better adapt to the learners’ needs. Edgar et al. emphasized that one of the significant benefits of a community of practice is the collaboration that facilitates reflection for the learner to grow. Social learning in a community of practice may promote local cultural change from the communication that could occur across disciplines. Kensington-Miller also argued the importance of learner reflection that comes from a community of practice learning environment which is imperative for social change and personal development.

Driscoll (2005) and Merry and Orsmond (2020) contended learning through a community of practice is a way to explore interests by learning with others. Driscoll claimed adult learners could find value in the learning practice by nurturing personal interests and networking with others with similar like-minded needs. Choi and Hannafin (1995) argued that people learn through social interaction in authentic spaces by leveraging experiences shared by others. Also, Choi and Hannafin said the emphasis of adult learning should encompass enabling opportunities for experiences in this environment and cultivating learning processes instead of focusing on learning outcomes.

On the other hand, Hart and Akhurst (2017) detailed that depending on how the community of practice environment is managed, it could become an oppressive social learning situation depending on the type of experiential learning. The literature revealed experiential learning is learning through experience and by doing. Overall, Hart and Akhurst supported the community of practice learning environment but drew attention to the need for careful management to avoid oppressive practices to ensure every learner’s voice is heard.

Merry and Orsmond (2020) proposed a peer assessment is related to lifelong learning because it could enhance the learners’ understanding of the assessment process when evaluating work and providing feedback to others. Peer assessment is a process used to self-assess work, assess the work of others, and give feedback to others in addition to receiving it. Merry and Orsmond claimed that peer assessment plays a role in relational learning through communities of practice. They specifically argued that communications occur in communities of practice and that peer assessment is a tool to learn and help others by applying knowledge. Throughout the peer assessment process, Merry and Orsmond recognized how learners develop through mutual engagement when participating in the feedback process involving communication and learning that establishes trust within the community. Hart and Akhurst (2017) referred to this social development of an individual as service learning which can promote critical community psychology practice or social justice.

Scott (2015) and Driscoll (2005) claimed learning occurs in informal and formal settings. Scott proposes informal learning is related to lifelong learning because it is practical and can occur anywhere. Scott studied literature about the role of context, the role of content, the role of facilitation, and the role of assessment in learning cities in Africa, Asia, Europe, and other societies. He found that society emphasizes learning outcomes, including attaining college degrees and professional certifications. Scott contended that continuing education units (CEUs) are required to maintain a credential based on this research about situated cognition in learning cities. Scott thus posits that this reinforces the point that formal learning usually revolves around tangible evidence of learning. According to Driscoll, learners should become engaged through communities of practice where all participants change and transform through the learning process. Moustakas (2018) agreed and suggested value is in informal learning that supports personal interests in learning.

Cruce and Hillman (2012) and Peich and Fletcher (2015) emphasized exploring the learning formats that adults prefer can help support their learning needs. For example, Cruce and Hillman advised researching the format of learning is important because inclusive education is necessary and requires equitable access. LeNoue et al. (2011) argued technology enables learning and is helpful for adults if they know how to use it and have access. Logan and McCaffrey (2001) revealed several benefits of e-learning, including learning opportunities for connection to ubiquitous learning. Logan and McCaffrey added that this only occurs successfully if the learner has access to a device with the Internet and knows how to use it. Logan and McCaffrey reinforced findings from studies by Cruce and Hillman and LeNoue et al. that many people do not have their own devices to learn and access the Internet, which is why Peich and Fletcher stated lifelong learning opportunities that are implemented within communities in public places like public and academic libraries enable equitable access to learning opportunities. Logan and McCaffrey said the library staff in an academic library could play a more vital role and support the students by being a teacher and a learner through interactive engagement with the learners. The interactive meeting between library staff and the patrons would help the students learn how to use technology and offer opportunities for questions to be answered.

Shah and Rashid (2018) claimed scaffolding is an approach to learning that enables learners to leverage their experience and learn from one another. Shah and Rashid suggested scaffolding in a community of practice forum is useful because this method of interactive engagement focuses on a learner’s ability to learn information from a more informed individual. Logan and McCaffrey (2001) also recommended support and interaction are critical in a lifelong learning program because the process meets the needs of adult learners. Moustakas (2018) proposed leveraging learning through experience as lifelong learning has value because people learn from various perspectives outside the lesson plan. The literature revealed scaffolding in a community of practice offers support and interaction that enables individuals to become lifelong learners through the engagement of their shared experiences in formal and informal settings.

Moustakas (2018) and Scott (2015) contended that a learning city fosters a learning culture throughout life. Scott proposes this culture is more commonly referred to as lifelong learning. He stated establishing learning cities is a way to focus on adult education which could increase engagement for everyone. He posited that education is a profession, philosophy, and practice that contributes to continued learning in various ways. Moustakas and Scott suggested communities of practice offer people a chance to learn from one another and engage in meaningful social interaction. According to Scott, continuous learning and social engagement are beneficial for communities that know how to take a proactive approach to solving problems and understand how to improve situations. Similarly, de La Pena McCook and Barber (2002) and Moustakas agreed that continuous learning and social engagement impact communities. Scott advised this genuine interest in learning and doing better is good for communities because people are working together to strengthen their community.

De la Pena McCook and Barber (2002) proposed exploring the availability of lifelong learning opportunities in communities helps to determine the capacity to support new programs or services. De la Pena McCook and Barber advised that every day is a unique learning opportunity, and that learning occurs through routine activities throughout life. They detail that people in communities have access to systems that support lifelong learning because it is critical for personal growth and public development. De la Pena McCook and Barber claimed that public policies impact the context for learning to expand positive opportunities in places like the library. Extending the library’s capacity to foster an attitude that supports lifelong learning is relevant because advocates of the library support its mission to serve the public. Therefore, Scott recommended providing equitable and inclusive access to lifelong learning opportunities. Scott’s belief in this concept stems from the notion conveyed in the literature worth exploring from an economic perspective to understand adult literacy and lifelong learning needs in communities so leaders can create a plan that bridges the gap. De la Pena McCook and Barber suggested reviewing existing government programs that could help meet these needs.

Peich and Fletcher (2015) advised that public libraries support communities as learning centers. Peich and Fletcher claimed to examine the evolution of public libraries in the 19th and 20th centuries helps understand how they evolved as adult learning centers. According to Peich and Fletcher, public libraries are integral to learning cities because they strengthen resources that support lifelong learning. Scott (2015) affirmed people need to become facilitators of learning cities because it improves the quality of life. Scott emphasized lifelong learning and experiential learning are combined with learning cities and their citizens, which stems from the foundation of teaching and learning. Scott suggested introducing changes that influence lifelong learning through learning communities lays the groundwork for social interaction and a noticeable impact on society.

Alexander and Goldberg (2011) and Cruce and Hillman (2012) proposed that personalized learning is a method of tailoring education to meet the learner’s needs. Alexander and Goldberg claimed that one of the challenges in adult learning is understanding the purpose of education and figuring out the best resource to acquire new knowledge. They deemed adult learning an umbrella for lifelong learning, which supports why making educational opportunities accessible is essential. Thus, Alexander and Goldberg posited that challenges in helping adults participate in lifelong learning require a personalized approach. Research is needed to identify the learning needs of people by demographic and socioeconomic variables. Cruce and Hillman concluded demographic and socioeconomic variables drive the decision to participate in formal learning for personal or work-related reasons, and economic variables determine the extent of participation. Recognizing the high-level elements of time, money, and access is relevant, but civic professionals need research to show a comprehensive list of factors with causes that contribute to them.

