Drawing on students’ funds of knowledge

Abstract

Despite programmes and initiatives intended to enable access to higher education for underrepresented students, higher education in the United States suffers from a persistent social class achievement gap. Although research exists about the social and academic factors that contribute to the social class achievement gap, one ubiquitous practice in higher education has been neglected – the research assignment. In this article, I share a subset of findings from a qualitative study that explores first-generation college students’ experiences with research assignments in college. In particular, I present four case studies of participants who relied on their identities and prior knowledge to successfully a complete research assignment. Finally, I introduce the funds of knowledge concept, which honours students’ identities and lived experiences, to provide a conceptual approach for engaging underrepresented and minoritised students through research assignments.

“We’re Gonna Figure This Out”: First-Generation Students and Academic Libraries

“…11 Addressing information literacy instruction specifically, Folk posited that a "funds of knowledge approach to research assignments, one that is rooted in honouring the wealth of knowledge that students bring with them to college, may reframe research assignments as opportunities for marginalised students to engage academically." 12 Using critical race theory, hip-hop pedagogy, and autoethnography, Morrison transformed the IL classroom so that the backgrounds and knowledge that FGS bring with them, particularly relating to systemic oppression, could be used as a foundation for learning in higher education. Morrison concluded that "It is my students doing the intervention on me, doing intervention on the practice of information literacy instruction/definition for librarians."…”

First-generation students’ information literacy in everyday contexts

“…IL instructors could harness that engagement by challenging students to formulate research questions related to their identities. As Folk (2018) found, when students pursued research topics tied to their funds of knowledgeas did Vanessa and Brady in their searching for informationthey tended to display higher intrinsic motivation. In addition, Brady's remarks on the potential impact of social media posts indicate an awareness of his role as a content creator.…”

“…The LIS literature focusing on FGS can be divided into two broad categories: research studies and reports on library initiatives. The predominant concern of LIS research studies on FGS has been how students complete research papers as part of their coursework (Folk, 2018;Logan & Pickard, 2012;Pickard & Logan, 2013;Tsai, 2012;Tsai & Kim, 2012). These studies investigated students' search strategies; the types of sources they tended to use; how they evaluated and used those sources; and their motivation, personality traits, and work styles.…”

“…Arch and Gilman (2019) suggested that it is libraries that should change by building on the strengths of FGS, rather than expecting them to adapt to library culture and procedures. Folk (2018) explored the ways in which FGS complete research papers and found that students who drew from their funds of knowledge were more intrinsically motivated. In their examination of transfer students' experiences, Heinbach, Fiedler, Mitola, and Pattni (2019) used a strengths-based model.…”

Exploring Social Sciences Students’ Perceptions on Information Literacy and the Use of Mobile Technologies in Higher Education

“…Also, Folk's qualitative study on the benefits of using students' own knowledge and previous experience in carrying out research assignments is based on the frames of the Framework, thus showing an example of its didactic application. 12 The works by Scott and by Foster, Doyle, and Yukhymenko are of special interest. 13 Scott offers an inspiring research that reflects on undergraduate students' perceptions on ACRL Framework IL threshold concepts, particularly on the transformative, integrative, and troublesome nature of the concepts.…”