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Unpacking international student information literacy - Hicks

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Presented at LILAC 2019

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Unpacking international student information literacy - Hicks

  1. 1. Unpacking international student information literacy Recommendations for the design of intercultural teaching and learning opportunities Alison Hicks | alisonhicks0 | University College, London
  2. 2. 2016: Reframing librarian approaches to international student information literacy through the lens of New Literacy Studies. Critical Literacy for Information Professionals. 2016: It takes a community to build a framework: Information literacy within intercultural settings. Journal of Information Science. (with A. Lloyd)
  3. 3. Recap •Application of ‘universal’ models of information literacy •Deficit discourse •Methodological issues •Overwhelming emphasis on measurement •Reliance on survey methods •Isolated and idealised •Individually rather than socially focused
  4. 4. 1. Extended questions •How is information literacy made manifest by language-learners? •How do students engage with information within their new setting? •How does information literacy support this immersive and intensive period of time? •How are these information activities enabled and constrained? •How does information literacy help students to mediate transition?
  5. 5. Information Literacy A way of knowing the many environments that constitute an individual’s being in the world Lloyd, 2007
  6. 6. Transition Change navigated by learners in their movement within and through a context Gale & Parker, 2014
  7. 7. 2. Theoretical Framework Practice Theory • Practices not people • Material, Embodied, Activities Transitions Theory • Induction (pathway); Maturation (trajectory); Becoming (identity) • Enabling and constraining conditions
  8. 8. 3. Broader sample
  9. 9. 4. Exploratory methods Photo-elicitationInterviews x 2 Constructivist Grounded Theory
  10. 10. Findings (1): Students face risks ● Legal Risk: ○ “It was a bit iffy online as to... what I needed to bring. It was translated literally from French, so it wasn't very good English, and it was a bit confusing because I was doing an internship. ‘Was I a student or was I working?’ So, I never knew what documents I actually needed.” (Luan) ● Financial Risk ○ “France is very expensive, so it's [the grocery store] the cheapest in France I would say. I think it's really tough to stay in budget because the price differences are quite high” (Kamila) ● Physical Risk ○ “Going back at night on the tube sometimes just because you’re, it's dark and you're on your own and you don't know about that.” (Charlotte)
  11. 11. Findings (2): Students mediate risk through IL Calibrating: ● When I was looking for an apartment I went to one area and the mother of the family was like, ‘Don't go there, that's kind of infested with drugs’ and things like that. (Charlotte)
  12. 12. Findings (2): Students mediate risk through IL Repositioning: ● I think maybe I have avoided making other friends from England... I don't want to hang around English people, I have an aversion to it, it's like xenophobia, but with people from your own country, I don't know if there is a word for that! (Alex S.)
  13. 13. Findings (3): IL mediates student transition
  14. 14. The theory of mitigating risk states that the pressures of residence abroad catalyse the enactment of information literacy practices, which subsequently mediate language-student transition from acting like to becoming a language-learner within a new setting.
  15. 15. Knowing what you know... What could the implications of these findings be on the way that you think about and design for international students? • Students face a number of risks whilst they are overseas • Students lack social connections and rely on families and friends • Things get overwhelming at times! • Locals are sometimes hostile / unwelcoming Think in terms of teaching, outreach, engagement, library design...
  16. 16. 1. Reframe engagement within a new information environment in terms of transition
  17. 17. A focus on transition… ...moves the emphasis from “fixing” to complexity
  18. 18. A focus on transition… ...goes beyond physical movement to centre on re-equilibration
  19. 19. 2. Recognise that information literacy centres on negotiation rather than on assimilation
  20. 20. A focus on negotiation… ...illustrates how information literacy is mediated through the complexity of social interaction
  21. 21. A focus on negotiation… ...recognises that international students are knowledgeable, as well as experts in their own activities
  22. 22. 3. Design for sociality, connections and interaction
  23. 23. A focus on sociality… ...demonstrates the important role that the bodies of others play in the development of knowing
  24. 24. A focus on sociality… ...illustrates the need to think more broadly about the shape of information literacy teaching
  25. 25. Photo by Bud Helisson on Unsplash So what?
  26. 26. The internationalisation of campus should not lead to the expansion of traditional models of education
  27. 27. There is a need to move from unilateral to transformational models of education
  28. 28. There are inherent complications when information literacy frameworks and standards are designed in isolation from empirical research
  29. 29. References Hicks, A. (2019). Building intercultural teachers: Designing information literacy instruction opportunities for increasingly international populations. Journal of Academic Librarianship 45(2), 146-152. https://alisonhicks.weebly.com Hicks, A. (2016). Reframing librarian approaches to international student information literacy through the lens of New Literacy Studies. In: McNicol S (ed) Critical Literacy for Information Professionals. London: Facet, pp.43-56. Hicks, A. & Lloyd, A. (2016). It takes a community to build a framework: Information literacy within intercultural settings. Journal of Information Science 42(3), 334-343. Lloyd, A. (2007). Learning to put out the red stuff: Becoming information literate through discursive practice. Library Quarterly 77(2), 181-198.
  30. 30. Images • https://www.flickr.com/photos/m0php/3956063395/ • https://www.flickr.com/photos/deadhorse/244291180/ • https://www.flickr.com/photos/nickerwin/30798187172 • https://www.flickr.com/photos/clement127/19093561751 • https://www.flickr.com/photos/span112/2352741810 • https://www.flickr.com/photos/ghost_of_kuji/3444872925 • https://www.flickr.com/photos/loimere/4559006805 • https://www.flickr.com/photos/tomronworldwide/33189041621 • https://www.flickr.com/photos/sigmadp2j/5617380497/ • https://www.flickr.com/photos/jev55/6783438551 • https://www.flickr.com/photos/wefi_official/12222957403 • https://www.flickr.com/photos/thomashawk/5327432805 • https://www.flickr.com/photos/joybot/13965251997 • https://www.flickr.com/photos/kevinschoenmakersnl/5562839355 • https://www.flickr.com/photos/porphyria/14170930233