The demographic differences of adult learners contributes to understanding lifelong learning needs (Fleinming & Nelson 2007; Logan & McCaffrey; 2001). For example, Logan and McCaffrey stated that exploring gender and age is the level of detail needed to support research about lifelong learning, which could be challenging to obtain if people are not readily available to answer questions. Fleinming and Nelson suggested separating variables like gender and age could help researchers identify the contributors that challenge people from becoming lifelong learners. Fleinming and Nelson examined women’s obstacles to understanding why and how women learn. The authors confirm that gender as a personal characteristic does not play a significant role in one’s choice to engage in lifelong learning.

Fleinming and Nelson (2007), Bennett-Kapusniak (2013), and Logan and McCaffrey (2001) asserted examining personal characteristics that contribute to lifelong learning could help reveal the specific barriers adults encounter as lifelong learners. Though Fleinming and Nelson confirmed this type of specialization, focusing on personal characteristics that contribute to lifelong learning is uncommon. Bennett-Kapusniak claimed the baby boom generation consisted of people born between 1946 and 1964 who wanted to learn as adults but encountered challenges. Logan and McCaffrey suggested investigating the needs of specific groups could add value to existing learning programs and produce new ones.

Older adults, it was found, had different uses for the services they seek from public libraries (Horton, 2019). Horton conducted action research on how older adults use technology and concluded that adults aged sixty-five years and older range in physical and mental health status and have varying knowledge of technology. The specific focus of this qualitative study was to explore the needs of all senior citizens and the resources public libraries have put in place to deliver materials, accessibility, outreach, and workshops as needed. Therefore, she suggested that libraries offer physical and electronic services that meet their actual needs instead of their assumed needs.

Horton (2019) suggested libraries also need to market these services, so older adults know they are available and waive fines, so there is enough time to enjoy the material. According to her research, libraries should offer older adults access to technology and training to use it because interactions within the community support lifelong learning. Horton posited that community interactions improve older adults’ mental health through communication and socialization, leading to a better quality of life. She proposed that producing these interactions in the community benefits the libraries and surrounding communities in ways that are not statistically traceable.

Perry (2014) and Bennett-Kapusniak (2013) advised as the adult population changes over time, conducting new research is relevant because it identifies how older adults use public libraries and provides insight into their needs. Perry posited that a few recent studies track public libraries’ services to older adults in the United States. Therefore, Perry recommended additional research to identify the library and information needs of adults aged sixty-five and older. Perry raised the significance of establishing a baseline to track changes in older adults’ information needs. Bennett-Kapusniak suggested the impact of older adults, specifically the Baby Boomer Generation, necessitates further research to understand their needs better. Bennett-Kapusniak emphasized technology training may help meet the needs of adults aged forty-eight and older. Though these thoughts align, Perry contended there is value in studying smaller libraries instead of more extensive libraries that usually have the resources to excel more in meeting the needs of older adults.

According to Hughes (2017), investigating how older adults use public libraries in a rural setting offered insight into their needs. Hughes examined 721 rural libraries throughout the United States and Canada to learn how they serve adults aged 65. The studied variables included funding sources, collections, strategic planning, staffing, technology use, partnerships, outreach efforts, building design, and accessibility. He compared the results of this study with recent studies of services provided to older adults in suburban and city public libraries and concluded rural libraries make up for limited resources with quality services for older adults and personalized customer service. Hughes claimed that rural libraries established a wide range of partnerships, programming, and services to serve their communities better. He identified that some rural libraries communicated frustration with obtaining guidance to make the necessary changes to help older adults. Upon completing his study, he advised that raising awareness of the resources available to older adults in rural communities is one of the challenges.

Lenstra (2017) explored the services offered at U.S. and Canadian public libraries by surveying self-selected staff from 1,157 public libraries and found that public libraries in North America provide movement-based programs for all age groups. He found that adults’ social challenges varied between city, suburban, and rural settings. He theorized that negotiations shape the community-based information infrastructure of older adult digital literacy, social struggle, staff or volunteer coaching, and routine activities in daily life. More specifically, he found older adults manage their lifelong learning activities through social interactions that offer engagement with others who demonstrate like-minded interests and opportunities to voice their needs.

Lenstra observed that older adults actively shaped the community-based information infrastructure through routine activities in daily life and claimed that studying public libraries and senior centers revealed that infrastructure is shaped by older adults learning technology from the staff and volunteers who work in these organizations. Identifying the challenges in aging communities in our digital world will give city leaders the information they need to understand how infrastructure contributes. He emphasized the relationship between infrastructure and the digital learning practices of older adults has not been analyzed, posing a need for further research.

Lenstra (2017) and Bennett-Kapusniak (2013) advised older adults to visit public libraries and expect some support to use technology. During fieldwork that analyzed how senior centers and public libraries support the digital learning practices of older adults, Lenstra found that older adults come into libraries seeking general assistance with technology and were turned away by librarians for various reasons. Sometimes, older adults have turned away because their requests do not align with the library’s services, like teaching someone how to use a new digital camera. Other times, services were offered but only with a certain technology, like a personal computer or android tablet, and people with an iPad were turned away. These examples illustrate issues Lenstra had about how organizations and older adults frame digital literacy and learning. As Lenstra claimed, the staff wanted to control the programs for older adults but have further work to do so they can adapt it to meet their needs. He posited that older adults appreciate relationships and want to develop them with staff to receive ongoing personalized support. Lenstra maintained that older adults do not use services as they are created for them because they seek empowerment to determine their needs and want personalized assistance to contribute to their communities. Lenstra advocates embracing and nurturing the agency of older adults to enable local communities to create a more inclusive information society. Bennett-Kapusniak supports this notion, while Yarrow and McAllister (2018) recommended personalized homebound services to increase flexibility in meeting older adults’ needs and enhancing community outreach.

It was contended in the literature reviewed that the library staff is a library resource that can connect adults to the lifelong learning opportunities they desire (Diaz & Mandernach, 2017; Risley, 2020). Risley (2020) claimed that library leaders who provide the right conditions that meet the learners’ needs would optimize the learners’ performance which involves inspiring performance strategies. This means the type of desired learning is provided with the needed support and delivered in a format accessible to the learner. Risley posited that when people do their best work, they are motivated, and this behavior could evolve into a growth mindset that helps them perform better. Library leaders are in a public service role that enables them to help people do their best work. Diaz and Mandernach advised librarians to study patrons’ skills, aptitudes, and responsibilities to meet their adult learning needs better. Diaz and Mandernach recommended building solid relationships in a library setting because this effort instills trust that can result in productive collaborations. According to Risley, engaging librarians in cross-functional communications among staff, leaders, and patrons develop a deep level of interaction that is important in outreach services, becoming more apparent during the ongoing COVID-19 pandemic.

Vårheim, (2014) suggested the public expects they can trust public libraries because the staff is projected to provide fair and equitable access to everyone. He reinforces the importance of trust in libraries and people. According to Vårheim, studying how the seeds of social trust are planted through various library services is the groundwork for understanding the mechanisms of trust generation. He reported the mechanisms that create trust need to be uncovered. He proposed that if trust could be produced under the least likely circumstances, it could be produced among other low-trusting groups in public libraries everywhere.

