Transnational Habitus as a Configuration of Dispositions: Chinese International Students Navigating Online Information

Autor/in	Gao, Huan
Titel	Transnational Habitus as a Configuration of Dispositions: Chinese International Students Navigating Online Information
Quelle	In: Literacy Research: Theory, Method, and Practice, 72 (2023) 1, S.139-160 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gao, Huan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2381-3369
DOI	10.1177/23813377231176259
Schlagwörter	Graduate Students; Foreign Students; Information Seeking; Habit Formation; Online Searching; Information Literacy; Student Attitudes; Information Sources; Internet; Biculturalism; Asians; Individual Characteristics; Global Approach + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Informationserschließung; Online-Recherche; Informationskompetenz; Schülerverhalten; Information source; Informationsquelle; Bikulturalität; Asian; Asiat; Asiatin; Asiaten; Asiate; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Globales Denken
Abstract	This study investigates the impact of transnationalism on Chinese international graduate students' literacy practices in online information seeking. Using phenomenological interviewing, weekly diaries, and focus group data, the study found that these students actively engage in recursive, dynamic, and flexible online information-seeking literacy practices that transcend linguistic, digital, and unconventional cultural boundaries due to their multilingual capacity and unique social positioning in the online information landscape. This study reveals that these students' transnational habitus in online information seeking manifests as a configuration of dispositions rather than one fixed transnational habitus. These findings underscore the importance of understanding multilingual international students' online information-seeking experiences, literacies, and challenges to inform engaging, transnationally inclusive, and culturally relevant information literacy curricula and instruction in U.S. higher education institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01