A survey of Information Literacy level and its related factors among the students of Kurdistan University of Medical Sciences and Kurdistan University

The digital age presents greater challenges to information literacy. However, the level of information literacy in different regions and populations is still controversial, especially for students in college or university. To investigate the information literacy level of college students in Guangzhou area of Guangdong Province, China, and provide a basis for guiding students to improve information literacy. A multi-center cross-sectional study was conducted from February to May 2023. The information literacy questionnaire was used to evaluate student’s information literacy, which included basic information and information literacy scale. Statistical description, non-parametric testing, and multiple linear regression were used for data analysis. A total of 1700 participants, 57.6% of the students had medium information literacy, and average score of information literacy was 226.84 ± 39.83. The number of students using laptops and mobile phones reached 83.8 and 86.5%, respectively. 45.7% of the students had their first contact with mobile phones in junior high school, 49.9% in primary school, but their information literacy is not ideal. The lowest score was 3.74 for information management and communication, followed by 3.75 for information retrieval and acquisition. The results of regression analysis demonstrated that grade, place of high school study, information literacy course, the time of first contact with mobile phones and the type of using electronic information equipment affected students' information literacy ( p < 0.05). The information literacy of students in higher vocational colleges is in the middle level. Although the use of electronic information equipment is popular, the overall level of information literacy still needs to be strengthened, especially for attach importance to information retrieval and acquisition, management and communication literacy. Students’ systematic learning process requires colleges to provide systematic and professional information literacy curriculum teaching.

This chapter presents selected findings from an exploratory case study, which aimed to identify the information literacy of undergraduate students in the Faculty of Arts, Silpakorn University, Thailand. An embedded case study approach was adopted, data were gathered from academics, students, and librarians and relevant policy and curriculum documents were examined. Four departments were chosen as units of analysis within the case study to represent the different disciplines. These were Departments of Thai, Modern Eastern Languages (MEL), History and Geography. A total of 23 lecturers from these 4 departments were interviewed. A total of 35 students from the same departments and 10 librarians from the Central Library were surveyed using focus groups. For each department, the data was analysed and triangulated and the information literacy conceptions of academics and students were mapped and compared, together with a picture of the department’s goals and pedagogic approach for information literacy. Finally, findings from all four departments were brought together to provide holistic insight into the information literacy of students in the faculty. It emerged from the data that both staff and students identified a number of personal attributes that were expected of the information literate student. These were categorised into four groupings: attitude, research skills, generic skills and knowledge. The study revealed some common and distinct characteristics of different disciplines, which reflect the similarities and differences of perceptions of information literacy in this study. The key variations were: the conceptualisation and nature of ‘information’, the degree to which the outside world is of importance and the use of specialised technology. Information literacy education is perceived as a holistic approach, integrated through courses across the curriculum through formal and informal education. Students are engaged with different aspects of information literacy through different teaching, learning and assessment methods and activities. Independent learning is emphasised as a teaching and learning strategy. Discussion-based and coursework-based instructions are identified as best methods in developing students’ information literacy. The findings also reveal that teaching and learning information literacy is deemed the responsibility of academic lecturers while librarians are not involved in information literacy education.

With the rapid development of information technology, information literacy has become one of the basic literacies of college teachers and students. Based on the research of the existing literature, this paper studies the influencing factors of the information literacy of teachers and students in universities in the age of digital intelligence, and uses the binary logistic regression method to distinguish and explore the degree of each influencing factor. This article uses SPSS for data analysis. From the analysis results, it can be seen that the network computer technology, the network autonomous learning ability and the comprehensive quality of teachers and students in colleges and universities are positively correlated with the information literacy level. Based on the factors affecting the information literacy of teachers and students in colleges and universities, this paper discusses the relevant countermeasures to improve the information literacy level of teachers and students in colleges and universities.

