Abstract

abstract:

Recognizing the importance of designing educational opportunities that draw upon students' prior knowledge and experiences, this paper uses focus groups to explore how Spanish-speaking students in a graduate program at the University of Kansas (KU) in Lawrence understand academic information literacy practices within their new cultural contexts. This paper demonstrates that a variety of interwoven scholarly and sociocultural pressures mediate graduate student information activities. Findings from this paper broaden understandings of information literacy within today's diverse information environments while also highlighting the need for librarians to engage with the complexity of graduate student experiences.

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Additional Information

ISSN
1530-7131
Print ISSN
1531-2542
Pages
pp. 595-615
Launched on MUSE
2018-07-07
Open Access
No
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