It was also posited in studies investigating the role of human capital benefits enabled the determination of public’s needs (Corrall, 2014; White, 2007). White studied human capital assessment and found that human capital assessment is an increasingly essential element of organizational performance assessment for library administrators. He advised there are several benefits and challenges of human capital assessment. Christensen et al. (2020) investigated administrative burdens in public services by examining citizens’ economic and behavioral approaches and found that human capital requires more attention to address everyday life factors, including health problems and age-related cognitive decline. According to White, the most common challenge library administrators face regarding human capital assessment is developing and implementing human capital processes. For instance, White claimed that library administrators encounter a lack of consensual operational definitions and assessment values. Hence, defining variables to measure and determine rubrics for assessment becomes challenging when inconsistency exists. Corrall investigated intangible assets that academic libraries use to compete in the digital age and the methods libraries can use to assess intangible assets. He found that academic libraries developed significant human, structural, and relational assets that empower them to respond to environmental challenges. Corrall concluded an intellectual capital lens enables libraries to recognize their intangible assets, and libraries need to extend their assessment systems to evaluate their human, structural, and relational assets.

Corrall (2014) and White (2007) proposed examining human capital assessment as a complex process that requires cross-functional input to understand adults’ lifelong learning needs. White argued the complexity of the human capital assessment process is a challenge because of subjectivity and misalignment in the information needs of mid-level administrators. Christensen et al. (2020) suggested criteria to assess needs would be helpful and agreed that evaluating the capacity of public staff and their ability to support services would help align public resources. White recommended identifying the challenges of human capital assessment to lessen the initial difficulties so the library could meet the stakeholders’ needs. Therefore, White advised it is worth exploring the information gap in accountability and alignment of resources, so libraries successfully invest in human capital processes to meet the patrons’ needs. White posited human capital is the greatest and most expensive asset, so it is worth improving and expanding resources to accommodate the needs of all stakeholders. Similarly, Corrall agreed that examining intangible assets and determining how to assess the public’s needs compared to the offered services is relevant.

While the literature reviewed revealed the benefits of lifelong learning and how public libraries offer lifelong learning opportunities for adults, a lack of research examined the challenges adults encounter, specifically within public libraries in the United States. Additional research to understand the barriers that prevent adults from participating in lifelong learning opportunities would add value to the field of adult education. The literature reviewed provided a strong need for further exploration of libraries as vehicles that could support lifelong learners for personal and professional reasons. The literature reviewed did not include much data about specific demographics and geographic variables that could support impactful change through new programs in local communities. Civic professionals could benefit from information about how librarians view the challenges of lifelong learning from local communities because of their insight from the educator’s perspective compared to the learner’s viewpoint. Another lens that could be considered is the changes in library science based on technology and educational modernization. Perhaps this gap is not attracting older learners due to educational technology, which allows for ubiquitous learning anywhere but not necessarily learning in the traditional sense of the meaning.

After reviewing the literature concerning older adults as lifelong learners, examining the relationship between information infrastructure and digital learning practices could be analyzed. The literature reviewed showed room for growth to extend the research on rural libraries because limited information regarding scholarship is available. Identifying the services older adults need and raising awareness about the services that are available to them are possible outcomes. Interviewing adult library patrons could help advance research about the services they would appreciate from their local library facilities. Consequently, the research could lead to discovering ways libraries might communicate to older adults about the available services.

The literature reviewed identified the need to study how adults use public libraries for lifelong learning. Examining the field of education and how it relates to lifelong learning shows how the public benefits from equitable and inclusive learning opportunities. The tasks ahead for people in the field of education are to identify lifelong learning opportunities and ways to help adults overcome challenges that prevent them from participating in lifelong learning. The literature reviewed revealed how self-directed learning is the foundation of lifelong learning and how creating supportive opportunities produces lifelong learners.

In the next section, the researcher aims to review the literature on accessible and equitable access to adult lifelong learning opportunities, which emerged as a gap in the general field. The special field comprises the aspects of multicultural literacy, the significance of people becoming culturally literate, and the library’s role in lifelong learning. Important components of the special field related to adult literacy and lifelong learning are supported by Piaget’s cognitive learning theory. Applying this philosophy involves asking adults what they want to learn and why, resulting in incidental learning. The objective of integrating multicultural literacy into education and library programs is to enable lifelong learning through opportunities that are accessible and equitable. This can help adults overcome challenges that prevent them from participating in lifelong learning and offer them the support they need.

The general field literature review delved into adult lifelong learning, uncovering a distinctive facet centered on how adults engage in lifelong learning experiences. The literature review unveiled a distinctive theme, shedding light on the intricate relationships between motivation, diversity, and well-being within the realm of adult lifelong learning. The special field literature review will examine the connection between adult lifelong learning and the array of environments and resources that support ongoing education for adults.

Public policies significantly influence the ability of libraries to foster lifelong learning and personal growth. Abutayeh (2021) advocated for librarians to construct a comprehensive public vision, emphasizing sustainable information strategies and community-specific data collection to bridge knowledge gaps and digital divides, ultimately enhancing partnerships among individuals and organizations. To serve societies educationally and culturally, Abutayeh posited that librarians need sustainable information strategies and collect data to understand the local dynamics of their community. Abutayeh explained that identifying the community’s needs will help librarians bridge the knowledge gap and digital divide by enhancing partnerships among individuals and organizations. Stenstrom et al. (2019) argued that public libraries' social and financial value comes from the support for personal advancement, support for vulnerable populations, and support for community development. Abutayeh and Stenstrom et al. explained that libraries transform challenges within the community into positive opportunities by offering inspiring and attractive services for the libraries’ collections, activities, and spaces.

The literature reviewed explained the significance of community outreach and how mental health could play a role in addressing adult education needs in the form of lifelong learning. Addressing adult learning needs through programs that support lifelong learning is relevant because this experience generally improves adults’ lives and their communities (Buonocore & Sussman-Skalka, 2002; Hosnjak et al., 2020; Schultz & Galbraith, 1993; Scott, 2015). Bryan and Bamdas (2012) suggested that creating equitable and inclusive learning opportunities in libraries that offer meaningful adult learning opportunities supports positive change.

In the general field literature review, broad theories on the topic of lifelong learning were revealed: adult learning theory, situated learning theory, and social-emotional learning theory. Knowles (1975) founded the adult learning theory of andragogy, which grounded the notion that adults want to initiate their learning and control how they learn. Lave and Wenger (1991) developed situational learning theory positing that learning is a social process and that situated learning is what people learn, see, and do in their role as community members. Akeaalan (2016) and Bisaz et al. (2014) advised that social-emotional learning is an instructional method designed to foster social and emotional learning skills in the learning experience.

The theories reviewed in the special field revealed various themes associated with lifelong learning:

• Value of lifelong learning
• Communities of practice
• Informal and formal learning
• Learning settings
• Demographic differences in lifelong learning
• Human capital in libraries

Drawing upon existing research, this literature review emphasizes the significance of the cognitive learning theory and the theme of multicultural literacy. Subsequent sections provide insights into cognitive learning theory and multicultural literacy as they relate to the specialized field of adult lifelong learning opportunities.

Jean Piaget was a Swiss psychologist who developed the cognitive learning theory, which focused on children’s intellectual development. His work changed how people view child development which he explained as children having different thought processes than adults (Piaget, 1926). Active learning is a key principle of the cognitive learning theory, which Piaget described as children constructing their own knowledge through interaction with the social and physical environment. This theory examines how an individual perceives, thinks, understands, and learns. Thompson (2001) proposed that recognizing how children learn establishes the basis for people’s information needs that transcend into adulthood. Piaget advised that the opportunity to be physically and mentally involved in learning is significant for cognitive development, and positive experiences support lifelong learning.

