ERIC Number: EJ1428155
Record Type: Journal
Publication Date: 2024
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1750-5968
Available Date: N/A
The Self-Tracking Information Literacy Practices of LGBTQ+ Students: Empowerment through Self-Knowledge
Pamela McKinney; Corin Peacock; Andrew Cox
Journal of Information Literacy, v18 n1 p182-202 2024
This paper explores the self-tracking information literacy practices of LGBTQ+ students, how the practices connect to LGBTQ+ identities, and whether these practices are perceived as empowering. Six semi-structured interviews were conducted with students who identified as LGBTQ+ self-trackers. Four previously discovered dimensions of IL in self-tracking framed the design. Collaborative thematic analysis revealed participants find it useful to monitor their physical health and tracking supports mental health, which is experienced as empowering. The heteronormative assumptions of apps influenced their perceived usefulness. There was some distrust about how apps used data, but this risk was accepted, typically because the convenience of the app outweighed privacy concerns. Data sharing took place--restricted due to self-consciousness or fear of judgement--and embraced when there was a feeling of working towards a shared goal. IL in this landscape is related to developing critical awareness of when and how self-tracking can support health goals; the limitations of apps and devices, particularly for those undergoing transition; privacy implications; and the nuances of social sharing.
Descriptors: LGBTQ People, Knowledge Level, Information Literacy, Self Concept, Student Empowerment, Self Management, Physical Health, Mental Health, Health Behavior, Computer Oriented Programs, Goal Orientation, Telecommunications, Handheld Devices, Privacy, Data Use, College Students, Foreign Countries
CILIP Information Literacy Group. 7 Ridgmount Street, Bloomsbury, London WC1E 7AE, United Kingdom. e-mail: JIL@cilip.org.uk; Web site: https://journals.cilip.org.uk/jil/index
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A
Author Affiliations: N/A