Infed.org is a non-profit Website about informal learning maintained by a small group of educators and edited by Mark K Smith. The bulk of the website is an encyclopedia, with articles on key ideas, theories, thinkers, and domains of practice. In addition to the encyclopedia, the Site presents Talking Points, which are position papers on a variety of topics within the field, and The Archives, a library of papers, books, and other materials contributing to the development of informal education. Below are 3 of many articles relevant to WDIL:

learning theory
After introducing the concepts of "learning as a product" and "learning as a process", the article presents a matrix of four major orientations to learning:  behaviorist, cognitive, humanistic, and social/situational. For each of these the matrix describes and compares the learning theorists who developed them, the view they take on the learning process, the locus of learning, the purpose of learning, the role of the educator, and how they manifest in adult learning.

informal learning
The author explores what is often meant by the term "informal learning" when used by policymakers, academics and practitioners in an attempt at a more rigorous defintion. He describes Michael Eraut's "typology of non-formal learning", which describes Implicit Learning, Reactive Learning, and Deliberative Learning; and discusses the concepts of Tacit Knowledge and Situated Learning. He draws a distinction between "learning", which happens all the time, and "education" which is intentional and requires commitment. He then concludes by describing four areas in which people engaged in informal education should focus their attention: exploring tacit knowledge through reflection, supporting self-education by approaching people as both learners and educators, strengthening associational life by building stronger groups and relationships, and developing informal education alongside formal education.

throwing out the balance with the bathwater
Michael Newman argues that, in adult education, teachers should take a position on issues, and not allow a desire for balance or objectivity result in taking an amoral stance: "Propaganda exists when there is coercion, when people cannot leave, and when the ideas and practices being promoted cannot be contested. But in good adult education the opposite conditions obtain. The learners are there by choice, nothing is forcing them to stay if they dislike what is being taught and, most important of all, as adults, as free agents, as our equals, they can challenge the teacher."