Communities and organizations spend money on library materials and services as a cost effective way to help community members gain access to the works and ideas of others so as to answer questions, solve problems, learn new things, and explore entertainment opportunities. Since the library is the agency that manages access to the social transcript paid for by the community, it is a widely shared belief that the library, particularly those funded by educational institutions, should be the lead agency in articulating, promoting, and developing the community's information literacy. What is information literacy? In Literacy Competency Standards for Higher Education, the Association of College & Research Libraries (ACRL) (2006) quotes the Final Report of the American Library Association's Presidential Committee on Literacy: Information literacy is a set of abilities requiring individuals to 'recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.' The ACRL framework lays out five standards linked to twenty-two performance indicators. Colleges and universities can use these elements to shape and assess their information literacy programs. The standards are: * Standard One: The information literate student determines the nature and extent of the information needed. * Standard Two: The information literate student accesses needed information effectively and efficiently. * Standard Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. * Standard Four: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. * Standard Five: The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. In higher education, the development of most of these attributes has traditionally been integral to learning every academic discipline, and is nurtured by the methods faculty use to convey the conceptual frameworks, language, content, and research perspectives of their disciplines. The assignments and activities in the curricula of disciplinary faculty define for students: 1) the nature and extent of information needed to comprehend the discipline (as well as get a good grade) [Standard One]; 2) to critically evaluate information and its sources within the conceptual framework of the discipline [Standard Three]; 3) to use disciplinary information to communicate knowledge and understanding to others [Standard Four]; 4) the importance of building upon, and respecting, the work of others [Standard Five]. ACRL's information literacy attributes are most potently communicated and developed in the context of learning content in the instructional arena created by disciplinary faculty. Of the five ACRL information literacy standards, academic librarians would seem to have the most credibility contributing to the realization of Standard Two, which is helping students to effectively and efficiently discover and access relevant information. As a university public services librarian the author conveys strategies and methods learners can apply to search for materials that respond to their queries. Learner outcomes include knowledge and experience of: 1) to search; 2) to search; and 3) to locate material found in the course of a search. When considering where to the author has found that most students and faculty appreciate librarian expertise in clarifying the cartography of the information landscape, i.e., conveying the pathways they might explore to uncover relevant materials. When considering how to locate material found in the course of a search, the author has observed that many students and faculty are overwhelmed and confused by the abundance of search interfaces and vendor sites and the complexity of the procedural knowledge they must apply to interpret the information retrieved by their searches. …

Although the current landscape in education emphasizes the importance of developing students’ information literacy in formal education settings, little attention has been paid to information literacy within the context of social media use. This study investigated the relationship between information literacy and social media competence (SMC) among 1843 university students. This was done in order to increase knowledge of the components that may be important for preparing university students to be information literate citizens in social media environments. Students’ information literacy and SMC were measured by the Student Information Literacy Test and the SMC-CS scale respectively. Correlation and regression analyses were utilized to explore the relationship between university students’ information literacy and their SMC. The results showed that university students’ ability to utilize information technology to solve problems, and their sense of responsible behavior in cyberspace, are the most critical factors in predicting students’ SMC. Based on the findings, theoretical and practical implications are discussed in terms of enhancing university students’ information literacy and SMC.

List of Contributors. Editorial Advisory Board. Preface. Introduction - Information Literacy and Information Behaviour, Complementary Approaches for Building Capability. Transforming Information Literacy for Higher Education in the 21st Century: A Lifelong Learning Approach. Curriculum and Curriculum Integration of Information Literacy in Higher Education. The Construction of Information and Media Literacy in Education Policy: A Study of Singapore. Information Literacy in Higher Education: Research Students' Development in Information Search Expertise. Mediating Culture: Media Literacy and Cultural Awareness The Representation of Race and Ethnicity in Maya and Miguel. Empowering Professional Practices of a Community of e-Learners: Special Education Teachers in Alaska and their Information Literacy Conceptions. Information Literacy of Undergraduate Students in Thailand: A Case of the Faculty of Arts, Silpakorn University, Thailand. Building Partnerships for Information Literacy among HE Institutions in African Universities: Opportunities and Challenges - A Case Study. Perspectives on Legal Education and the Role of Information Literacy in Improving Qualitative Legal Practice. Information Literacy in the Business School Context: A Story of Complexity and Success. Workplace Reflections of Information Literacy Training: The Case of the Agriculture and Health Sectors in Tanzania. Workplace Information Literacy: It's Different. Diversifying Information Literacy Research: An Informed Learning Perspective. The Use of Participatory Techniques in the Communication of Information for Communities: Information Literacy and Collaborative Work for Citizenship Development. About the Authors. Developing People's Information Capabilities: Fostering Information Literacy in Educational, Workplace and Community Contexts. Library and Information Science. Developing People's Information Capabilities: Fostering Information Literacy in Educational, Workplace and Community Contexts. Copyright page. Index.

