Understanding the information literacy experiences of EFL (English as a foreign language) students
Article
Article Title | Understanding the information literacy experiences of EFL (English as a foreign language) students |
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ERA Journal ID | 30373 |
Article Category | Article |
Authors | Johnston, Nicole (Author), Partridge, Helen (Author) and Hughes, Hilary (Author) |
Journal Title | Reference Services Review: reference and instructional services for libraries in the digital age |
Journal Citation | 42 (4), pp. 552-568 |
Number of Pages | 17 |
Year | 2014 |
Place of Publication | United Kingdom |
ISSN | 0090-7324 |
Digital Object Identifier (DOI) | https://doi.org/10.1108/RSR-05-2014-0015 |
Web Address (URL) | http://www.emeraldinsight.com/doi/full/10.1108/RSR-05-2014-0015 |
Abstract | Purpose – This paper outlines research that explores the information literacy experiences of EFL (English as a Foreign Language) students. The question explored in this research was: how do EFL students experience information literacy. Design/Methodology/Approach – This study used phenomenography, a relational approach to explore the information literacy experiences of EFL students. Phenomenography studies the qualitatively different ways a phenomenon is experienced in the world around us. Findings – This research revealed that EFL students experienced information literacy in four qualitatively different ways. The four categories revealed through the data were: process, quality, language and knowledge. This research found that language impacted on EFL students’ experiences of information literacy and revealed that EFL students applied various techniques and strategies when they read, understood, organised and translated information. Research limitations/implications – This research was conducted in a specific cultural and educational context, therefore the results might not reflect the experiences of EFL students in other cultural or educational contexts. Practical implications – The findings from this research offer an important contribution to information literacy practice by providing important insights about EFL students’ experiences and perceptions of information and learning that can be used to inform curriculum development in second language learning contexts. Originality/Value - There is currently a lack of research using a relational approach to investigate EFL students’ experiences of information literacy. There is also limited research that explores the impact language has on information literary and learning in English as a foreign or second language contexts. |
Keywords | Information literacy, EFL students, ESL students, Phenomenography, Language, Learning, HERN |
ANZSRC Field of Research 2020 | 460508. Information retrieval and web search |
Byline Affiliations | University College London, United Kingdom |
Queensland University of Technology | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q478v/understanding-the-information-literacy-experiences-of-efl-english-as-a-foreign-language-students
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