Document Type
Article
Publication Date
7-2020
Journal / Book Title
portal: Libraries and the Academy
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.
DOI
10.1353/pla.2020.0028
Journal ISSN / Book ISBN
1530-7131
MSU Digital Commons Citation
Baird, Catherine and Soares, Tiffany, "Faculty Perceptions of Students' IL Learning in First-Year Writing" (2020). Sprague Library Scholarship and Creative Works. 65.
https://digitalcommons.montclair.edu/spraguelib-facpubs/65
Published Citation
Baird, Catherine and Tiffany Soares. "Faculty Perceptions of Students' IL Learning in First-Year Writing." portal: Libraries and the Academy, vol. 20 no. 3, 2020, p. 509-532. Project MUSE, doi:10.1353/pla.2020.0028.
