This article reports on a case study that analyzed portfolios composed by technical communication undergraduate majors at a research university in the United States. Results showed that students, who are also practicing professionals in their field, exhibited information literacy (IL) outcomes more typical of the workplace than academia. The categories of research engaged in by students to complete course work included academic, applied, and experiential. These categories grounded the students’ research in rhetorical and contextually situated practices. They indicate that it may be important to broaden the way that information literacy is articulated, taught, and learned to bridge the gap between academia and the workplace.
Publisher
Johns Hopkins University Press and the Graduate School of Library and Information Science. University of Illinois at Urbana-Champaign
ISSN
0024-2594
Type of Resource
text
Language
en
Permalink
http://hdl.handle.net/2142/31889
DOI
https://doi.org/10.1353/lib.2012.0007
Copyright and License Information
Copyright 2012 Board of Trustees of the University of Illinois.
Library Trends 60 (3) Winter 2012: Information Literacy Beyond the Academy, Part II: Organizational Issues, Theoretical Perspectives, and Practical Initiatives. Edited by John Crawford.
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