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Architects, Renovators, Builders, and Fragmenters: A Model for First Year Students' Self-perceptions and Perceptions of Information Literacy

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dc.contributor.author Kirker, Maoria J.
dc.contributor.author Stonebraker, Ilana
dc.date.accessioned 2019-06-29T19:48:11Z
dc.date.available 2019-06-29T19:48:11Z
dc.date.issued 2019-01
dc.identifier.citation Kirker, M. J., & Stonebraker, I. (2019). Architects, renovators, builders, and fragmenters: A model for first year students’ self-perceptions and perceptions of information literacy. The Journal of Academic Librarianship, 45(1), 1–8. en_US
dc.identifier.issn 0099-1333
dc.identifier.uri https://hdl.handle.net/1920/11462
dc.description.abstract The transition from high school to college is fraught with academic, social, and emotional changes for first-year students. This year long qualitative study uses cognitive dissonance theory to examine first-year students' changing perceptions of their information literacy competencies throughout their freshman year. Through the examination of students' self-reflections and semi-structured interviews, the study produced cognitive dissonance in students, revealed four information literacy journeys, demonstrated the shifting of students' definitions of research, and shed light on the emotional labor involved in college-level research. Implications for information literacy instruction and future research are discussed.
dc.language.iso en_US en_US
dc.publisher The Journal of Academic Librarianship en_US
dc.rights Attribution-NonCommercial-NoDerivs 3.0 United States *
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/us/ *
dc.subject First-year experience en_US
dc.subject Information literacy en_US
dc.subject Cognitive dissonance en_US
dc.subject Library instruction en_US
dc.title Architects, Renovators, Builders, and Fragmenters: A Model for First Year Students' Self-perceptions and Perceptions of Information Literacy en_US
dc.type Article en_US
dc.identifier.doi 10.1016/j.acalib.2018.10.009


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