Bilingual workplaces:

Hicks, Alison

doi:10.11645/8.1.1865

Cited by 11 publications

(5 citation statements)

References 38 publications

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“…Another strand of relevant literature that informs this study is information research in multicultural settings in Library and Information Studies (LIS). Multicultural information practices are highly complex, multi-faceted, and sophisticated rather than homogenous (Hicks, 2014). Culture influences "how information is created in families and communities and handed down, who has created it, and the context in which information is created and used" and how people relate to or make meaning from this information (Montiel-Overall, 2007, p. 55).…”

Section: Multicultural Information Practicementioning

confidence: 99%

Transnational Chinese students’ online information literacies during the COVID-19 pandemic

Gao¹,

Kohnen²

2023

JIL

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Using a transnational lens, this narrative study examines the online information literacies of six Chinese international graduate students in the United States during the COVID-19 pandemic. The data of the study were collected from phenomenological interviewing, weekly information-seeking dairies, and focus group discussions. This study illuminates Chinese international students’ transnational information literacies in navigating the pandemic online information environment. These students stayed attuned with the pandemic conditions and relevant regulations in order to inform their important decision-making concerning health, safety, visa issues, and international travel. The study also highlights participants' cultural ways of information seeking and pragmatic approaches to information credibility assessment. Results from the study show the importance of understanding and empowering the information literacy of international students, especially during a global health emergency.

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Section: Multicultural Information Practicementioning

confidence: 99%

Transnational Chinese students’ online information literacies during the COVID-19 pandemic

Gao¹,

Kohnen²

2023

JIL

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“…Early WIL research is valuable because it identified IL as an important facet of the 21 st century workplace. Modern WIL research seeks to establish the contextual parameters of IL in workplace settings by mapping the lived experience of individuals employed in different sectors, organisations, roles, and locations [17], [20], [21], [22], [23], [24], [25], [26].…”

Section: Workplace Information Literacy (Wil)mentioning

confidence: 99%

New Information Literacy Horizons: Making the Case for Career Information Literacy

Milosheva

Hall

Robertson

et al. 2022

Communications in Computer and Information Science

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A literature review on the broad theme of information literacy and work was undertaken between January and April 2021 as part of an on-going doctoral study. The purpose of the literature review was to explore extant research on workplace information literacy (WIL) and related areas, including employability information literacy (EIL). The main findings of the analysis are that WIL is an umbrella term for the study of IL in workplace settings, and that EIL research aligns most closely with graduate entry to the labour market. The latter is formulated through three lenses, articulated here as: (1) community and library;(2) higher education; (3) employer. Published work on IL to support lifelong sustainable employability to reflect the notion of 'career', however, is scant. It is proposed that this gap in knowledge should be addressed in future work through consideration of career IL (CIL) as a separate stream of IL research. Here the term 'career' should be understood as a meaning-making device that interweaves work-related experiences into an on-going personal development project.

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“…Lloyd, Kennan, Thompson & Qayyum, 2013), immigrants (e.g. Mansour & Francke, 2017) and bilingual workers (Hicks, 2014), among others. One of the most important characteristics of studies that take a sociocultural approach to information literacy is the focus on the various information activities that enable an individual to participate within their new setting.…”

Section: Literature Review 21 Information Literacy Within Intercultumentioning

confidence: 99%

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

Hicks

2019

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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.

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Bilingual workplaces:

Cited by 11 publications

References 38 publications

Transnational Chinese students’ online information literacies during the COVID-19 pandemic

Transnational Chinese students’ online information literacies during the COVID-19 pandemic

New Information Literacy Horizons: Making the Case for Career Information Literacy

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

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