Critical Information Literacy Education Strategies for University Students in the Post-Pandemic Era

Liao, Min; Kai, Tetsuya

doi:10.26689/jcer.v6i6.4130

Cited by 4 publications

(4 citation statements)

References 2 publications

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“…They perceive their transliteracies as much more than a mere tool for communication. They represent a means to survive, to keep oneself safe, to get along, to encourage each other and to build community, and a weapon to fight back against vicious attacks against the very core of who they are [97,98].…”

Section: Transresistance: Types Components and Phases When In Motionmentioning

confidence: 99%

Introducing “Trans~Resistance”: Translingual Literacies as Resistance to Epistemic Racism and Raciolinguistic Discourses in Schools

Fall

2023

Societies

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Translingual students’ identities transcend multiple languages and cultural allegiances. Sociolinguistics widely discusses the linguistic and racial oppressions these students face in schools due to epistemic racism, which is often observed in the tension between their multilingual and multimodal communicative styles and language perspectives rooted in monolingual and monocultural ideologies. This paper expands on the literature that denounces epistemic racism, uses Raciolinguistics and New Literacy Studies as theoretical frameworks, and reports on the following inquiries: What are the characteristics of delegitimizing school stakeholders who become agents of epistemic racism in their interactions with translingual students? How do translingual students reject these agents’ marginalization? Critical focus groups, semi-structured and arts-based interviews, and emplaced observations were used to collect data, centering the identities and voices of participants. Two key findings emerged. First, school stakeholders with various roles, social power, and degree of impact epitomize epistemic racism through ideological discourses. Second, “Translinguals” resist through novel concepts for which I have coined the terms "Covert and Overt Transresistance,” enacted by the means of resisting transliteracies. The theoretical, research, and practical implications of these findings, along with recommendations for future research, are discussed.

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Section: Transresistance: Types Components and Phases When In Motionmentioning

confidence: 99%

Introducing “Trans~Resistance”: Translingual Literacies as Resistance to Epistemic Racism and Raciolinguistic Discourses in Schools

Fall

2023

Societies

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“…Albitz (2007) exposed disconnects between higher education graduation goals and imparting such knowledge in preparing information literate, critical thinking students. Liao and Tian (2022) indicated that critical information literacy has become the top priority of information literacy education and will be enriched through primary material analysis, reflection, and critical reading.…”

Section: Research On Information Literacy Education For University St...mentioning

confidence: 99%

Research on Information Literacy of Students in Independent Undergraduate Universities

Huang

Zhang

Yuan

et al. 2023

International Journal of Technology and Human Interaction

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University students' information literacy is not only related to their academic achievement, but also affects their lifelong learning ability and future sustainable development. The authors chose undergraduate students at G University as a sample, using questionnaires and statistical analysis to study the current situation of students' information literacy based on information literacy construct, lifelong learning construct, and sustainable development construct. According to the study, information consciousness and information morality performed better, information safety and information skills performed at a medium level, while information knowledge was the weakest one among the five factors. Gender, household registration, grade level, and major have various effects on the abovementioned five different factors. Based on the research, the authors give some suggestions for improving students' information literacy at G University in three aspects: The construction of G University's information environment, the introduction of digital learning resources, and differentiated training.

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“…Bawden (2018) and Vakkari et al (2020) advocate for more empirical research to uncover the connection between information literacy skills and information behavior and the development and integration of these skills into graduate education. Additionally, investigating the most effective strategies and techniques to enhance information literacy among graduate students is warranted (Argelagos et al, 2022;Liao & Tian, 2022).…”

Section: Introductionmentioning

confidence: 99%

Influence of Information Needs and Information Seeking Behavior on Graduate School Students' Literacy Skills

Valmores,

Acedera

2024

BJMAS

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In today's intricate and swiftly changing information landscape, possessing information literacy skills is crucial for the academic endeavors of graduate school students. This study explored the influence of information needs and information seeking behavior of graduate school students on their information literacy skills. The research looked at how graduate students in a private higher education institution in Cagayan de Oro, during the first semester of the 2023-2024 school year, use and seek information. The study used a questionnaire answered by 347 participants from various courses. Findings show that the participants appeared a strong awareness of their information needs, indicating clarity in what they were looking for. They understood the importance of checking and confirming information to make sure it is reliable. The study also found that participants actively searched for information, considering their thoughts, feelings, and experiences in the process. Importantly, the participants demonstrated high skills in information literacy, including evaluating information, using effective search strategies, accessing online databases, and citing sources correctly. This suggests that they have a good understanding of key concepts related to information literacy and are proficient in using these skills. The study concluded that there is a significant connection between students' information needs, how they search for information, and their information literacy skills. Those who have higher information needs and actively seek information are more likely to have better information literacy skills. Overall, the research highlights the complex relationship between these factors in the academic environment.

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Critical Information Literacy Education Strategies for University Students in the Post-Pandemic Era

Cited by 4 publications

References 2 publications

Introducing “Trans~Resistance”: Translingual Literacies as Resistance to Epistemic Racism and Raciolinguistic Discourses in Schools

Introducing “Trans~Resistance”: Translingual Literacies as Resistance to Epistemic Racism and Raciolinguistic Discourses in Schools

Research on Information Literacy of Students in Independent Undergraduate Universities

Influence of Information Needs and Information Seeking Behavior on Graduate School Students' Literacy Skills

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