The purpose of this study is to investigate how first-year students conduct everyday life research and how, if possible, their everyday research skills can inform information literacy instruction in higher education. Very few studies in information literacy emphasize existing knowledge that students bring with them to college; instead, the emphasis tends to fall on deficits in students’ academic research skills. Strengths-based approaches or asset-based approaches as found in the literature of psychology and education provide a basis for exploring this direction in information literacy education.,The research used a phenomenographic methodology, interviewing 40 first-year students from two large universities, a medium-sized university and a community college.,The qualitative study suggests that first-year students are capable of using information purposefully to learn or research interests that have sparked their curiosities. They are also capable of reflecting on the ways that their investigations fulfilled their purposes, resulted in unexpected outcomes or made them consider their issue in a new light. These existing capacities provide promising starting points for strengths-based approaches to information literacy instruction.,Dialogue with students about prior research experiences enables teaching librarians to plan engaging, authentic information literacy curriculum that acknowledges existing strengths.,This study provides a valuable contribution to empirical evidence of student research skills prior to entering higher education and suggests connections between those skills and the ACRL Information Literacy Framework. In addition, the study provides a case for strengths-based education, activating students’ prior knowledge to learn and create new knowledge. Authors have presented at Library Instruction West, July 2018.

中文翻译：

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按自己的条件

这项研究的目的是调查一年级学生如何进行日常生活研究，以及如果可能的话，他们的日常研究技能如何为高等教育中的信息素养教育提供信息。很少有关于信息素养的研究强调学生带给他们的大学知识。相反，重点往往落在学生学术研究技能的不足上。心理学和教育文献中发现的基于优势的方法或基于资产的方法为探索信息素养教育的这一方向提供了基础。该研究采用现象学方法，采访了两所大型大学的40名一年级学生，中型大学和社区学院。定性研究表明，一年级学生能够有目的地使用信息来学习或研究激发好奇心的兴趣。他们还能够反思自己的调查实现其目的，导致意外结果或使他们以新的视角考虑问题的方式。这些现有的能力为基于优势的信息素养教学方法提供了有前途的起点。与学生就先前的研究经验进行对话，使图书馆员可以规划引人入胜的，真实的信息素养课程，以承认现有的优势。这项研究为进入高等教育之前的学生研究技能的经验证据提供了宝贵的贡献，并提出了这些技能与ACRL信息素养框架之间的联系。此外，该研究为基于优势的教育提供了一个案例，可以激发学生的先验知识以学习和创造新知识。作者在2018年7月的西图书馆指令上作了演讲。