First-generation students’ information literacy in everyday contexts

Ilett, Darren

doi:10.11645/13.2.2675

Cited by 12 publications

(10 citation statements)

References 22 publications

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“…Assetbased pedagogical strategies that leverage students' lived experiences or social capital are recommended. They advocate for a funds of knowledge approach for these students (Delima, 2019;Folk, 2021;Folk, 2018;Ilett, 2019b;Morrison, 2017;Verdín et al, 2021). Folk (2018) highlights that, "first-generation students, including first-generation students with extraminoritised identities, have strengths that they bring to college by virtue of their identities, lived experiences and interests" (p. 53).…”

Section: First-generation College Students (Fgs)mentioning

confidence: 99%

“…Additionally, Folk (2021) explains that with a funds of knowledge approach in the classroom that goes beyond merely acknowledging differences but integrates such, students from traditionally underserved and marginalised populations can be assisted in learning via their own lived experiences. Ilett (2019b) uses this approach with FGS by focusing on their applications of information literacy (IL) in everyday life. Findings demonstrate that students bring "a wealth of funds of knowledge related to IL that they have gained in their lives with them to college" (p. 86).…”

Section: First-generation College Students (Fgs)mentioning

confidence: 99%

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Insights on first-generation students’ development of social capital for the rigours of college-level research

Charles

2023

JIL

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As a part of a larger study titled, First Years Meet the Frames, this work explores the perceptions of first-generation students (FGS) on their readiness for college-level research as well as their first-year college experience with libraries and librarians. Although, by definition, these students lack the cultural capital normally derived from parents who went to college in order to readily assimilate into higher education institutions, depending on their high school experiences, they may be able to build social capital. Accordingly, this article investigates such opportunities which lie in high schools with strong library programs that have a full-time certified librarian working in alignment with the national school library standards of the American Association of School Librarians (AASL). It addresses what aspects of this preparation facilitate the development of social capital and follows FGS into the first year of college to see how they continue to build it. It also compares FGS to their continuing generation student (CGS) counterparts from the same high schools. Findings show that FGS can build social capital via these high school library programs and continue to leverage their high school experiences and skill sets in order to create new networks and to tackle college-level research during the first year of college. FGS demonstrate similar preparedness and similar confidence in research abilities as their CGS counterparts.

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Section: First-generation College Students (Fgs)mentioning

confidence: 99%

Section: First-generation College Students (Fgs)mentioning

confidence: 99%

Insights on first-generation students’ development of social capital for the rigours of college-level research

Charles

2023

JIL

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“…Licona (2013) leverages the funds-of-knowledge framework to identify ways that Mexican and Mexican American households apply scientific principles in their day-to-day lives, refuting perceptions that these families are not scientific. Ilett (2019aIlett ( , 2019b sought to challenge deficit ideologies about first-generation students' ability to access university libraries. Scholars also, necessarily, refuted deficit-oriented narratives of Latinx people advanced by former president Trump (Martin-Beltrán et al, 2018).…”

Section: Racial Oppression As Ideologymentioning

confidence: 99%

The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression

Kolluri

Tichavakunda

2022

Review of Educational Research

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Deficit framings of marginalized students, though maintaining widespread social influence, are thoroughly condemned in recent educational scholarship. The goal of this “counter-deficit” scholarship is to challenge racism in schools and improve opportunities for marginalized youth. To meet the lofty ambition of racial equity in education, how scholarship understands racial oppression is a central concern. Sociologists of race have emphasized the duality of racial oppression. Racism is ideological and structural. Ideologically, racism shapes how communities of color are perceived and how they are treated in educational settings. Structurally, racism is embedded in histories and policies that systematically disadvantage racially minoritized people. Both processes matter to educational inequality. However, in this review of counter-deficit literature, we find that racism is primarily understood by way of ideology and seldom by way of structures. This framing has important implications for how schools can support racially minoritized students to overcome racism in schools and communities.

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“…Temuan (Fauziyyah & Rina, 2020) menyebut penggunaan teknologi informasi harus dibarengi dengan kegiatan literasi informasi. Dan penelitian lainnya seperti variasi penemuan atas pengetahuan yang memperhatikan literasi informasi (Llett, 2019). Literasi merupakan keberaksaraan terkait melek teknologi dan informasi, berfikir kritis, dan peka terhadap lingkungan sosial masyarakat (Purwaningtyas, 2018).…”

Section: Pendahuluanunclassified

Digital Media information Literacy on Custom Community in The Internet of Things (IoT) era: Case Study of Outer Baduy Custom in Kanekes Village, Leuwidamar, Lebak Regency, Banten Province

Triko¹,

Hapsari²,

Matindas³

2022

Jurnal KMP

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The people of Baduy Luar (Outer Baduy) have generally experienced social-environment changes in information and communication technology (ICT) use. In contrast, the people of Baduy Dalam (Inner Baduy) still consistently reject globalization’s influence on preserving cultural and environmental sustainability. For the Baduy Luar, digital media use of handphones and modern tools is a custom prohibition, but they still insist on using them because of the needs and leniency of traditional leaders of Baduy Luar (Kokolot). The research aims to analyze communication behavior and digital media information literacy skill of Baduy Luar. The research used a qualitative approach with a case study. Primary data was collected by in-depth interviews, observation, documentation, and literature study for secondary data. Steps of analysis are carried out by reducing the data using three main codings of open coding, axial coding, and selective coding, data display in narrative with the testing data validity using triangulation and drawing a conclusion. In conclusion, the results showed that custom factors significantly affect digital media information literacy skills, communication obstacles occurred, and digital media communication behavior of Baduy Luar people in the Internet of Things (IoT) era.

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First-generation students’ information literacy in everyday contexts

Cited by 12 publications

References 22 publications

Insights on first-generation students’ development of social capital for the rigours of college-level research

Insights on first-generation students’ development of social capital for the rigours of college-level research

The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression

Digital Media information Literacy on Custom Community in The Internet of Things (IoT) era: Case Study of Outer Baduy Custom in Kanekes Village, Leuwidamar, Lebak Regency, Banten Province

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