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Webinar: How does Information Literacy in the First Language Contribute to the Development of Information Literacy in the Second Language?

Sponsored by: NEASIS&T (Northeast Chapter)

This webinar presents a study examining the mechanisms through which multilingual students’ information literacy (IL) experiences in their first language contribute to their perceived ability to engage in IL practices in a second language. Drawing on translanguaging theory, social cognitive theory, and research on cross-linguistic literacy transfer, the study investigates the interplay among first-language IL experiences, translanguaging self-efficacy, transpositioning self-efficacy, and second-language IL self-efficacy. In addition to variable-centered analyses, a person-centered approach is employed to identify distinct learner profiles based on students’ first-language IL experiences, translanguaging self-efficacy, transpositioning self-efficacy and examine the differences regarding their second-language IL self-efficacy. Findings highlight the critical role of multilingual resources in shaping IL development, offering implications for more inclusive, asset-based pedagogies in multilingual and higher education contexts.

Presenter

Dr. Chengyuan Yu
Chengyuan Yu is an incoming Assistant Professor in the School of Information Science at the University of Kentucky. He recently completed a PhD in Communication and Information at Kent State University and previously earned a PhD in Linguistics from the University of Macau. His research focuses on information literacy, writing, multilingual learners, and translanguaging. His work has appeared in journals such as Reference Services Review, the Journal of Academic Librarianship, and Applied Linguistics Review. He also serves as a guest editor for a special issue in the Journal of Second Language Writing and is co-editing a book on emotions in teaching writing in multilingual and multicultural contexts with Multilingual Matters.

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