Thompson (2001) posited that Piaget’s cognitive learning theory could be expanded and applied to adult learning theory because adults actively develop cognitively throughout their lives. Also, learning requires a level of prerequisites at any age, which is the basis of the theory of constructivism founded on Piaget’s research. Piaget (1926) suggested that children develop their own motivation for learning and ways to process information, and Thompson posited that this transcends into adulthood as people’s information needs change.

Eisen (2005) projected the percentage of older adults in the United States to increase from 12% to 22% by the year 2030. Duay (2007) acknowledged the significance of this shift in demographics by studying how learning opportunities could be designed to increase older adults’ motivation and capacity to learn. Dasen (2022) explored the intricate relationship between culture and cognitive development in his study, emphasizing the importance of considering cultural factors when examining cognitive processes and development across different populations. Dasen argued that culture significantly influences cognitive development, shaping individuals’ thinking styles, problem-solving approaches, and learning strategies. The results of Dasen’s study revealed the need for a culturally sensitive approach to understanding the diverse ways individuals acquire knowledge and engage in lifelong learning. Additionally, the results of Dasen’s research highlighted the role of cultural diversity in enhancing cognitive flexibility and adaptability, which aligns with cognitive learning theory's emphasis on active and meaningful learning experiences that promote cognitive growth and problem-solving skills.

Phillips (2019) studied instructional practices for increasing the technological literacy of adults to address the digital divide and support older adults in acquiring the necessary skills to navigate and use technology effectively. According to Phillips, older adults face unique obstacles in acquiring technological skills, including cognitive decline, lack of exposure to technology in their formative years, and fear or resistance towards new technologies. To bridge this gap, Phillips suggested implementing instructional strategies tailored to older adults' specific needs and learning styles. These strategies may include hands-on learning experiences, visual aids, simplified explanations, and ample opportunities for practice and feedback. Phillips explained that creating a supportive and inclusive learning environment can help older adults gain confidence and develop the necessary skills to navigate modern technology, participate in lifelong learning, and remain involved today. Allen et al. (2022) explored the integration of adult learning theory into leadership education and argued that traditional leadership programs often neglect the characteristics of adult learners. They emphasized the importance of incorporating principles of adult learning theory to enhance the effectiveness of leadership education initiatives. Similar to Phillips, Allen et al. emphasized the benefits of creating a learner-centered environment that recognizes adult learners' diverse backgrounds, experiences, and motivations. This involves providing opportunities for self-directed learning, allowing learners to apply their prior knowledge and experiences to the learning process. Furthermore, Allen et al. described the significance of active and experiential learning methods, such as case studies, simulations, and group discussions, which allow adult learners to actively engage in the learning process and apply their knowledge to real-world leadership challenges. Allen et al. studied the need for reflection and feedback in adult leadership education and concluded that reflective activities, such as journaling, self-assessments, and peer discussions, can enhance self-awareness and facilitate the integration of new knowledge and skills. Moreover, Allen et al. argued that providing timely and constructive feedback to adult learners is crucial for their growth and development as leaders.

Ghosh (2021) conducted qualitative research to explore the impact of community service-learning programs to investigate how engagement in service-learning initiatives contributes to critical transformations in experiences and perceptions. This study emphasized the importance of culturally responsive pedagogy and revealed that incorporating culturally relevant content and perspectives into service-learning initiatives helps people of color develop a stronger sense of identity and belonging. The participants reported feeling empowered to effectively leverage their unique experiences and knowledge to address community needs. Moreover, the supportive learning environments created through these programs helped students build connections and networks, fostering a sense of community and support that contributed to their personal and academic growth. Similar to Phillips (2019) and Allen et al. (2022), Ghosh conveyed the significance of implementing student-centered learning, community learning, and reflection. Cognitive learning theory posits that learning is an active process influenced by experiences, and Ghosh's research explores how community service-learning programs contribute to critical transformations by challenging preconceived notions, fostering critical reflection, and promoting social awareness among students. Findings from these studies align with the principles of adult lifelong learning, which emphasize promoting experiential and transformative learning in fostering personal, social, and academic growth.

Cross (2014) explored factors that influence the engagement of older adults in lifelong learning. According to Cross, one significant motive is the desire for personal growth and intellectual stimulation. He posited that lifelong learning provides opportunities for older individuals to expand their knowledge, acquire new skills, and engage in mentally stimulating activities, enhancing their overall cognitive abilities and well-being. Additionally, older adults may be motivated by the need for social interaction and community engagement. Cross recognized the significance of lifelong learning programs that offer a platform for older individuals to connect with peers, form social networks, and combat social isolation, ultimately contributing to their overall quality of life, similar to what Phillips (2019), Allen et al. (2022), and Ghosh (2021) advocated for learning that fosters critical reflection and promotes social awareness. Cross’s research explored the motives that drive older individuals to participate in lifelong learning, which aligns with the cognitive learning theory's emphasis on intellectual stimulation and personal growth.

Loy (2018) explored the role of cognitive curiosity in motivating and sustaining lifelong learning among older adults during the third age. The results of Loy’s study acknowledged that individuals with higher levels of cognitive curiosity exhibit a greater desire for knowledge acquisition and engage in intellectual exploration. Loy identified the importance of cognitive curiosity as a key driver for older adults to engage in lifelong learning, which not only enhances their cognitive abilities but also contributes to their overall well-being. This connection between cognitive curiosity, lifelong learning, and cognitive learning theory highlights the significance of intrinsic motivation and cognitive engagement in facilitating successful and meaningful learning experiences for adults throughout their lives. Stewart (2014) conducted a phenomenological study that explored the motivational factors that drive senior citizens to engage in higher education as lifelong learners. The objective of Stewart’s research was to identify and understand the underlying reasons that propel older adults to pursue educational opportunities later in life. Through phenomenological interviews with a sample of senior citizens, Stewart delved into their experiences and perceptions, shedding light on the various motivational factors that influence their decision to engage in lifelong learning, and found several key motivational factors that drive adults towards higher education as lifelong learners.

First, Stewart (2014) identified the pursuit of personal growth and intellectual stimulation emerges as a significant motivator. Many participants expressed a strong desire to continue learning and expanding their knowledge, challenging themselves intellectually, and staying mentally active. Lifelong learning was seen as a means to maintain cognitive vitality and enhance personal development. Second, social interaction and engagement were identified as vital motivational factors. Stewart’s findings highlighted how lifelong learning provides an avenue for adults to connect with peers, build new relationships, and combat social isolation. Participants valued the opportunities for socialization and networking that higher education environments offered, emphasizing the importance of a supportive and inclusive learning community. Stewart’s research of motivational factors as it relates to lifelong learning supports what Phillips (2019), Allen et al. (2022), and Ghosh (2021) conveyed about learning that involves personal growth, social interaction, and personal fulfillment in motivating older adults to engage in continued learning. Last, Stewart identified personal fulfillment and a sense of purpose emerged as crucial motivational factors. The participants in Stewart’s study expressed a desire to pursue their passions and interests, fulfilling long-held educational aspirations that had been delayed or overlooked earlier in life. Stewart suggested that for many the pursuit of higher education in their senior years represented a chance to leave a meaningful legacy, contribute to society, and find a renewed sense of purpose and accomplishment.

