scholarly journals First-generation students’ information literacy in everyday contexts

2019 ◽  
Vol 13 (2) ◽  
pp. 73
Author(s):  
Darren Ilett
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
First Generation ◽  
Information Science ◽  
Funds Of Knowledge ◽  
Library And Information Science ◽  
Deficit Thinking ◽  
First Generation Students ◽  
Research Papers ◽  
The Us

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.

scholarly journals Management: Framing the Framework: The Rigorous Responsibilities of Library and Information Science

2016 ◽  
Vol 55 (3) ◽  
pp. 199 ◽  
Author(s):  
Nathan W. Filbert
Keyword(s):  
Higher Education ◽  
Resource Management ◽  
Information Literacy ◽  
Information Science ◽  
Information Resource ◽  
Library And Information Science ◽  
Digital Environment ◽  
Conceptual Approach ◽  
Complex Information ◽  
The Future

The ACRL Framework for Information Literacy for Higher Education offers library and information science (LIS) professionals a conceptual approach for leading information literacy efforts in a digital environment. But while a good start, Nathan Filbert suggests that it is not enough to validate librarianship’s transdisciplinary potential. In this column, Filbert addresses the programmatic and directional efforts necessary for LIS to realize expansive expertise in information resource management, reference, and user services in the evolving, complex, information ecosystem. Drawing on the profession’s past and present, he suggests a vision and a philosophy for mediating the infosphere of the future.—Editor

Globalization in LIS Education

2020 ◽  
pp. 178-206
Author(s):  
Reysa Alenzuela ◽  
Heesop Kim
Keyword(s):  
Higher Education ◽  
Information Science ◽  
Research Collaboration ◽  
Student Support ◽  
The Philippines ◽  
Library And Information Science ◽  
Professional Literature ◽  
International Partnerships ◽  
The Us ◽  
Global Linkages

Globalization can be seen to impact Library and Information Science (LIS) education as global processes and practices influence policies and structures, pedagogy, faculty, research, and collaboration. Globalization and internationalization are employed interchangeably in much professional literature, but the latter is a more prominent concept in LIS education. Internationalization in LIS has been discussed in Europe and the US in light of its impact on learning, academic mobility, research collaboration, and international partnerships. This chapter focuses on iSchools being in the frontier of internationalization in addressing the need in higher education to reach across national borders, specifically in South Korea and the Philippines. The discussion focuses on the development shown by two countries in integrating international and global dimensions into the curriculum, faculty composition, research, student support, and global linkages/partnership.

scholarly journals Shape-shifting and pushing against the odds: staff perceptions of the experiences of first generation students in South Africa and the UK

2021 ◽  
Author(s):  
Rachel Forsyth ◽  
Claire Hamshire ◽  
Danny Fontaine-Rainen ◽  
Leza Soldaat
Keyword(s):  
Higher Education ◽  
South Africa ◽  
First Generation ◽  
Teaching Practice ◽  
First Generation Students ◽  
Staff Perceptions ◽  
Staff Members ◽  
Diversity And Inclusion ◽  
University Life ◽  
The Uk

AbstractThe principles of diversity and inclusion are valued across the higher education sector, but the ways in which these principles are translated into pedagogic practice are not always evident. Students who are first in their family to attend university continue to report barriers to full participation in university life. They are more likely to leave their studies early, and to achieve lower grades in their final qualifications, than students whose families have previous experience of higher education. The purpose of this study was to explore whether a mismatch between staff perceptions and students’ experiences might be a possible contributor to these disparities. The study explored and compared staff discourses about the experiences of first generation students at two universities, one in the United Kingdom (UK), and the other in South Africa (SA). One-to-one interviews were carried out with 40 staff members (20 at each institution) to explore their views about first generation students. The results showed that staff were well aware of challenges faced by first generation students; however, they were unsure of their roles in relation to shaping an inclusive environment, and tended not to consider how to use the assets that they believed first generation students bring with them to higher education. This paper explores these staff discourses; and considers proposals for challenging commonly-voiced assumptions about students and university life in a broader context of diversity and inclusive teaching practice.

scholarly journals Microaggressions as a Barrier to Effective Collaboration Between Teaching Faculty and Academic Librarians: An Analysis of the Results of a US and Canadian Survey

2018 ◽  
Vol 2 (3) ◽  
Author(s):  
Ahmed Alwan ◽  
Joy Doan ◽  
Eric Garcia
Keyword(s):  
Student Success ◽  
Information Literacy ◽  
Quantitative Data ◽  
Information Science ◽  
Academic Librarians ◽  
Library And Information Science ◽  
Working Relationships ◽  
Teaching Faculty ◽  
Effective Collaboration ◽  
And Performance

