![](https://d3ilqtpdwi981i.cloudfront.net/vJ7YwlGUPM6t74wUOs_OWHViNbA=/425x550/smart/https://bepress-attached-resources.s3.amazonaws.com/uploads/ff/85/0b/ff850b12-c203-4406-be31-e021fdae6b48/thumbnail_baef6ff6-917f-4f69-9333-ed312a9ccf46.jpg)
Article
Faculty Perceptions of Students' IL Learning in First-Year Writing
portal: Libraries and the Academy
Document Type
Article
Publication Date
7-1-2020
Disciplines
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.
DOI
10.1353/pla.2020.0028
Journal ISSN / Book ISBN
1530-7131
Published Citation
Baird, Catherine and Tiffany Soares. "Faculty Perceptions of Students' IL Learning in First-Year Writing." portal: Libraries and the Academy, vol. 20 no. 3, 2020, p. 509-532. Project MUSE, doi:10.1353/pla.2020.0028.
Citation Information
Catherine Baird and Tiffany Soares. "Faculty Perceptions of Students' IL Learning in First-Year Writing" portal: Libraries and the Academy (2020) Available at: http://works.bepress.com/catherine-baird/18/