Abstract

abstract:

The study investigates the perceptions of first-year writing faculty of how their students develop information literacy (IL). The authors conducted 16 semi-structured interviews and analyzed them using a qualitative inductive coding method. The study contributes a close and nuanced understanding of faculty perceptions of IL learning to a literature with few recent qualitative studies. Faculty identify what they see as enablers and barriers to student learning. The authors conclude that the empathetic, process-oriented characterization of IL learning by these faculty invites further examination using multiple methodologies and elevation of faculty's voice in the discourse around IL.

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Additional Information

ISSN
1530-7131
Print ISSN
1531-2542
Pages
pp. 509-532
Launched on MUSE
2020-07-09
Open Access
No
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