| Abstract | Informal learning is often treated as simply an alternative to formal, didactic instruction. This chapter discusses how the organization of informal learning differs across distinct settings but with important commonalities distinguishing informal learning from formal learning: Informal learning is nondidactic, is embedded in meaningful activity, builds on the learner’s initiative or interest or choice (rather than resulting from external demands or requirements), and does not involve assessment external to the activity. The informal learning settings discussed all have learning and innovation as goals, and they all include guidance to newcomers through social interaction and/or the structure of activities. Along with the features in common, the organization of informal learning also differs in important ways across settings as distinct as everyday family and community engagements that are not organized around instruction; voluntary settings with an instructional focus, such as after-school programs; innovative schools that emphasize children’s initiative and choice; children’s “underground” informal learning in schools; and institutions such as science centers that have an instructional as well as a voluntary leisure focus. These informal learning settings differ in extent of focus on and ways of including play, instruction, collaborative or solo activity, contribution to “real” productive goals, and connection with a larger community. |
