information literacy, first generation college students, design-based education, project-based education, engineering education

Document Type

Research Article


First-generation college students (FGCS) in engineering bring a wealth of knowledge to their academic and social experiences in higher education, in contrast to deficit-based narratives that students are underprepared. By listening to FGCS’ own experiences navigating higher education and using information literacy in their project-based work, librarians and educators can better understand students’ funds of knowledge, social capital, and identities, as well as the institutional barriers that must be removed. This paper shares interview findings with (n = 11) FGCS and suggests implications for professional practice that are relevant to information literacy for design, project-based, or practitioner focused disciplines.



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Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.