Understanding the information literacy experiences of EFL (English as a Foreign Language) students

Johnston, Nicole, Partridge, Helen, & Hughes, Hilary (2014) Understanding the information literacy experiences of EFL (English as a Foreign Language) students. Reference Services Review, 42(4), pp. 552-568.

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Purpose – This paper outlines research that explores the information literacy experiences of EFL (English as a Foreign Language) students. The question explored in this research was: how do EFL students experience information literacy.

Design/Methodology/Approach – This study used phenomenography, a relational approach to explore the information literacy experiences of EFL students. Phenomenography studies the qualitatively different ways a phenomenon is experienced in the world around us.

Findings – This research revealed that EFL students experienced information literacy in four qualitatively different ways. The four categories revealed through the data were: process, quality, language and knowledge. This research found that language impacted on EFL students’ experiences of information literacy and revealed that EFL students applied various techniques and strategies when they read, understood, organised and translated information.

Research limitations/implications – This research was conducted in a specific cultural and educational context, therefore the results might not reflect the experiences of EFL students in other cultural or educational contexts. Practical implications – The findings from this research offer an important contribution to information literacy practice by providing important insights about EFL students’ experiences and perceptions of information and learning that can be used to inform curriculum development in second language learning contexts.

Originality/Value - There is currently a lack of research using a relational approach to investigate EFL students’ experiences of information literacy. There is also limited research that explores the impact language has on information literary and learning in English as a foreign or second language contexts.

Impact and interest:

4 citations in Scopus
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ID Code: 74729
Item Type: Journal Article
Refereed: Yes
Keywords: Information literacy, EFL students, ESL students, Phenomenography, Language, Learning, HERN
DOI: 10.1108/RSR-05-2014-0015
ISSN: 0090-7324
Subjects: Australian and New Zealand Standard Research Classification > INFORMATION AND COMPUTING SCIENCES (080000) > LIBRARY AND INFORMATION STUDIES (080700)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Information Systems
Current > QUT Faculties and Divisions > Science & Engineering Faculty
Copyright Owner: Copyright 2014 Emerald Group Publishing Limited
Copyright Statement: This article is (c) Emerald Group Publishing and permission has been granted for this version to appear here (http://eprints.qut.edu.au/74729/). Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited.
Deposited On: 05 Aug 2014 22:26
Last Modified: 26 Mar 2015 21:22

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