Understanding the information literacy experiences of EFL (English as a foreign language) students

Article

Johnston, Nicole, Partridge, Helen and Hughes, Hilary. 2014. "Understanding the information literacy experiences of EFL (English as a foreign language) students." Reference Services Review: reference and instructional services for libraries in the digital age. 42 (4), pp. 552-568. https://doi.org/10.1108/RSR-05-2014-0015

Article Title	Understanding the information literacy experiences of EFL (English as a foreign language) students
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

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