My research explores information literacy in the context of
the ESOL classroom. I am interested in
finding out about the relationship between language learning and information
literacy, and about how changes to learners' information literacy practice
impact on their lives. My working
definition of information literacy is that it is a sociocultural practice; a
set of shared activities rather than just individual skills that constitutes
the ability to find, use and share information in a particular context or
information landscape.
ESOL learners are typically people who have come to the UK for
work, for family reasons, or to claim asylum; and are learning English as part
of adult basic skills provision. They are a very diverse group but can be seen
as disadvantaged by several measures; they are immigrants, they are less likely
to be employed, they are generally female, and they often come from BME (black,
minority and ethnic) communities. Information literacy and ESOL can be seen to
have similar goals in terms of providing individuals with the ability to
participate fully in society (however you choose to interpret this) but the
relationship between the two has not been explored in detail.
I am planning a longitudinal case study of three community
ESOL classes. My research is multi-method; I will use observation, one to one
interviews, focus groups, group interviews and visual methods. My research is
participatory and emergent so I will negotiate with participants what methods
to use and hope to involve them in the research as far as possible. The
multi-method approach is used because I am interested in rich, holistic
information experiences, but also to help overcome the language barriers present
when working with participants who have limited English.
I have completed a pilot study consisting of one observation
of an ESOL and Art workshop and two focus groups which were held in existing
ESOL conversation classes. The findings
from the pilot were local and limited, but suggested several areas for further
exploration: in particular, the diversity of ESOL learners' information
experiences, their use of digital technologies, the significance of religion,
and the importance of place and people. However
the methodological findings were more interesting. The pilot identified the
language level of ESOL learners who could talk meaningfully about their
information experiences, but also raised important questions about my position
as a researcher, the process of analysis and the need for sustained research
relationships rather than single encounters.
