Seeing Resilience in Students: Information Literacy as a Social Practice for Academic Instruction Librarians

Abstract

This poster will describe a dissertation project that consisted of a questionnaire and interview phase followed by a focus group and semi structured diary phase. This project investigated the theory‐to‐practice gap in seeing information literacy as a socially constructed practice among academic instruction librarians. Phase one consisted of 17 interviews that were coded and analyzed using grounded theory approaches. The second phase of the research introduced the resulting grounded theory to new participants. The participants then took part in two focus groups, one at the start of the semester and one at the end of the fall 2021 semester. Between the two focus groups participants completed semi structured diary entries related to their instruction sessions. Grounded theory approaches were used to modify the original theory into the current iteration.