01288nas a2200181   4500000000100000008004100001260002200042100002100064700002900085700001600114700002100130700002000151700001800171245004600189300001200235520083700247020002201084       2023                            d  bRoutledgeaLondon1 aJohanna Eckerdal1 aHenriette Roued-Cunliffe1 aIsto Huvila1 aCasper Rasmussen1 aKerstin Rydbeck1 aHåkon Larsen00aLearning, literacy, and education in LAMs  a144-1573 a<p>Traditionally, LAMs have supported literacy and education primarily by providing and facilitating access to their collections. In tandem with an intensified emphasis on learning, and in particular lifelong learning, in contemporary society, this chapter describes how LAMs have shifted from being enablers of mainly informal and nonformal learning to increasingly becoming places for formal learning as well. We will describe activities at Scandinavian LAMs, with learning as the implicit or explicit goal, using both traditional and novel examples. Pedagogy provides a theoretical lens for understanding activities at LAMs as situations of learning. Furthermore, we will underscore literacy as a fruitful concept for LAMs with potential to connect local everyday practices with the social impact the institutions might have.</p>  a978-1-00-318883-4