Students, academic reading and information literacy in a time of COVID

Main Article Content

Jane Secker http://orcid.org/0000-0002-3047-1212 Elizabeth Tilley http://orcid.org/0000-0002-6495-1935

Abstract

Reports on a panel discussion held at LILAC 2022 on student academic reading during the COVID-19 pandemic. Draws on data from two surveys, but also discusses the implications of this research for teachers and information literacy (IL) practitioners. In summary, students carried out almost all their academic reading in electronic format, due to the restrictions in place. However, in common with research conducted prior to the pandemic, their preferences for reading in print format remained. Students also report doing less of their assigned readings, feeling more tired as well as reporting other negative health benefits from excess use of screens and devices. The study has implications for librarians, learning developers and for academic staff assigning course readings to students. Ongoing research in this area is recommended. 

Article Details

How to Cite
SECKER, Jane; TILLEY, Elizabeth. Students, academic reading and information literacy in a time of COVID. Journal of Information Literacy, [S.l.], v. 16, n. 2, p. 69–79, dec. 2022. ISSN 1750-5968. Available at: <https://ojs.lboro.ac.uk/JIL/article/view/PRJ-V16-I2-1>. Date accessed: 28 jan. 2023. doi: https://doi.org/10.11645/16.2.3291.
Section
Project reports