Architects, Renovators, Builders, and Fragmenters: A Model for First Year Students' Self-perceptions and Perceptions of Information Literacy
Date
2019-01
Authors
Kirker, Maoria J.
Stonebraker, Ilana
Journal Title
Journal ISSN
Volume Title
Publisher
The Journal of Academic Librarianship
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.
Description
Keywords
First-year experience, Information literacy, Cognitive dissonance, Library instruction
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.