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Multi-lingual and multi-cultural information literacy: perspectives, models and good practice

Shohana Nowrin (City, University of London, London, UK)
Lyn Robinson (City, University of London, London, UK)
David Bawden (City, University of London, London, UK)

Global Knowledge, Memory and Communication

ISSN: 2514-9342

Article publication date: 5 December 2018

Issue publication date: 15 May 2019

Abstract

Purpose

This paper aims to review current approaches to, and good practice in, information literacy (IL) development in multi-lingual and multi-cultural settings, with particular emphasis on provision for international students.

Design/methodology/approach

A selective and critical review of published literature is extended by evaluation of examples of multi-lingual IL tutorials and massive open online courses.

Findings

Multi-lingual literacy and multi-cultural IL are umbrella terms covering a variety of situations and issues. This provision is of increasing importance in an increasingly mobile and multi-cultural world. This paper evaluates current approaches and good practice, focussing on issues of culture vis-à-vis language; the balance between individual and group needs; specific and generic IL instruction; and models for IL, pedagogy and culture. Recommendations for good practice and for further research are given.

Originality/value

This is one of very few papers critically reviewing how IL development is affected by linguistic and cultural factors.

Keywords

Citation

Nowrin, S., Robinson, L. and Bawden, D. (2019), "Multi-lingual and multi-cultural information literacy: perspectives, models and good practice", Global Knowledge, Memory and Communication, Vol. 68 No. 3, pp. 207-222. https://doi.org/10.1108/GKMC-05-2018-0050

Publisher

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Emerald Publishing Limited

Copyright © 2018, Emerald Publishing Limited