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Information Literacy: Culturally and Linguistically Diverse Postgraduate Students and Their Needs

  • Marcus K. Harmes
  • Barbara Harmes
Reference work entry
Part of the University Development and Administration book series (UDAA)

Abstract

This chapter brings together two important elements of research at the doctoral level: information literacy (IL) and culturally and linguistically diverse (CALD) students. Having answered the question: ‘What is information literacy?’ the chapter explains that IL encompasses the most effective way to negotiate complex information sources and modes of study. The linkage between information, learning, scholarship and research is integral to successful postgraduate study. Focusing on both the need for IL and the best ways to deliver this support, the chapter provides a model for inculcating IL into the learning experience of CALD HDR students. The chapter’s focus on established practices at a regional university demonstrates the efficacy of providing students with targeted and specific support. It is also particularly pertinent for staff and students at a newly established university and this is one of the chapter’s most important aspects. It describes the use of different methodologies (face-to-face and online learning support; workshops and seminars) and personnel (lecturers, library staff, supervisors and a learning support academic who is available on site for students). Importantly, as a way to validate the model, its effectiveness is underlined by providing the results of data collected from students.

Keywords

Information literacy (IL) Culturally and linguistically diverse (CALD) Higher Degree by Research (HDR) Phenomenography Methodologies 

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Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  1. 1.Open Access CollegeUniversity of Southern QueenslandToowoombaAustralia

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