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Abstract
Purpose
The purpose of this paper is to provide an understanding of skilled immigrants’ lived experience of using information to learn about their new setting.
Design/methodology/approach
Thematic analysis was conducted on a qualitative data set collected through 16 semi-structured interviews with newly arrived skilled immigrants in Australia.
Findings
The study uncovered six different themes of experiencing using information to learn among skilled immigrants. The themes, presented as a framework, explain skilled immigrants learn about their new life through: attending to shared stories by others; getting engaged; researching; comparing and contrasting past and present; being reflective; and being directly educated.
Research limitations/implications
The study presents the theory-to-practice translation approach of “information experience design” that enables the enactment of theoretical understanding of information research.
Originality/value
The study invites, encourages and enables information professionals to take part in interdisciplinary conversations about integration of skilled immigrants in their host countries. Using the presented framework in the study, information professionals will be able to explain skilled immigrants’ learning about their new setting from an information lens. This provides information professionals an opportunity to work with immigration service stakeholders to help them incorporate the presented framework in their real-world practice and service. Such practice and services are of potential to support newly arrived skilled immigrants to become more information literate citizens of the host society who can participate more fully in their host society.
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Beyond the ‘Migrant Network’? Exploring Assistance Received in the Migration of Brazilians to Portugal and the Netherlands. JOURNAL OF INTERNATIONAL MIGRATION AND INTEGRATION 2018. [DOI: 10.1007/s12134-018-0578-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
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