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Faculty Perceptions of Students' IL Learning in First-Year Writing
- portal: Libraries and the Academy
- Johns Hopkins University Press
- Volume 20, Number 3, July 2020
- pp. 509-532
- 10.1353/pla.2020.0028
- Article
- Additional Information
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abstract:
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.