Stewart’s (2014) study revealed how lifelong learning can contribute to cognitive vitality and personal fulfillment for adults. These findings support the idea that learning continues to play a significant role in cognitive development and well-being throughout adulthood. Stewart posited that by understanding the motivational factors driving adults towards higher education, researchers and educators can design learning experiences that are aligned with cognitive learning theory and tailored to meet the specific needs and motivations of adult lifelong learners, including the older population. Duay (2007) studied the perceptions of older adults regarding their learning experiences to explore older adults' perspectives on what makes a learning experience effective or ineffective, providing valuable insights into the field of adult lifelong learning. Using qualitative research methods, Duay conducted interviews with a diverse group of older adults to gather their first-hand accounts and opinions. The findings of the study revealed several key factors that influenced older adults' perceptions of effective learning experiences. These factors included how meaningful, relevant, and applicable the content is to their everyday lives, the role of supportive and engaging instructors, the significance of a positive learning environment, and the value of interactive and collaborative learning activities. Duay emphasized the value of interactive and collaborative learning activities, suggesting that these approaches can enhance older adults' learning experiences and facilitate social interaction similar to what Phillips (2019), Allen et al. (2022), and Ghosh (2021) conveyed about learning that involves personal growth, social interaction, and personal fulfillment in motivating older adults to engage in continued learning.

Grebert (2012) explored the learning experiences of individuals aged 80 and older residing in care facilities in a Midwestern state. The study findings emphasized the lifelong learning potential of older adults, challenging the commonly held notion that learning diminishes with age. Through qualitative interviews and observations, Grebert examined the diverse range of learning activities and experiences pursued by older adults in care facilities, highlighting their desire to continue learning and engaging in meaningful activities despite their age and living conditions. Grebert suggested that older adults in care facilities actively seek opportunities for intellectual stimulation and growth. The participants described engaging in a variety of learning activities, such as reading, attending lectures, participating in discussion groups, and learning new skills like painting or playing musical instruments. According to Grebert, these activities not only provided mental stimulation but also fostered social connections and a sense of purpose. Grebert emphasized the importance of creating learning environments within care facilities that cater to the unique needs and interests of older adults, allowing them to continue pursuing their passions and acquiring knowledge.

Grebert (2012) affirmed the significance of intergenerational interactions in facilitating learning experiences for older adults. The participants expressed a strong desire to share their knowledge and life experiences with younger generations, highlighting the reciprocal nature of learning. By engaging in conversations and activities with younger individuals, older adults were able to broaden their perspectives and gain new insights. Grebert concluded that these intergenerational interactions were found to enhance the overall well-being of older adults and contribute to their sense of belonging and social integration within the care facility. The participants in the study engaged in various learning activities, such as reading, attending lectures, and learning new skills like painting or playing musical instruments. These activities involve cognitive processes such as perception, attention, memory, and problem-solving, aligning with the principles of cognitive learning theory. Grebert suggested that older adults in care facilities continue to actively seek opportunities to exercise their cognitive abilities and engage in meaningful learning experiences. Grebert’s research challenges ageist stereotypes and encourages a shift towards creating inclusive learning environments that empower individuals of all ages to continue learning and growing throughout their lives.

James (2008) conducted an ethnographic study at the University of the Third Age to explore the rethinking of art education for older adults. The University of the Third Age is an institution that offers a variety of educational programs to individuals aged 50 and above. James articulated the importance of reconsidering art education for older adults as a means of promoting lifelong learning and active engagement in later life. Through participant observations and interviews with older adults involved in art classes, James sought to gain insights into their experiences, motivations, and the impact of art education on their lives. The results of the study revealed that art education holds significant potential for older adults in terms of personal development, creativity, and social interaction. Participants reported a range of motivations for engaging in art classes, including personal growth, self-expression, and social connection. Art education provided them with opportunities to explore their artistic abilities, enhance their self-esteem, and develop new skills. The social aspect of art classes emerged as a crucial factor, as participants valued the sense of community and friendship that developed through shared artistic experiences. Grebert (2012) and James examined adult lifelong learning opportunities and determined that active engagement in learning and social aspects of the experience are central compared to the reasons for seeking education.

James (2008) advocated for the inclusivity and support of lifelong learning opportunities for older adults, a stance bolstered by Albert's (2013) research. Albert's investigation centered on computer learning and its implications for lifelong learning among older adults, recognizing the growing importance of technology in contemporary society. His study examined factors influencing the adoption and utilization of computers for learning, identifying potential benefits, such as enhanced cognitive abilities, improved social connections, and increased access to information.

Albert's (2013) study scrutinized the multifaceted challenges older adults encounter in adopting computer learning, ranging from age-related hindrances to digital literacy deficits and technology aversion. He emphasized that motivation for computer learning varies; some are driven by mental stimulation, while others seek connections with family and friends through digital platforms. Albert posited that the ease of computer use, and its practicality significantly influenced their willingness to engage in computer-based learning. Drawing upon the groundwork laid by James (2008), Albert emphasized the pressing need to provide accessible, user-friendly computer technologies. These technologies serve as a catalyst for advancing lifelong learning among older adults. Albert’s research advocates several strategies, including tailored training programs and the utilization of community resources like libraries and senior centers

Albert (2013), building on James (2008) in the context of adult lifelong learning opportunities, stressed the significance of user-friendly computer technologies. He emphasized the creation of a supportive learning environments and recommended personalized educational programs offered through community resources for older adults. Additionally, Albert suggested that promoting intergenerational interactions and collaborations can bridge the digital divide, aligning with the conclusions from Grebert (2012) and James. Although the studies differ in focus, Albert's research emphasized the importance of promoting computer learning among older adults to foster lifelong learning and enhance their well-being in the digital age.

This and subsequent sections review various lifelong learning themes. The research revealed facets of lifelong learning, the interplay between informal and formal learning, the diversity of learning environments, demographic disparities, and the pivotal role of human capital within libraries. Stenstrom et al. (2019) reviewed 130 international, national, and local resources in public libraries from 1998 to 2018 to propose a preliminary value framework for the public library. They concluded that there are three intersecting categories: support for personal advancement, support for vulnerable populations, and support for community development. Norman (2011) conducted action research involving the Delaware Library Learning Journeys program to explore and obtain evidence of the phenomenon of self-directed lifelong learning in public library users. Stenstrom et al. and Norman found that library programming shows potential for libraries to craft a more substantial purpose in the future. Moreover, Norman claimed that librarians are catalysts for learning empowerment who can support individuals to follow their curiosity-driven learning paths. Norman’s study with 685 voluntary, self-selected participants in 48 Learning Journey sessions provided evidence of self-directed learning through surveys and discussions of individual interests and personal methods for tracking reading and learning. Murray (2015) conducted a qualitative study with five questionnaires and semi-structured interviews to research participants’ views of their learning experiences with self-directed learning activities. He found that adult learners must desire to research their full potential to participate in self-directed learning activities. Furthermore, Murray’s research revealed that a highly self-directed person can self-regulate to set and accomplish goals and develop oneself. Also, self-directed learning motivates lifelong learning by developing competencies that will increase the capability and capacity of individuals to apply their knowledge and skills in solving problems.

