Abstract
Transition forms a dynamic concept that has been underexplored within information literacy research and practice. This article uses the grounded theory of mitigating risk, which was produced through doctoral research into the information literacy practices of language-learners, as a lens for a more detailed examination of transition and its role within information literacy. This framing demonstrates that information literacy mediates transition through supporting preparation, connection, situatedness and confidence within a new setting and facilitating a shift in identity. This article concludes by discussing the important role that time and temporality, resistance and reflexivity play within transition as well as outlining implications for information literacy instruction and future research into time, affect and materiality.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