In an age where data flows non-stop, across all geographic borders and accessible to many, the job of providing information literacy has become much more exciting, more complicated, and more necessary. Information and Data Literacy: The Role of the Library takes a comprehensive look at the changing role of todays librarians and libraries in an increasingly tech-driven world. Youll find the authors of this book represent public and academic libraries, countries around the globe, and differences of opinion as to the definition, purpose, charge, and success of providing information and data literacy. The book is divided into several parts, covering: Understanding the role of information and data literacy in the library The new and changing roles for librarians Methods for promoting information and data literacy New challenges for the library in the new information environment The need for information and data literacy for marginalized populations, including the homeless, those in rural settings, sexual minorities, and others Addressing the trends and challenges at different types of libraries, the volume provides an overview of information and data literacy in the library and offers an array of perspectives. Topics cover: The role of the public library as a community hub Student information literacy in the mobile environment Information literacy in schools How the information landscape has changed library reference services Library instruction and exercises to promote information literacy for both traditional students and those in continuing education Edited by a consultant with the Freedom to Read Foundation who is a former outreach and assistive technology librarian, the book offers a wealth of information for beginning librarians as well as for seasoned library professionals looking for new methods to evaluate and promote data and information literacy.

Journal of the European Academy of Dermatology and VenereologyVolume 29, Issue 9 p. 1853-1854 Letter to the Editor Regional lymphomatoid papulosis in association with pseudoepitheliomatous hyperplasia: 13 years follow-up T. Wang, T. Wang Department of Dermatology, Peking Union Medical College Hospital, Peking Union Medical College & Chinese Academy of Medical Sciences, Beijing, ChinaSearch for more papers by this authorC.L. Guo, C.L. Guo Program in Dermatopathology, Department of Pathology, Brigham & Women's Hospital, Harvard Medical School, Boston, MA, USASearch for more papers by this authorC.-C. Xu, C.-C. Xu Department of Dermatology, Peking Union Medical College Hospital, Peking Union Medical College & Chinese Academy of Medical Sciences, Beijing, ChinaSearch for more papers by this authorX.-P. Zhou, X.-P. Zhou Department of Dermatology, Peking Union Medical College Hospital, Peking Union Medical College & Chinese Academy of Medical Sciences, Beijing, ChinaSearch for more papers by this authorY.-H. Liu, Corresponding Author Y.-H. Liu Department of Dermatology, Peking Union Medical College Hospital, Peking Union Medical College & Chinese Academy of Medical Sciences, Beijing, ChinaCorrespondence: Y.-H. Liu. E-mail: [email protected]Search for more papers by this authorH.-Y. Zheng, H.-Y. Zheng Department of Dermatology, Peking Union Medical College Hospital, Peking Union Medical College & Chinese Academy of Medical Sciences, Beijing, ChinaSearch for more papers by this author T. Wang, T. Wang Department of Dermatology, Peking Union Medical College Hospital, Peking Union Medical College & Chinese Academy of Medical Sciences, Beijing, ChinaSearch for more papers by this authorC.L. Guo, C.L. Guo Program in Dermatopathology, Department of Pathology, Brigham & Women's Hospital, Harvard Medical School, Boston, MA, USASearch for more papers by this authorC.-C. Xu, C.-C. Xu Department of Dermatology, Peking Union Medical College Hospital, Peking Union Medical College & Chinese Academy of Medical Sciences, Beijing, ChinaSearch for more papers by this authorX.-P. Zhou, X.-P. Zhou Department of Dermatology, Peking Union Medical College Hospital, Peking Union Medical College & Chinese Academy of Medical Sciences, Beijing, ChinaSearch for more papers by this authorY.-H. Liu, Corresponding Author Y.-H. Liu Department of Dermatology, Peking Union Medical College Hospital, Peking Union Medical College & Chinese Academy of Medical Sciences, Beijing, ChinaCorrespondence: Y.-H. Liu. E-mail: [email protected]Search for more papers by this authorH.-Y. Zheng, H.-Y. Zheng Department of Dermatology, Peking Union Medical College Hospital, Peking Union Medical College & Chinese Academy of Medical Sciences, Beijing, ChinaSearch for more papers by this author First published: 20 May 2014 https://doi.org/10.1111/jdv.12542Citations: 4Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume29, Issue9September 2015Pages 1853-1854 RelatedInformation

