Building Intercultural Teachers: Designing Information Literacy Instruction Opportunities for Increasingly International Populations

Hicks, Alison

doi:10.1016/j.acalib.2019.02.001

Cited by 3 publications

(2 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The emphasis on student development means that the grounded theory of mitigating risk also has a number of practical implications for librarians, study-abroad coordinators and language-educators, as a separate paper explores at length (Hicks, 2019). The recognition that students are negotiating complex transitional processes sets the scene for the design of educational interventions that recognise the fluid and generative possibilities of this period while the importance of supportive connections further illustrates the need for learning opportunities that facilitate interaction.…”

Section: Resultsmentioning

confidence: 99%

Mitigating risk: mediating transition through the enactment of information literacy practices

Hicks

2019

Self Cite

View full text Add to dashboard Cite

Purpose The purpose of this paper is to present the emergent grounded theory of mitigating risk, which was produced through an analysis of the information literacy practices of English-speakers who are learning a language overseas as part of their undergraduate degree. Design/methodology/approach The grounded theory emerges from a qualitative study that was framed by practice theory and transitions theory, and employed constructivist grounded theory, semi-structured interviews and photo-elicitation methods to explore the information activities of 26 language-learners from Australia, Canada, the UK and the USA. Findings The grounded theory of mitigating risk illustrates how academic, financial and physical risks that are produced through language-learner engagement overseas catalyse the enactment of information literacy practices that enable students to mediate their transition overseas. Research limitations/implications This study’s theory-building is localised and contextual rather than generalisable. Practical implications The grounded theory broadens librarians’ and language-educators’ knowledge of student activities during immersive educational experiences as well as extending understanding about the shape that information literacy takes within transition to a new intercultural context. Social implications The grounded theory develops understanding about the role that local communities play within intercultural transition and how these groups can respond to and prepare for increasingly fluid patterns of global movement. Originality/value This paper contributes to an increasingly sophisticated theoretical conceptualisation of information literacy while further providing a detailed exploration of transition from an information perspective.

show abstract

Section: Resultsmentioning

confidence: 99%

Mitigating risk: mediating transition through the enactment of information literacy practices

Hicks

2019

Self Cite

View full text Add to dashboard Cite

show abstract

“…Library strategies for supporting international students Many authors stress the need for interventions that develop cultural awareness, understanding and sensitivity among library staff to improve intercultural communication and cross-cultural capability. Scholars also advocate a sociocultural perspective on IL to develop culturally inclusive and responsive library teaching (Blas 2014;Foster 2018;Hicks 2019;Hughes et al 2016). Libraries evidently need a policy/strategy for internationalisation to identify services that may need highlighting, adjustment or development for both incoming international students and outgoing study-abroad students.…”

Section: Internationalisation Multiculturalism and Global Citizenshipmentioning

confidence: 99%

The Social Mission of Academic Libraries in Higher Education

Corrall¹

2022

The Social Future of Academic Libraries

View full text Add to dashboard Cite

show abstract

Developing Globally Inclusive Practices for Library Instruction Sessions

Monteros

Longmeier

2022

New Review of Academic Librarianship

View full text Add to dashboard Cite

Building Intercultural Teachers: Designing Information Literacy Instruction Opportunities for Increasingly International Populations

Cited by 3 publications

References 30 publications

Mitigating risk: mediating transition through the enactment of information literacy practices

Mitigating risk: mediating transition through the enactment of information literacy practices

The Social Mission of Academic Libraries in Higher Education

Developing Globally Inclusive Practices for Library Instruction Sessions

Contact Info

Product

Resources

About