Facilitating effective collaboration with teaching faculty (TF) for the purposes of student success and performance is often a priority for academic librarians (AL). The topic of effective partnerships between these two groups has received a great deal of scholarly attention within the field of library and information science (LIS). However, in practice, harmonious working relationships can be difficult to establish and maintain. This is in part due to the lack of understanding of the role and status of AL by TF. The existing divide between these parties has led to discourse and dismissive actions on the part of TF that may be perceived by some AL as microaggressive. While some work has been done on microaggressions in higher education, little quantitative data exists on status-based microaggressions by TF towards AL and its effect on collaboration in the context of information literacy (IL). In early 2016, the researchers surveyed U.S. and Canadian AL in order to collect data on perceived status-based microaggressive experiences. Analysis of the data indicates that status-based microaggressions, although not ubiquitous, do exist. Moreover, the data indicates that some librarians may experience more frequent instances of status-based microaggressions based on self-reported demographic characteristics.

Valuing studies in higher education: Symbolic means and strategies of students negotiating their position in the library and information science field

2018 ◽  
Vol 52 (1) ◽  
pp. 306-314
Author(s):  
Valentini Moniarou-Papaconstantinou
Keyword(s):  
Higher Education ◽  
Information Science ◽  
Meaning Making ◽  
Hierarchical Classification ◽  
Library And Information Science ◽  
Structured Interviews ◽  
Science Field ◽  
Academic Knowledge ◽  
The Social ◽  
Knowledge Content

The library and information science field attempts to legitimize its position in higher education, in a ‘culture of uncertainty’, where boundaries are fluid. The position of LIS in the hierarchical classification of academic subjects is influenced by the changes in both the field of higher education and in the information environment, creating expectations for the emergence of new fields of study, research and professional practices. The purpose of this paper is to examine how LIS students position themselves in their field of study and the resources they use in processes of meaning-making. Data were obtained through semi-structured interviews with students from the three LIS departments operating in Greece at the undergraduate level. The results showed that the academic knowledge content of the object, the assignment of scientific characteristics to it, the signifier of the book, the form of professional practice and, above all, technology are the most prominent resources among those that most young people utilized in their effort to negotiate the symbolic class (i.e. the dominant cultural categories which give meaning to the social world).

scholarly journals The Big Read Collaboration between Kingston University, the University of Wolverhampton, Edge Hill University, and the University of the West of Scotland, 2018–2019

LOGOS ◽  
2020 ◽  
Vol 31 (3) ◽  
pp. 34-65
Author(s):  
Alison Baverstock ◽  
Jackie Steinitz ◽  
Tanuja Shelar ◽  
Kelly Squires ◽  
Nazira Karodia ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
First Generation ◽  
Shared Reading ◽  
First Generation Students ◽  
The West ◽  
Selling Point ◽  
The University

This paper outlines the experience of four universities that collaborated on a pre-arrival shared reading project, the Big Read, in 2018/2019. They did so primarily to promote student engagement and retention and also to ease the transition into higher education, particularly for first-generation students, to promote staff connectedness, and to provide a USP (unique selling point) for their institution. The paper covers all the associated processes, from isolating the respective aims of the collaborators to the choosing and sharing of a single agreed title. In analysing the outcomes, recommendations are made for future cross-institutional projects of this kind.

scholarly journals Information Literacy Competencies: A Conceptual Analysis

2018 ◽  
Author(s):  
Chinwe Veronica Anunobi ◽  
Obiora Kingsley Udem
Keyword(s):  
Information Literacy ◽  
Conceptual Analysis ◽  
Information Science ◽  
Literacy Skills ◽  
Library And Information Science ◽  
Exploratory Approach ◽  
Information Literacy Skills ◽  
Knowledge And Attitude ◽  
Information Competency ◽  
Information Literacy Competencies

Purpose: This paper reviewed literature as they relate to Information Literacy Competency. The review is necessary so as to guide students as well as scholars of Library and Information Science who may want to be exposed to the concepts and elements of Information Literacy.Design/Methodology: The exploratory approach was used for this study; first a conceptual framework was examined so as to identify the components of Information Literacy Competency which is combination of Knowledge, Skills and Attitude. This was followed by review of elements of three models of Information Literacy as well as review of views of scholars on Information Literacy Competencies. Finally position was taken on Information Literacy Competency.Findings: The paper found out that the term Information Literacy Competency and Information Literacy skills though often used interchangeably are not the same. Information literacy competency is a combination of knowledge, skills and attitudes towards recognizing when and why information is needed, where to find it, how to evaluate, manage and apply it, synthesize, use and communicate it ethically and legally. On the other hand, skill is a component of competency which includes other components (knowledge and attitude).Originality/Value: The value of this paper lies in its identification and discussion on review of the views and position on the concepts of information competency and literacy. It also brings together scholars and schools of thought ideology on information literacy competency which is expected to aid those in quest for knowledge.

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