A Critical Review of LIS Literature on First-Generation Students

Ilett, Darren

doi:10.1353/pla.2019.0009

Cited by 31 publications

(24 citation statements)

References 28 publications

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“…Historically, researchers studying FG students emphasize the "challenges" that this population faces (Ilett, 2019). Surveys conducted by the National Center for Educational Statistics indicated that FG students were more likely to come from lower socioeconomic backgrounds, were ethnic minorities, had taken fewer collegepreparatory classes (Choy, 2001), or were more likely to have children and work full-time while enrolled (Nunez & Cuccaro-Alamin, 1998).…”

Section: Literature Reviewmentioning

confidence: 99%

Information Seeking Anxiety and Preferred Information Sources of First-Generation College Students

Smith

Brinkman

2021

EBLIP

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Objective – To determine whether information seeking anxieties and preferred information sources differ between first-generation college students and their continuing-generation peers. Methods – An online survey was disseminated at two public college campuses. A total of 490 respondents were included in the results. Independent variables included institution, year in college, and generational status. Instead of using a binary variable, this study used three groups for the independent variable of generational status, with two first-generation groups and one continuing-generation group based on parental experience with college. Dependent variables included 4 measures of information seeking anxiety and 22 measures of preferred information sources. Responses were analyzed using SPSS. One-way independent ANOVA tests were used to compare groups by generational status, and two- and three-way factorial ANOVA tests were conducted to explore interaction effects of generational status with institution and year in college. Results – No significant differences in overall information seeking anxiety were found between students whose parents had differing levels of experience with college. However, when exploring the specific variable of experiencing anxiety about “navigating the system in college,” a two-way interaction involving generational status and year in school was found, with first-generation students with the least direct experience with college reporting higher levels of anxiety at different years in college than their peers. Two categories of first-generation students were found to consult with their parents far less than continuing-generation peers. The study also found that institutional or generational differences may also influence whether students ask for information from their peers, librarians, tutoring centers, professors, or advisors. Conclusion – This study is one of the first to directly compare the information seeking preferences and anxieties of first-generation and continuing-generation students using a non-binary approach. While previous research suggests that first-generation students experience heightened anxiety about information seeking, this study found no significant overall differences between students based on their generational status. The study reinforced previous research about first-generation college students relying less on their parents than their continuing-generation peers. However, this study complicates previous research about first-generation students and their utilization of peers, librarians, tutoring centers, professors, or advisors as information sources, and suggests that institutional context plays an important role in shaping first-generation information seeking.

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Section: Literature Reviewmentioning

confidence: 99%

Information Seeking Anxiety and Preferred Information Sources of First-Generation College Students

Smith

Brinkman

2021

EBLIP

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“…Prior research on first-generation and non-first-generation students with a migrant or minority ethnic background has included examination and discussion on various topics, such as the difficulties and lack of support the students experience during their transition to college (Berggren et al, 2020) and their upper secondary education choices in Finland based on their attitudes about and experiences with the transition (Kalalahti et al, 2020). Other obstacles faced by these students identified in these studies include weak language and mathematics skills, inadequate study skills (Stebleton & Soria, 2012), difficulty understanding the campus culture, and using campus facilities, such as libraries (Ilett, 2019).…”

Section: First-generation Students In Higher Educationmentioning

confidence: 99%

Academic Learners in Finland: The Experiences and Perceptions of First-Generation Migrant Family Students in Higher Education

Makrooni

Ropo

2020

J Ethn Cult Stud

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The increasing migration and internationalization of societies require a new dynamic architecture in higher education. Understanding the educational journey of specific groups of students is, therefore, of great importance. This study describes the educational pathways of first-generation migrant family students (FGMFSs) who have been successful in their university education. For this grounded theory study, fifteen FGMFSs at universities in Finland were interviewed. Three main categories—the academic environment, academic performance, and academic well-being—were identified as critical factors influencing their educational success in higher education. The results of this study can help educators and policymakers better understand the factors that are important for FGMFSs’ sense of belonging and educational success in higher education.

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“…Reflecting on the 2018 SpeedShare, our team read a 2019 review of LIS literature on FGS, which inspired us to think more critically about how we originally developed our event. 9 We realized we had planned it with a deficit-based mentality, a "model of education that focuses on what first-generation students lack instead of what they have." 10 Through several discussions, we considered ways of developing future programs with an asset-based approach.…”

Section: Changes Made For 2019mentioning

confidence: 99%

Up to speed: Library staff and first-generation students get together

et al. 2020

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Developing campus-wide programs to foster equity, diversity, and inclusion continues to be an ongoing priority for many colleges and universities across the country. Academic libraries are well positioned to support this work because they are embedded in so many of the functions of their institutions. Moreover, academic library staff have been writing about and practicing critical information literacy and intersectional feminist pedagogy in service of creating spaces in which all patrons can learn and grow. For example, the Oberlin Group, of which Wellesley College is a member, has collaboratively drafted a guide specifically for aggregating resources that promote equity, diversity, and inclusion in libraries.

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A Critical Review of LIS Literature on First-Generation Students

Cited by 31 publications

References 28 publications

Information Seeking Anxiety and Preferred Information Sources of First-Generation College Students

Information Seeking Anxiety and Preferred Information Sources of First-Generation College Students

Academic Learners in Finland: The Experiences and Perceptions of First-Generation Migrant Family Students in Higher Education

Up to speed: Library staff and first-generation students get together

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