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Student perspectives: redesigning a research assignment handout through the academic literacies model

Hicks, A; (2016) Student perspectives: redesigning a research assignment handout through the academic literacies model. Journal of Information Literacy , 10 (1) p. 30. 10.11645/10.1.2049. Green open access

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Abstract

This study explores student responses to a research assignment handout that was redesigned in light of the recommendations from a 2010 Project Information Literacy report. Framed through Lea and Street’s Academic Literacies model, which positions information literacy as a social and situated practice rather than as a generic skill set or a process of socialisation, this study uses a descriptive survey method (annotations and a questionnaire) to demonstrate that the addition of disciplinary context helped to scaffold students’ critical engagement with scholarly conventions as well as with the broader information landscape. The study concludes by calling for renewed librarian engagement with alternative theoretical frameworks of literacy as well as the inclusion of student perspectives into studies of academic learning.

Type: Article
Title: Student perspectives: redesigning a research assignment handout through the academic literacies model
Open access status: An open access version is available from UCL Discovery
DOI: 10.11645/10.1.2049
Publisher version: https://doi.org/10.11645/10.1.2049
Language: English
Additional information: This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Keywords: Information literacy; academic literacies; research assignments; research support; higher education; academic libraries; US
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > UCL SLASH
UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of Arts and Humanities
UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of Arts and Humanities > Dept of Information Studies
URI: https://discovery.ucl.ac.uk/id/eprint/1570279
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