Cited by Lee Sonogan
Abstract by Alison Hicks
Transition forms a dynamic concept that has been underexplored within information literacy research and practice. This article uses the grounded theory of mitigating risk, which was produced through doctoral research into the information literacy practices of language-learners, as a lens for a more detailed examination of transition and its role within information literacy. This framing demonstrates that information literacy mediates transition through supporting preparation, connection, situatedness and confidence within a new setting and facilitating a shift in identity. This article concludes by discussing the important role that time and temporality, resistance and reflexivity play within transition as well as outlining implications for information literacy instruction and future research into time, affect and materiality.
Publication: Journal of Information Science (Peer-Reviewed Journal)
Pub Date: Aug 18, 2020 Doi: https://doi.org/10.1177/0165551520949159
https://journals.sagepub.com/doi/full/10.1177/0165551520949159 (Plenty more sections and references in this rearch article)