British Journal of UrologyVolume 59, Issue 2 p. 189-190 Giant Bladder Diverticulum: an Unusual Presentation S. A. TAHA, S. A. TAHA College of Medicine and Medical Sciences, King Faisal University, Dammam, Saudi ArabiaSearch for more papers by this authorM. B. SATTI, M. B. SATTI College of Medicine and Medical Sciences, King Faisal University, Dammam, Saudi ArabiaSearch for more papers by this authorN. F. MITRY, N. F. MITRY College of Medicine and Medical Sciences, King Faisal University, Dammam, Saudi ArabiaSearch for more papers by this authorH. Y. AL-IDRISSI, H. Y. AL-IDRISSI College of Medicine and Medical Sciences, King Faisal University, Dammam, Saudi ArabiaSearch for more papers by this authorE. M. IBRAHIM, E. M. IBRAHIM College of Medicine and Medical Sciences, King Faisal University, Dammam, Saudi ArabiaSearch for more papers by this author S. A. TAHA, S. A. TAHA College of Medicine and Medical Sciences, King Faisal University, Dammam, Saudi ArabiaSearch for more papers by this authorM. B. SATTI, M. B. SATTI College of Medicine and Medical Sciences, King Faisal University, Dammam, Saudi ArabiaSearch for more papers by this authorN. F. MITRY, N. F. MITRY College of Medicine and Medical Sciences, King Faisal University, Dammam, Saudi ArabiaSearch for more papers by this authorH. Y. AL-IDRISSI, H. Y. AL-IDRISSI College of Medicine and Medical Sciences, King Faisal University, Dammam, Saudi ArabiaSearch for more papers by this authorE. M. IBRAHIM, E. M. IBRAHIM College of Medicine and Medical Sciences, King Faisal University, Dammam, Saudi ArabiaSearch for more papers by this author First published: February 1987 https://doi.org/10.1111/j.1464-410X.1987.tb04816.xCitations: 3AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article.Citing Literature Volume59, Issue2February 1987Pages 189-190 RelatedInformation

Aim/Purpose: The main purpose of the study was to find out the influence of information literacy and research self-efficacy on the research productivity of doctoral students in universities in Ogun State, Nigeria. Background: The prosperity of any nation is inextricably tied to its research productivity in both quality and quantity. Hence, doctoral education, among others, is meant to sustain research productivity by training students that will possibly assume the role of researchers in the future. However, despite the importance of research productivity to the prosperity of a nation and the sustenance of scholarship, evidence from the literature has shown that doctoral students globally and in the study’s locale do experience low research productivity, manifested as low publication count, underdeveloped strategies for thesis writing, and unusually prolonged doctoral education. This study, therefore, examined the influence of information literacy and research self-efficacy on research productivity of doctoral students in universities in Ogun State, Nigeria. Methodology: The study used a survey research design. The population of the study was 1,418 doctoral students from six universities in Ogun State already undertaking doctoral programs out of nine licensed by the National Universities Commission (NUC). The Research Advisor’s table was used to select a sample size of 306. A structured and validated questionnaire was used for data collection. Cronbach’s alpha reliability coefficient for the constructs ranged from 0.72 to 0.98. The response rate was 92%. Data were analyzed using descriptive and inferential (simple and multiple regression) statistics. Contribution: To the best of the researcher’s knowledge, this is the only study that has combined information literacy with research self-efficacy as predictors of doctoral students’ research productivity. Therefore, it has added to the existing literature on information literacy, research self-efficacy, and research productivity by shedding light on the influence of information literacy and research self-efficacy on research productivity. Findings: The findings of this paper are the following. 1. Research productivity of doctoral students in universities in Ogun State, Nigeria was low as majority of the respondents scored below the criterion mean in all the measured items. 2. This low research productivity was notable in publication count, presentations at conferences and thesis writing, leading to unusually prolonged doctoral education for most of the respondents. 3. The study showed that doctoral students in universities in Ogun State, Nigeria possessed a high level of information literacy. 4. There was a positive and significant relationship between information literacy and research productivity (R2= 0.076, F(1,282) = 4.582, p <0.05) of doctoral students in universities in Ogun State, Nigeria. 5. There was a positive and significant relationship between research self-efficacy and research productivity (R2= 0.060, F (1, 282) = 17.218, p<0.05) of doctoral students in universities in Ogun State, Nigeria. 6. Findings revealed that the level of research self-efficacy of doctoral students in universities in Ogun State, Nigeria was high Recommendations for Practitioners: Faculty should ensure that every doctoral student have access to a faculty advisor or mentor who is approachable and accessible. This will provide doctoral students with a roadmap for practice and constructive feedback. By strengthening doctoral students-faculty relationships, more opportunities arise for aspiring researchers to learn the general practices and procedures for conducting and designing studies, collecting, and analyzing data, and writing a well-organized manuscript. Recommendation for Researchers: The resultant model could be adopted by researchers to undergird related studies. Moreover, subsequent research can build on the findings of the empirical study to broaden the scope of research productivity of scholars Impact on Society: The study has accentuated the primacy of research and its continued production to the growth and development of every stratum of the nation. Consequently, it has become incumbent for the government and other stakeholders to promote its continued productivity by creating an enabling environment for doctoral students in Nigeria. Future Research: To further broaden this area of research, the following are suggested for fur-ther studies. Qualitative/focus group investigation of information literacy, research self-efficacy and research productivity of doctoral students. This may reveal more in-depth data not captured in the current study. The study can also be replicated in other states of the nation and other parts of the world as research productivity and its predictors cut across nations. Further studies can investigate other combinations of research productivity predictors.

