東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Investigating Chinese Graduate Inter...

Kester, Brittany N.,

FindBook

Google Book

Amazon

博客來

Investigating Chinese Graduate International Students' Experiences With Information Literacy /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Investigating Chinese Graduate International Students' Experiences With Information Literacy // Brittany N Kester.
作者:	Kester, Brittany N.,
面頁冊數:	1 electronic resource (167 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-04, Section: A.
Contained By:	Dissertations Abstracts International86-04A.
標題:	Library science. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31482801
ISBN:	9798384470458

Investigating Chinese Graduate International Students' Experiences With Information Literacy /
Kester, Brittany N.,

Investigating Chinese Graduate International Students' Experiences With Information Literacy /Brittany N Kester. - 1 electronic resource (167 pages)

Source: Dissertations Abstracts International, Volume: 86-04, Section: A.

With over 1 million international students enrolling in US colleges and universities every year and the continued expansion of available information, including the spread of mis- and dis-information, it is essential that students be information literate and know how to effectively search for, critically evaluate, and produce information. Understanding international students' experiences with information literacy (IL) both prior to and during their study in the US is vital to US institutions to better support and engage with this population of students.Utilizing a basic qualitative study design, the aim of this study was to investigate the experiences and needs of seven Chinese graduate international students related to IL and the research process as well as IL instruction at a US institution. Data was collected through focus groups, participant observations, and interviews, then viewed through the lens of Vygotsky's sociocultural learning theory. The findings highlight the participants' utilization of prior experiences and funds of knowledge when searching for and evaluating information, as well as when exploring research ideas and their implementation. Additionally, emergent findings revealed that the participants' experiences with IL and academic research were entangled with their everyday lives and larger experiences with information. Participants emphasized the importance of community in academia and the development of their own scholarly voice and authority.This study took an asset-based approach to underscore the importance of the knowledge and skills that Chinese graduate international students bring to a PhD program in the US and challenges commonly held deficit perspectives that international students are deficient in IL. The experiences of the participants are analyzed through the lens of Vygotsky's sociocultural learning theory and situated within the frames of the Association of College and Research Libraries' Framework for Information Literacy in Higher Education to exhibit the knowledge, dispositions, and skills that they possess. Finally, this study has implications for librarians, educators, and researchers investigating IL and who work with international students in the US higher education system.

English

ISBN: 9798384470458Subjects--Topical Terms:

539284
Library science.
Subjects--Index Terms:

Academic libraries

Investigating Chinese Graduate International Students' Experiences With Information Literacy /
LDR:03752nmm a22004453i 4500 001 2438454
005 20260727132411.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798384470458
035 $a (MiAaPQD)AAI31482801
035 $a AAI31482801
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Kester, Brittany N., $e author. $3 3829772
245 1 0 $a Investigating Chinese Graduate International Students' Experiences With Information Literacy / $c Brittany N Kester.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (167 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-04, Section: A.
500 $a Advisors: Kohnen, Angela Committee members: Fu, Danling; Vetere, Timothy; Feng, Yang.
502 $b Ph.D. $c University of Florida $d 2024.
520 $a With over 1 million international students enrolling in US colleges and universities every year and the continued expansion of available information, including the spread of mis- and dis-information, it is essential that students be information literate and know how to effectively search for, critically evaluate, and produce information. Understanding international students' experiences with information literacy (IL) both prior to and during their study in the US is vital to US institutions to better support and engage with this population of students.Utilizing a basic qualitative study design, the aim of this study was to investigate the experiences and needs of seven Chinese graduate international students related to IL and the research process as well as IL instruction at a US institution. Data was collected through focus groups, participant observations, and interviews, then viewed through the lens of Vygotsky's sociocultural learning theory. The findings highlight the participants' utilization of prior experiences and funds of knowledge when searching for and evaluating information, as well as when exploring research ideas and their implementation. Additionally, emergent findings revealed that the participants' experiences with IL and academic research were entangled with their everyday lives and larger experiences with information. Participants emphasized the importance of community in academia and the development of their own scholarly voice and authority.This study took an asset-based approach to underscore the importance of the knowledge and skills that Chinese graduate international students bring to a PhD program in the US and challenges commonly held deficit perspectives that international students are deficient in IL. The experiences of the participants are analyzed through the lens of Vygotsky's sociocultural learning theory and situated within the frames of the Association of College and Research Libraries' Framework for Information Literacy in Higher Education to exhibit the knowledge, dispositions, and skills that they possess. Finally, this study has implications for librarians, educators, and researchers investigating IL and who work with international students in the US higher education system.
546 $a English
590 $a School code: 0070
650 4 $a Library science. $3 539284
650 4 $a Education. $3 516579
650 4 $a Higher education. $3 641065
650 4 $a Curriculum development. $3 684418
653 $a Academic libraries
653 $a Chinese students
653 $a Graduate students
653 $a Information literacy instruction
653 $a International students
690 $a 0399
690 $a 0515
690 $a 0745
690 $a 0727
710 2 $a University of Florida. $b Teaching and Learning. $e degree granting institution. $3 3829773
720 1 $a Kohnen, Angela $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-04A.
790 $a 0070
791 $a Ph.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31482801