The study investigates the perceptions of first-year writing faculty of how their students develop information literacy (IL). The authors conducted 16 semi-structured interviews and analyzed them using a qualitative inductive coding method. The study contributes a close and nuanced understanding of faculty perceptions of IL learning to a literature with few recent qualitative studies. Faculty identify what they see as enablers and barriers to student learning. The authors conclude that the empathetic, process-oriented characterization of IL learning by these faculty invites further examination using multiple methodologies and elevation of faculty’s voice in the discourse around IL.

中文翻译：

---

教师对一年级写作中学生 IL 学习的看法

该研究调查了一年级写作教师对学生如何培养信息素养 (IL) 的看法。作者进行了 16 次半结构化访谈，并使用定性归纳编码方法对其进行了分析。该研究为最近很少有定性研究的文献提供了对教师对 IL 学习的看法的密切和细致入微的理解。教职员工确定他们认为学生学习的推动因素和障碍。作者得出的结论是，这些教师对 IL 学习的同理心、面向过程的表征需要使用多种方法进行进一步检查，并在围绕 IL 的话语中提高教师的声音。