The literature reviewed revealed that examining adult lifelong learning opportunities for personal advancement involves studying the motivational support given to vulnerable populations and community development. For example, Helterbran (1999) deployed a case study with four individuals from a small rural town of approximately 12,000, aged 52 through 78, in Southwestern Pennsylvania to examine the attitudes and practices of adults who had earned less than a college degree yet chose to actively learn throughout their lives to determine what motivated them to engage in lifelong learning. The results revealed that for these participants, lifelong learning is necessary for improving self and society, which is a source of personal happiness and vitality. Helterbran concluded that lifelong learning requires the more significant majority of the individuals and organizations in society to actively engage in learning by starting in schools to foster development and maintain its value in the community.

Barbakoff (2021) conducted a qualitative study to understand the experiences and interactions of librarians and community partners with a modified version of critical participatory action research and concluded that there is room for improvement in the community-led approach to equity, diversity, and inclusion in public library programming. Harwood (2007) conducted a quantitative study with a descriptive survey to examine the preferences and choices of adult learners aged 50 to 70 to determine why they participate in lifelong learning programs to make career changes and improve their quality of life and community. Harwood concluded that integrating lifelong learning, experiential learning, quality of life work in communities, and higher education would benefit all society stakeholders. The review of general support for lifelong learning led to the examination of motivational support for lifelong learning.

Loy (2018) studied ways to determine what motivates adults to continue learning by conducting a comparative analysis to determine if a general hypothesis on adult behavior could be proven. The 54 participants in this study were 55 and older and responded to an online survey. Loy concluded that identifying the factors that drive adults from the work stage of their lives into education and lifelong learning is essential to meet the learning needs of people of all ages. Also, curiosity is a critical component of lifelong learning. Older adults have specific personal and social motivations that influence their cognitive behavior. The findings support the claim of Harwood (2007) about the relevance of identifying adults’ preferences and choices in lifelong learning activities so that programming and services could be designed to meet their needs.

Culture is the social behavior and norms found in societies. Being culturally literate means understanding a group of people’s regular activities, traditions, and history to engage respectfully. E.D. Hirsch (1983), an American educator, literary critic, and education theorist, invented cultural literacy, which he defines as the ability to understand and participate fluently in each culture. Cultural literacy is a point of interest as for-profit and nonprofit organizations embrace initiatives encouraging diversity, equity, and inclusion (DEI). He developed his research to inform the library and information science audience about the significance of cultural literacy in reference and information services. The focus was to offer insight into the challenges of becoming culturally literate and to raise others’ awareness about the value of appreciating diversity in societies. Hirsch opined that considering the future of cultural literacy in public libraries empowers professionals to think about change by reflecting on the progress of cultural literacy initiatives. He suggested that doing so will help encourage them to create their path toward implementing ways to transform operations in public libraries that will meet the lifelong learning needs of adults.

Hirsch (1983) believed that all human communities are founded upon specific shared information and that the primary focus of education in a community is acculturation. He argued that teaching general reading skills undermines student success. Hirsch proposed teaching content knowledge by redefining and extending our cultural literacy because a culturally neutral approach to teaching reading will cause radical social and political consequences. Shliakhovchuk (2019) added that people are already culturally programmed when they meet one another, suggesting that culture defines acceptable and unacceptable behaviors, biases, and prejudices. Librarians have a mission to provide access to information representing various viewpoints and make it available to everyone. Hirsch and Shliakhovchuk both posited that cultural literacy is significant to reference and information service because a reference librarian is required to provide personalized service to patrons to fulfill their needs and result in positive interaction. Thus, they proposed that a reference librarian should be culturally literate to interact with patrons respectfully and promote cultural literacy so that societies appreciate the diversity of other cultures.

Hirsch (1983) defined a culturally literate person as someone who knows what an average member of the same culture is supposed to know. Shliakhovchuk (2019) advised that cultural literacy can improve one’s ability to communicate with people from diverse backgrounds and contribute to developing self-reflection skills that shape one’s cultural perspective. Additionally, Shliakhovchuk posited that cultural literacy sharpens critical thinking skills to evaluate and appreciate cultural differences. Belshaw (2012) asserted that cultural literacy is a crucial element of digital literacy because exploring cultures offers people additional lenses or perspectives through which they can see the world. Cassell and Hiremath (2018) argued that reference and information services involve a reference librarian helping patrons find, evaluate, and communicate information through various platforms. Therefore, this work offers patrons opportunities to explore data from diverse viewpoints, so encouraging cultural literacy collectively with digital literacy is a practical transition for those not already trying to be culturally literate and inspiring awareness.

Cassell and Hiremath (2018) asserted that cultural literacy has been a relevant education-related topic for several years. Rosen (2000) published an article in Computer World, a professional source that targets information technology and business technology professionals, declaring that culture will matter more in a global economy. He added that while technology increases the speed of communications, cultural barriers are still holding. In Rosen’s survey of 1,200 senior business executives around the world, U.S. executives were less likely than their foreign counterparts to say that multicultural experience matters, which will result in making these companies vulnerable. Rosen recommended adopting the following strategies to join a path of global literacy: using technology in globally literate ways, learning from the best around the world, and using culture as a tool for business success. Additionally, Rosen emphasized that many organizations have been focused on instilling distinct competencies that encourage personnel to understand themselves, value and engage with others, and become more culturally literate to mobilize change.

Dominguez (2012) published an article in Programming Librarian, a website of the American Library Association Public Programs Office that discusses how to target multicultural literacy in libraries. There are several ways to start promoting cultural literacy, but Dominguez recommends beginning with a simple survey of the local community to understand the cultural similarities and differences better. Similarly, Rosen (2000) explained that one of the many rewarding aspects of this venture is being exposed to new ways of thinking about the culture at work and in the community. Bringing multicultural literacy to libraries is a way to create cultural bonds in the community by learning about one another’s cultural backgrounds, holiday celebrations, and traditions. Rosen posited that people like to have fun and generally enjoy eating, so bringing a community together through celebratory events can leverage libraries as centers of experiential learning through social gatherings.

Mestre (2010) claimed that social interaction is a way to increase multicultural awareness, and there are numerous programs libraries can offer their communities. One key point Mestre proposed is that librarians remember to tailor the types of programs around the patrons’ preferences. Dominguez (2012) provided the following programming ideas to identify patron preferences: multicultural book talks and reading groups, celebrating multiculturalism with guest speakers, participating in culture and tradition through cultural celebrations, and developing multicultural narratives by supporting writers with writing groups. Many libraries already offer the suggested programs, but Mestre and Dominguez advised that there is always more that can be done. Librarians specializing in programming for people of all ages in their communities continuously introduce new ideas and events. According to Dominguez, the crucial factor in their success is personalizing these cultural experiences and promoting them in ways that excite their patrons about cultures and diversity. Hence, they participate and want to learn more.

Schweizer (2009) conducted a comprehensive literature review that examined the works of E.D. Hirsch and other relevant research to highlight the shift away from a culture that once reinforced shared historical knowledge. Schweizer's review underscores the argument that neglecting cultural literacy could result in a society divided along educational lines, with varying access to a well-rounded education. Schweizer's assessment of these constraints emphasizes their impact on the development of lifelong learning opportunities for adults. For instance, in a mixed methods study focusing on cultural literacy with a sample of 15 students, Schweizer found that only one out of the 15 could identify Mahatma Gandhi, none were familiar with Ernest Hemingway, and none recognized Henry David Thoreau. Hirsch (1988) further emphasized that while knowledge is not the sole factor, the absence of cultural literacy can hinder individuals from functioning effectively in mainstream American society. Hirsch argued that culturally assumed knowledge significantly influences communication, and without a foundational understanding of cultural context, individuals may struggle with basic reading, writing, and communication skills.

