First-Generation Students' Information Literacy in Everyday Contexts

Autor/in	Ilett, Darren
Titel	First-Generation Students' Information Literacy in Everyday Contexts
Quelle	In: Journal of Information Literacy, 13 (2019) 2, S.73-91 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-5968
Schlagwörter	First Generation College Students; Undergraduate Students; Information Literacy; Information Utilization; Library Instruction; Academic Libraries; Context Effect; Family Environment; Work Environment; Career Development; Sense of Community; African American Students; Hispanic American Students + Suchen Sie Ihr Suchwort? Informationskompetenz; Informationsnutzung; Bibliotheksverzeichnis; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Familienmilieu; Arbeitsmilieu; Berufsentwicklung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	Historically, much of the Library and Information Science (LIS) literature on first-generation students (FGS) framed them using deficit thinking, emphasising what they lacked to be successful in higher education. In contrast, recent scholarship has turned to asset-based pedagogies, shifting the focus onto the strengths that FGS bring to college. Further, LIS research on FGS has examined how students engage with information solely in academic contexts, such as completing research papers or navigating higher education procedures. The current study contributes to the discussion of asset-based pedagogies by using a funds of knowledge approach to explore the ways in which FGS at a mid-sized university in the US engage with information, and it expands the scope of inquiry to several everyday contexts, including students' households, workplaces, and communities. The findings reveal a variety of funds of knowledge concerning participants' information literacy (IL) and lay the foundation for IL instruction that meets FGS where they are, thus serving them more equitably. (As Provided).
Anmerkungen	CILIP Information Literacy Group. 7 Ridgmount Street, Bloomsbury, London WC1E 7AE, United Kingdom. e-mail: jinfolit@gmail.com; Web site: https://ojs.lboro.ac.uk/JIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01