跨语言与空间技能:多语言国际博士生的学术信息素养

IF 1.6 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH Linguistics and Education Pub Date : 2023-10-01 DOI:10.1016/j.linged.2023.101167
Huan Gao
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引用次数: 0

摘要

本文以两名中国留学生在美国的学术信息素养实践为例,借鉴了译语和空间曲目的理论概念。这项调查是在围绕国际学生信息素养的缺陷话语中进行的,特别是在以英语为第二语言的西方英语主导的学术界。采用现象学访谈、每周信息寻求日记和焦点小组数据,研究表明,这两名学生通过调动多种语言和不同的空间技能,在多个信息生态系统中收集在线信息。研究结果强调了语言、符号学和多模态资源的位置组合对成功信息搜索的作用,并呼吁扩大多语言国际学生信息素养的概念化。本文最后讨论了在检查这些学生的信息素养时采用基于资产的观点的重要性,并为教师,图书馆员和研究主管在设计多语种国际博士生的信息素养教育时提供了建议。
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Translanguaging and Spatial Repertoire: Academic Information Literacies of Multilingual International Doctoral Students

This paper presents a case study of the academic information literacy practices of two Chinese international doctoral students in the United States, drawing on the theoretical concepts of translanguaging and spatial repertoire. This investigation is situated within and against the deficit discourses surrounding the information literacy of international students, especially those who use English as a second language in western English-dominated academia. Using phenomenological interviewing, weekly information-seeking diaries, and focus group data, the study shows that these two students gather online information in multiple information ecosystems through the mobilization of multiple languages and diverse spatial repertoires. The results highlight the role of situated assemblages of linguistic, semiotic, and multimodal resources for successful information seeking and call for an expanded conceptualization of information literacy for multilingual international students. This paper concludes with a discussion on the importance of adopting an asset-based perspective when examining the information literacy of these students and provides recommendations for faculties, librarians, and research supervisors to consider when designing information literacy education for multilingual international doctoral students.

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来源期刊
CiteScore
2.80
自引率
12.50%
发文量
87
期刊介绍: Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.
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