Journal of Librarianship and Information Science, Год журнала: 2025, Номер unknown
Опубликована: Фев. 21, 2025
This qualitative study explores academically transitioning student writers’ practice of information literacy for scholarly activities. The harnessed a analysis three rounds interviews collected over semester-long interaction with six English-as-a-foreign-language (EFL) writers to an academic research course at university in China. It shows that during this process, the gap between EFL students’ knowledge repertoires and what they were expected grasp hampered them navigating needed complete their assignments. Their transition was also interrupted by additional factors arising from students projecting identity refraining or seeking shortcuts literacy. However, responded temporarily failed transition, both drawing on internal resources external assistance. They projected new improving skills literacy, although writers, still troubled threshold concepts, did not achieve perfect accompanied individual differences navigation. concludes challenging, complex, dynamic especially as applied research.
Язык: Английский