Information Literacy Self-efficacy Scale Research Articles

Journal Club: An Innovative Teaching Practice to Foster Peer Connection and Enhance Information Literacy Skills

This project aimed to better understand the impact and student experience of an innovative teaching strategy focused on information literacy (IL) for first-year undergraduate nursing students. Information literacy (IL) involves the development of a set of abilities essential for higher education learners, such as the ability to identify, critically evaluate, understand, and apply scholarly literature (ACRL 2013), yet studies often demonstrate that these IL skills are lacking and need further development (Bury 2016; Saunders 2012). Traditional methods of addressing this need center around stand-alone librarian-led IL sessions, which cannot provide the time or space needed to develop critical reading and reflection practices. Within our context of nursing, this is a common challenge; one study found that 40% of second-year nursing students have difficulty reading journal articles (Chaudoir et al. 2016), despite IL being an essential skill for nursing practice (Mitchell and Pereira-Edwards 2022). In an attempt to address learner needs, a course instructor and librarian teamed up. Journal clubs, used in practice settings to maintain currency and promote EBP behavior (Wilson et al. 2015), have been used successfully in other health education contexts (Steenbeek et al. 2009; Szucs et al. 2017; Thompson 2006). This application is referred to as evidence-based practice (EBP) and is an essential component of nursing practice. Having activities for undergraduate nursing students that instill EBP aims to ensure that it will be incorporated into practice after graduation (Mitchell and Pereira-Edwards 2022). Instead of the traditional librarian-led IL sessions, a first-year nursing course was redesigned to utilize a guided journal club approach to enhance the ability to seek, read, and interpret journal literature. Journal club activities took place over eight weeks, alternating guided activities with brief IL lessons, and culminated in a group journal club assignment. Students were placed in small groups based on an area of practice they wanted to learn more about. Activities were scaffolded starting with introducing a research database and basic literature searching strategies. As students progressed through the term’s journal club activities, they were asked to find articles related aligned with course topics and their area of practice, critique and present their articles to their group members, and then apply their interpretations. A survey was used to measure the impact of journal club on student IL self-efficacy, as measured through the validated Information Literacy Self-Efficacy Scale (ILSES) developed by Kurbanoglu et al. (2006). Initial findings support journal club as an effective modality to enhance students’ self-efficacy in specific areas of IL. Additionally, other valuable outcomes of this strategy were discovered. For example, students reported becoming more comfortable collaborating with peers and anecdotal reports showed students developed friendships with peers. This scaffolded journal club approach to discipline-specific IL learning would translate well to other contexts, particularly those that require a significant grounding in reading and understanding disciplinary research. The journal club activities are available at: https://tinyurl.com/JournalClubPosterISSOTL2022, or by contacting the authors. Click here to read the corresponding ISSOTL blog post.

Investigating the impact of demographic and academic variables on assessing students' perceived information literacy self-efficacy

This paper explores the demographic and academic variables influencing students' perceived information literacy self-efficacy using Kurbanoglu et al.'s Information Literacy Self-Efficacy Scale (ILSES) and its two subscales. An online survey was created to gather data from students which contained Bangla version of the 28-item ILSES together with demographic and academic questions. A printed version of the survey was also distributed to students locally. A total of 408 students participated in the study. The findings revealed that students had moderate self-efficacy, with higher confidence in basic and intermediate-level information literacy (IL) tasks compared to advanced skills. There were significant differences in IL self-efficacy based on students' demographic and academic variables. The results suggest that age and computer proficiency were significantly associated with students' self-efficacy beliefs in information literacy. Overall, the 28-item ILSES and its two smaller subscales yielded similar results, indicating that shorter versions of the ILSES can be utilized to reduce questionnaire completion time without compromising the validity of the results. This study highlights the importance of demographic and academic variables in shaping students' IL self-efficacy beliefs and emphasizes the need for providing adequate support and training to improve information skills among students.

Information Literacy Self-Efficacy Scale: Validating the translated version of the scale for use among Bangla-speaking population

The main aim of this paper is to evaluate the validity of a translated version the Information Literacy Self-Efficacy (ILSE) scale in a different socio-cultural context in Bangladesh. The 28-items of the ILSE scale was translated into Bangla to collect data from students of a public university in Bangladesh. To determine the underlying factor structures of the 28-items scale and its short version of 17-items, exploratory factor analyses (EFAs) were conducted with a sample of 394 students. Confirmatory factor analyses (CFAs) were performed with a group of undergraduate students (n = 267) to examine the validity of the scale. The 28-items and 17-items versions of the scale extracted four factors and three factors, respectively. In the CFA analyses, 23 out of the 28-items were found reliable although discriminant validity was not achieved between two constructs. While analyzing the 17-items subscale, 13-items were found to be reliable. Overall, the CFA model fit statistics for both the 23-items and 13-items support the use of the translated version of the ILSE scale for assessing self-efficacy for information literacy among Bangla-speaking population.

Öğretmen Adaylarının Bilimsel Araştırmaya Yönelik Tutumlarının Aracılık Rolü

In this study, it was aimed to determine the indirect effects of pre-service teachers’ attitudes towards scientific research on the relationship between their information literacy self-efficacy, their critical thinking dispositions, and their gender. The population of the research, in which the correlational research model was adopted, consists of pre-service teachers who continue their education at a state university in the Central Anatolia Region in the 2021-2022 academic year; the sample consists of 464 pre-service teachers selected from the population through simple random sampling. Personal information form in which demographic variables were asked, the Attitudes towards Scientific Research Scale, the Information Literacy Self-Efficacy Scale, and the Critical Thinking Tendency Scale were used as data collection tools in the research. Hayes' Model 4 was tested to examine the effect of the mediator variable. As a result of the analysis, it was determined that pre-service teachers' attitudes towards scientific research had a positive partial mediator effect on the relationship between their critical thinking dispositions and information literacy. Similarly, pre-service teachers' attitudes towards scientific research had a positive partial mediator effect on the relationship between their gender and information literacy. Accordingly, it is recommended that faculty members in education faculties plan their lessons in a way that will allow pre-service teachers to increase their positive attitudes towards scientific research.

Information literacy self-efficacy of scientists working at the Pakistan Council of Scientific and Industrial Research

Introduction. This study reports the results of a cross-sectional survey to assess the information literacy self-efficacy of scientists working at the Pakistan Council of Scientific and Industrial Research, Lahore, