Abstract
This article examines the implementation of the "My Time" self-directed learning framework in elementary school libraries, focusing on its impact on student autonomy, critical thinking, and engagement. "My Time" integrates structured choices with flexible guidance, enabling students to take ownership of their learning. The author reflects on practical experiences and connects them to theoretical foundations, including Glasser’s Choice Theory, Knowles' self-directed learning model, and constructivist principles. Key findings demonstrate that "My Time" significantly improves student engagement, autonomy, and behavior through activities such as makerspaces, inquiry-based projects, and reflective goal-setting. The article emphasizes the program's potential to transform school libraries into dynamic hubs for 21st-century learning, fostering lifelong learning and collaboration across educational settings.
Recommended Citation
Doud, Maggie B.
(2025)
"Self-Directed Learning in the Elementary Library,"
Learning Hub: Vol. 1:
Iss.
1, Article 4.
Available at:
https://scholarworks.sjsu.edu/learning-hub/vol1/iss1/4
