Folk, A. L. (2018). Drawing on students' funds of knowledge: using identity and lived experience to join the conversation in research assignments. Journal of Information Literacy, 12(2) https://doi.org/10.11645/12.2.2468
"These brown bags are designed as an informal way to share ideas and get to know colleagues around the country—a conversation, rather than a webinar-style presentation. This is a pilot test for the IS Building Virtual Communities Task Force, so if you participate, we’d love to hear your feedback afterward." They seem to be free and open to all, register here:
Monday June 3, 1pm Central Standard Time discussion room sign-up link: https://ala-events.zoom.us/meeting/register/2c15667cacba1c3766858a512be5123a
Tuesday, June 4, 11am Central Standard Time discussion room sign-up link: https://ala-events.zoom.us/webinar/register/31e26af6a3ec50564ac87b605f06faf5
The abstract to the open access article is "Despite programmes and initiatives intended to enable access to higher education for underrepresented students, higher education in the United States suffers from a persistent social class achievement gap. Although research exists about the social and academic factors that contribute to the social class achievement gap, one ubiquitous practice in higher education has been neglected – the research assignment. In this article, I share a subset of findings from a qualitative study that explores first-generation college students’ experiences with research assignments in college. In particular, I present four case studies of participants who relied on their identities and prior knowledge to successfully a complete research assignment. Finally, I introduce the funds of knowledge concept, which honours students’ identities and lived experiences, to provide a conceptual approach for engaging underrepresented and minoritised students through research assignments."
Photo by Sheila Webber: poppies on Blackheath, May 2019
