Talking about information literacy: the mediating role of discourse in a college writing classroom

Holliday, Wendy and Rogers, Jim (2013) Talking about information literacy: the mediating role of discourse in a college writing classroom. portal: Libraries & the Academy, 13 (3). pp. 257-271. ISSN 1530-7131

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Abstract

This paper reports on the findings of an observational study of information literacy instruction in a college writing course. Using a sociocultural approach, the study explores how classroom discourse can influence the ways in which students conceive of information literacy and the process of research and writing. We found that a discourse that emphasized "finding sources" more than "learning about" might limit students' engagement with information and the process of inquiry. This article concludes with recommendations for modifying discourse and instructional practices in order to help students engage more deeply in the research process.

Item Type:	Article
Publisher’s Statement:	Copyright © 2013 by The Johns Hopkins University Press
Keywords:	Focus groups; Information literacy; Information resources; Interviewing; Plagiarism; Qualitative research; Students -- Attitudes; Teaching Methods; Writing
Subjects:	Z Bibliography. Library Science. Information Resources > Z665 Library Science. Information Science
NAU Depositing Author Academic Status:	Faculty/Staff
Department/Unit:	Cline Library
Date Deposited:	16 Oct 2015 23:17
URI:	http://openknowledge.nau.edu/id/eprint/1676

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