Hirsch (1983) suggested that societies embrace cultural literacy and that people strive to become culturally literate. He proposed that this can be done by raising reading and writing skills through a process that redefines and extends our cultural literacy. Though Hirsch did not offer details that support an actionable strategy, he emphasized that this type of change has to involve dismantling and casting aside the leading educational assumptions of the past half-century. Shliakhovchuk (2019) explained that developing cultural literacy is a cumulative process. Thus, small steps at various cross-functional educational, organizational, and governmental levels could lead to societies that appreciate diversity and achieve sustainable development in a more humane culture of peace and nonviolence than what was seen before. Schweizer (2009), like Hirsch, stressed the importance of advocating for access to education for everyone. Schweizer asserted that this is an excellent opportunity for information professionals to exercise their advocacy skills and engage with organizations in their local communities to help strategize and implement necessary changes to educational curriculums. Moreover, libraries are exceptional community resource hubs that can extend support directly through their services, which support several elements of their overall mission to serve the public, specifically the lifelong learning needs of adults (Schweizer, 2009).

Cook (2009) analyzed the reviews of Hirsch’s (1983) book, Cultural Literacy, and concluded that the consensus among reviewers did not focus on assessing the educational content but on how he proposed cultural literacy as a maligned banking model of education. The scholars who considered Hirsch’s rhetorical deployment of cultural literacy theorized how his support for in-depth knowledge of content is a programmatic prerequisite for creating lofty volumes for response in explicit situations. According to Cook, critics would always voice their opinions about cultural literacy from many political perspectives. Cook posited that people should not focus on judging educational content that supports cultural literacy because rushing to critique people’s views is neither appropriate nor productive. Instead, Cook recommended that people suspend their judgment to consider what a text like Cultural Literacy resonates with readers and consider the possibilities for education in a way that strengthens societies.

Lamb (2011) reviewed major contemporary themes in the study of adult cognitive development and suggested that lifelong learning is defined by how you learn, not by where you learn. He proposed a broader perspective on adult cognitive development, highlighting the need to address obstacles and promote lifelong learning among all adults, including younger individuals, while still catering to seniors. According to Lamb, lifelong learning is a cognitive process by which adults continue to develop themselves throughout their lives regardless of where or how they learn. In November 2019, Hosnjak et al. (2020) conducted a qualitative investigation into lifelong learning among older adults that involved the creation and synthesis of four strengths, weaknesses, opportunities, and threats (SWOT) matrices, culminating in the development of four strategic approaches. Hosnjak et al. contended lifelong learning is a tool that enables an active post-retirement period that can enhance cognitive and mental capacities, prevent dementia, and overcome the generational gap. Furthermore, according to the results of research done by Hosnjak et al., lifelong learning contributes to a sense of belonging, prevents social isolation, averts dementia, and increases the likeliness of personal satisfaction. Lamb suggested that researchers examine the human potential for lifelong learning to understand the obstacles to its achievement. Hosnjak et al. and Lamb recommended developing lifelong learning opportunities for adults and paying close attention to the needs of older adults.

Hosnjak et al. (2020) said older adults encounter obstacles when participating in lifelong learning opportunities because of finances, physical illness, and a lack of understanding from their family and society about why this activity is essential. Charokar and Dulloo (2022) analyzed self-directed learning in adults by conducting a comprehensive literature review and synthesized their perspectives on the interplay between theory and practice in the context of self-directed learning, recognizing its significant role in developing adults as lifelong learners. In their analysis, Charokar and Dulloo concluded that the self-directed learning approach is based on adult learning principles and experiential learning that fosters skills for lifelong learning. Bryan and Bamdas (2012) advised that older adults need and generally want to participate in society, which requires them to master new tools along the way throughout their lives. Charokar and Dulloo added that self-directed lifelong learning offers adults motivating opportunities to learn, recall, and apply information meaningfully. Lifelong learning encourages active aging and changes so older adults can adapt successfully (Bryan & Bamdas, 2012; Buonocore & Sussman-Skalka, 2002; Hosnjak et al., 2020; Lamb, 2011; Schultz & Galbraith, 1993; Scott, 2015).

There is a link between learning later in life and psychological well-being that Hosnjak et al. (2020) suggested is integral for sustaining an adult’s quality of health. Moreover, previous educational experiences and socioeconomic conditions are irrelevant because lifelong learning could have a positive impact regardless of these factors. Hosnjak et al. posited that healthy older people contribute to the community’s well-being through their experience and service, which can be maximized through lifelong learning opportunities that can strengthen their abilities. Knowles (1975) identified how adults learn on their initiative, and Khiat (2017) emphasized how the responsibility of learning remains with the adults who are motivated to learn and control their learning outcomes while engaging with others in ways that sustain the quality of health.

The literature reviewed showed the value of examining how older adults approach leadership roles and analyzing the processes by which they become involved in volunteer leadership roles. Schultz and Galbraith (1993) posited that the older population would double by 2021, with the fastest-growing segment consisting of people 85 years and older who could spend as many as up to 30 years in the retirement phase of life. This information reinforces the need for lifelong learning to sustain change and, as Lamb (2011) indicated, a lifelong commitment. Schultz and Galbraith explained how role theory is relevant to older adults because the model helps people understand how they face their aging. More specifically, Schultz and Galbraith conducted an exploratory study to investigate the impact of leadership education on the participation of retired individuals in community leadership roles and proposed that role theory indicates how older adults remain active in their communities, engage, and transcend through life. Schultz and Galbraith concluded that older adults benefit from volunteer community leadership roles because it helps them promote their abilities to make connections, understand their relationship between themselves as individuals and the larger community and support a positive impact by solving problems with their experience.

The literature reviewed examined the significance of exploring older adults' approaches to leadership roles and their involvement in volunteer leadership positions. Schultz and Galbraith (1993) emphasized the increasing older population, particularly those aged 85 and older, which underlines the importance of lifelong learning as a means to adapt to demographic changes, echoing Lamb's (2011) emphasis on commitment to lifelong learning. Furthermore, Schultz and Galbraith's exploratory study delves into the impact of leadership education on retired individuals' participation in community leadership roles, with a speculative proposition regarding the relevance of role theory to older adults. Schultz and Galbraith’s theory suggests how older adults remain active in their communities, engaging and evolving throughout their lives. Drawing from their study findings, they concluded that older adults' engagement in volunteer community leadership fosters their capacity to establish connections, grasp their role within the broader community, and make a positive impact through their wealth of experience.

Yamashita et al. (2015) posited that lifelong learning is receiving greater attention because modern societies are aging. Also, lifelong learning benefits adults’ physical, psychological, social, and economic well-being. Aging is a part of life, but Buonocore and Sussman-Skalka (2002) reported that knowledge about the availability of local rehabilitation services and other related programs is seriously lacking. Moreover, insufficient knowledge and communication of local services leave adults thinking that nothing can be done to improve their current situation when this is often untrue. Buonocore and Sussman-Skalka theorized that volunteer communities and outreach programs use trained older adult volunteers to educate and motivate their peers. However, they recommended that raising awareness is necessary so older adults can access the available programs.

