This study explores the development of information literacy (IL) among students transitioning from various international educational backgrounds into a UK-based transnational higher education environment in the UAE. The research aims to empower students, foster collaboration between faculty and support services, and enhance teaching-librarians' engagement in informed practices.

Data was collected via semi-structured interviews with 22 students and 9 faculty to gather diverse perspectives on the IL skills essential for success in their first undergraduate year. Analysis was conducted using Entwistle’s Teaching-Learning Environment Full Heuristic Model to explore teacher beliefs and characteristics, and students' learning approaches and perceptions.

Following Norton's ITDEM'D pedagogical action research model, the research identified key IL challenges, reflected on theoretical perspectives, and designed and implemented tailored teaching activities. Preliminary findings indicated that structured interventions promoting metacognition and reflection on academic skills are beneficial. This led to the creation of the Academic Aptitudes Assessment, an intervention designed to assess students' perceived versus actual IL skills. This assessment tool is now being used to better understand and address the gaps in students' IL capabilities.

The study highlights the potential of pragmatic, action research to develop authentic, interactive tools that improve IL capabilities in transnational settings.

Authors:
Laura Dee Barber, University of Sheffield, United Kingdom

About the Presenter(s)
Laura Barber is currently Assistant Library Manager for Information Literacy at Middlesex University Dubai, United Arab Emirates.

See this presentation on the full schedule – Sunday Schedule

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