Critical thinking and information literacy are skills that need to be developed to deal with the challenges of the 21st century. This study aimed to enhance critical thinking skills and information literacy of secondary school students through developed integrated science teaching materials in theme interaction of light with organisms. This study used quasi-experimental methods and the matching-only pre-test – post-test control group design. Subjects of this study were eighth-grade students. This research used two classes selected purposely with experimental class using developed teaching materials and control class using teaching materials commonly used in school. There were two instruments applied in this study, critical thinking skills test and information literacy test. Data was analysed by normalized gains, Cohen’s D, and t-test. Based on the results of data analysis, it could be concluded that, the used of developed integrated science teaching materials was effective in enhancing critical thinking skills and information literacy.

As information continues to evolve over time, the information literacy expectations for chemistry students also change. This article examines transformations to an undergraduate chemistry course that focuses on chemical literature and information literacy and is co-taught by a chemistry professor and a chemistry librarian. This article also describes results from assessment of both content knowledge and student perception, and discusses how the assessment was used to inform changes to the course. This type of student assessment and evaluation has not previously been examined in the delivery of required undergraduate chemistry information courses. Since this course has used in person, online, and blended delivery methods, the article describes what students can learn from online modules, and where they need more intensive classroom instruction. Introduction Over the last twenty years, there has been a dramatic change in how students acquire the chemical information skills for research or to acquire a job. In the past, searching was the most critical skill. Searching remains important, but now students also need strong filtering skills as the world has moved from information scarcity to information overload. While students feel comfortable with technology, they still need to learn how to differentiate scholarly from popular articles and how to critically evaluate the research claims presented in scholarly articles. While many other chemistry courses offer chemistry information seeking skills, few have Issues in Science and Technology Librarianship | Summer 2014 | DOI:10.5062/F46H4FDD partnered a librarian with a chemistry faculty member to team teach a course, develop an assessment tool to measure learning gains, and understand student perception of the acquired skills. This paper outlines the evolution of such a course at James Madison University. James Madison University (JMU) is a comprehensive public institution with over 18,000 undergraduates in Harrisonburg, VA. The Department of Chemistry & Biochemistry, housed within the College of Science and Mathematics, awards B.S. degrees in Chemistry and Biophysical Chemistry and has a strong undergraduate research culture. No graduate degrees are offered in chemistry. The Department is an American Chemical Society (ACS) Certified Program and has graduated approximately thirty to forty majors each year for the past five years. The Literature and Seminar sequence, required for all students earning a B.S. in Chemistry, consists of two one credit courses (CHEM 481 and CHEM 482). There are no prerequisites for the courses, but students typically take CHEM 481 after completing the a year of General Chemistry (CHEM 131 and CHEM 132), a year of Organic Chemistry (CHEM 241 and 242), a semester of Inorganic Chemistry (CHEM 270), the Special General Chemistry Laboratory I and II (CHEM 135L and CHEM 136L) and sophomore-level Integrated Inorganic/Organic Laboratory I and II (CHEM 287L and 288L.) Most students complete the Literature and Seminar courses during their junior year, but 10-20% of the students wait until the senior year. Table 1 shows the progression of courses leading up to the Literature and Seminar Sequence. Table 1: Chemistry major sequence of courses First Year Sophomore Year Junior (or Senior) Year Fall Spring Fall Spring Fall Spring Course CHEM 131 & 135L CHEM 132 & 136L CHEM 241 & 287L CHEM 242, 270 & 288L CHEM 481 CHEM 482 As an ACS Certified Program, the JMU chemistry department is committed to meeting the information literacy standards identified by the society. Chemical information literacy is a well-established domain within the ACS Division of Chemical Information (CINF) and the standards detail the specific skills that chemistry majors are Issues in Science and Technology Librarianship | Summer 2014 | DOI:10.5062/F46H4FDD expected to have (Chemical Information Skills, 2012.) To that end, in 2007 CINF and the Special Libraries Association Chemistry Division first issued “Information Competencies for Chemistry Undergraduates,” a document enumerating skills expected of chemistry undergraduates related to finding, using, and communicating chemical and scientific literature (Craig and Maddox, eds, 2007.) These were updated again in 2011, moved to a wikibook format in 2012 and last revised in 2013. As the expectations of chemistry information literate students evolved, the Literature and Seminar sequence also changed to respond to these competencies. This article presents the evolution of the instructors and instructional delivery methods of the first semester of the Literature and Seminar course (CHEM 481.) These changes in chemical information literacy also address how assessment can be used to identify student strengths and skills to focus course instruction. It highlights the critical role of teamwork and communication between a librarian and chemistry faculty, the development of an assessment tool, and evolution of assignments to address student needs.