Adults do not want to be treated like children, as Watkins (2015) advised, and prefer to receive advice from their peers whom Buonocore and Sussman-Skalka (2002) suggested share the same or similar life experiences. These types of programs could include support for vision ailments, cardiovascular disease, cancer, Alzheimer’s disease, osteoporosis, or injuries. Buonocore and Sussman-Skalka explained that volunteers are motivated to help others and regain personal satisfaction. More specifically, older adults want to apply their skills, develop them, connect with others, and do meaningful work. Buonocore and Sussman-Skalka asserted that the older adults who participate in community outreach are grateful to meet new people and for the opportunity to be kept up to date about the new technology and advances in the medical field in their area of interest. For these reasons, health education programs are a valuable, and relevant form of lifelong learning that older adults need.

The known and potential benefits of lifelong learning in the literature reviewed revealed that this should be part of a strategy to improve the well-being of a nation and to improve the quality of life of individuals (Buonocore & Sussman-Skalka, 2002; Hosnjak et al., 2020; Scott, 2015; Schultz & Galbraith, 1993). Collins (2006) articulated that lifelong learning helps maintain mental acuity by improving mastery through a greater connection between the mind and body, offering an enhanced sense of personal control.

Collins (2006) studied a community-based educational program called Seniors CAN focused on increasing mastery and decreasing loneliness and stress in older adults. The program reinforces participatory learning practices, providing personal control, preventative behaviors, and keeping the brain engaged, which Collins agreed improves the quality of life as people age. The topics in the program include nutrition, personal safety, food safety, finance, health, and productivity. Information is taught based on the learner’s needs through various forms of interactive learning experiences, such as watching and listening, sharing their personal experiences, and discussing what they learned. This program interests the learners because, as Collins claimed, older adults learn on their own terms and can immediately apply the information, which Watkins (2015) also communicated is important in adult lifelong.

Butcher and Street (2009) posited that public libraries will be the connections to learning in the local setting. According to Butcher and Street, their research involving the Christchurch City Libraries affirmed a need for lifelong and life-wide learning, which occurs in this landscape by specialists who apply constructivist views on learning and teaching. Older adults want active engagement with experience, to make sense of the world, and involve a more profound development of their knowledge to develop, change, and make an impact in their community (Bryan & Bamdas, 2012; Butcher & Street, 2009; Talmage et al., 2015). Older adults want positive reinforcement and timely and useful feedback (Bryan & Bamdas, 2012; Hosnjak et al., 2020; Lamb, 2011; Scott, 2015). Bryan and Bamdas asserted that libraries are an oasis for adult learners because the librarian's role is to assist learners in constructing their own meaning and relating those to real-life situations. Adult learners want prompt and meaningful feedback tailored to their specific tasks and goals (Bryan & Bamdas, 2012; Hosnjak et al., 2020; Lamb, 2011; Scott, 2015).

Bryan and Bamdas (2012) reinforced the notion of the importance of developing the whole person and said society greatly benefits from educated individuals who collaborate. Talmage et al. (2015) articulated how adults are interested in lifelong learning opportunities concerning global and social issues that impact certain groups of people. Furthermore, Talmage et al. suggested identifying how lifelong learning programs need to inspire older adult learners to engage in them to receive their benefits because this will help guide enrollment practices and what opportunities are offered. Dauenhauer et al. (2016) conducted research that showed adults prefer to learn with multigenerational programming. Xie and Bugg (2009) expressed that adults benefit from learning from multiple generations and appreciate innovative collaborations and integrations to study topics like computer training. Moreover, Dauenhauer et al. and Xie and Bugg posited that multigenerational programming can help a rapidly aging population adapt to changes in technology to sustain computer literacy.

Dauenhauer et al. (2016) examined older adults' multigenerational interactions and educational interests within a medium-sized independent and assisted living setting, involving 128 elder participants through a survey and 17 participants in two focus groups. The results of their quantitative study indicated a strong preference for multigenerational learning with college students, particularly favoring on-site programs and time-limited faculty-led lectures on various topics, offering insights relevant to institutions of higher education preparing students for careers in an aging society. Dauenhauer et al. found that over 80% of older adults described their health as good or better, but 20% indicated challenges with mental health, specifically depressive symptoms. These results reinforced that multigenerational learning has the potential to maintain or improve the physical and mental health of older adults, which Scott and others also suggested (Buonocore & Sussman-Skalka, 2002; Hosnjak et al., 2020; Schultz & Galbraith, 1993). According to Dauenhauer et al., research on lifelong learning suggests adult learners are motivated by the joy of learning and social interaction. Additionally, Dauenhauer et al. and Lamb posited that lifelong learning benefits the attitudes of adult learners and helps them age successfully. Therefore, the research reviewed confirmed a need for lifelong learning opportunities that inspire older adults to be their best selves and motivate them to find meaningful experiences to engage with their peers and impact society. As Dauenhauer et al. advised, older adults who participate in lifelong learning programs usually express great satisfaction, improved relationships, and enhanced well-being.

The literature reviewed revealed that public libraries are essential experiential learning centers because they partner with organizations within their community to raise awareness of literacy, digital literacy, and cultural literacy. The information provided from the literature reviewed suggests library advocacy is critical because many people are unaware of what libraries offer their communities besides books and other traditional sources. Every individual has an opportunity to voice their requests for new services and offer ideas on how to improve existing programming at libraries. However, the literature revealed insufficient data about how the staff at public libraries create lifelong learning opportunities for adults and how their effort meets the information needs of lifelong learners.

The literature reviewed proposed a need to identify what motivated true lifelong learning of older adults. Older adults and their communities could benefit from research done to identify what triggers adults to learn and how to maintain their motivation to become lifelong learners. Exploring how to develop community outreach strategies is an avenue toward improving lifelong learning opportunities for older adults. The specific vehicle of delivering lifelong learning opportunities that meet the needs of older adults could be delivered through informal and formal library services. In other words, libraries could bridge the learning gap. However, research is needed to explore the ways of understanding the process by which library’s structure, incorporate, and change their programs to adapt to the needs of older lifelong learners. The literature reviewed shows minimal empirical evidence about the types of learning experiences most desired by adult lifelong learners. Instead, it confirms that they seek a broad array of knowledge to help them live healthier lives.

Cultural literacy is necessary for global diversity and inclusion. Cultural literacy is a human right, and everyone should have access to learn about all cultures. Advocating for cultural literacy helps foster an environment that is diverse and inclusive, so everyone feels welcome and knows their voices will be heard. Creating an environment that raises awareness of cultural literacy supports a culture of people who appreciate diversity and embrace inclusive behavior. Exploring how adults use public libraries to meet these lifelong learning needs by determining how the staff’s effort compares to the patrons’ satisfaction would result in a metric to improve the programming and educational services offered.

Older adults are a population of people with great potential and a need for lifelong learning. People in this age group want to maximize their potential to do meaningful work and are motivated by the possibility of positively impacting others. Lifelong learning is more than learning how to adapt to daily living and technology changes. Instead, it presents opportunities to connect with others and satisfy a genuine thirst for knowledge that exceeds societal requirements to secure employment. Lifelong learning benefits older adults’ emotional, physical, and social needs, which helps them age successfully. Living a healthy life and making meaningful contributions to the local community benefits society. Therefore, studying how adult library patrons engage in lifelong learning through communities of practice is helpful in identifying their needs. Consequently, civic leaders could use this information to improve existing lifelong learning programs for adult learners and design new plans.