Introduction:Media and Information literacy (MIL) enables people to interpret and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right. The purpose of this research was to determine the amount of Media and Information Literacy among Isfahan University of Medical Sciences’ students using Iranian Media and Information Literacy Questionnaire (IMILQ).Methods:This is an applied analytical survey research in which the data were collected by a researcher made questionnaire, provided based on specialists’ viewpoints and valid scientific works. Its validity and reliability were confirmed by Library and Information Sciences specialists and Cronbach’s alpha (r=0.89) respectively. Statistical population consisted of all students in Isfahan University of Medical Sciences (6000 cases) and the samples were 361. Sampling method was random stratified sampling. Data were analyzed by descriptive and inferential statistics.Results:The findings showed that the mean level of Media and Information Literacy among Isfahan University of Medical Sciences’ students was 3.34±0.444 (higher than average). The highest mean was promotion of scientific degree with 3.84±0.975 and the lowest mean was difficulties in starting research with 2.50±1.08. There was significant difference between educational degree, college type and family’s income and amount of Media and Information Literacy.Conclusion:The results showed that the students didn’t have enough skills in starting the research, defining the research subject as well as confining the research subject. In general, all students and education practitioners should pay special attention to factors affecting in improving Media and Information Literacy as a main capability in using printed and electronic media.

In the context of virtual education that in recent years we have been forced to employ, the use of ICT played a fundamental role, especially since it is the main means of searching for information, which led us to the objective of determining the relationship that exists between the use of Information and Communication Technologies (ICT) and the development of skills in Information Literacy (IL) in university students. For this study, a correlational level methodology of non-experimental design was used, with a census-type population made up of 57 students of the Optometry career of the Federico Villarreal National University, to whom two questionnaires were applied both to measure the use of ICTs and for competence in information literacy in university students. After the statistical analysis in the SPSS program, the result was that the level of correlation was very low (0 < r < 0.2) and positive, that is, the greater the frequency of use of ICT, the greater the development of IL skills. , in turn, presented a significance of 0.040, so the null hypothesis was rejected, with a significance level of 5%, concluding that there is a statistically significant relationship between the frequency of use of ICT and the development of competencies in IL in Optometry students from UNFV Lima- 2021.

Background:Nowadays, no student can ever pursue the ends of his studies unless he makes use of his information literacy skills. To become lifelong learners, they do need these skills. Information literacy is a set of information needed for searching, retrieval, evaluating, and making best use of information. This study uncovers the relationship between information literacy and academic performance among students at Isfahan University of Medical Sciences.Materials and Methods:This is a practical study using a survey method. All MA students in Isfahan University of Medical Sciences make the statistical population for this study, according to the sample size determined by using Cochran formula 265 samples that were selected by stratified random sampling. Data collection was through information literacy questionnaires designed by Davarpanah and Siamak, verified by Library and Information Sciences experts; and finally, gave a Cronbach's alpha of 0.83. To determine academic performance, the average scores of the students in previous semesters were considered.Results:The information literacy of all other students was significantly higher than medium except for students at Nursing and Nutrition faculties. The students of Management and Information Sciences faculty had the highest level of information literacy and students of nutrition faculty were attributed with the least level. There was no significant difference between male and female students’ information literacy. We also found out that there was a significant positive relationship between information literacy and students’ academic performance in Isfahan University of Medical Sciences.Conclusion:Information literacy is one of the most important factors that leads to educational success. As there is a significant positive relationship between information literacy and students’ academic performance, we should necessarily provide them with relative skills dealing with information literacy to improve their academic performance.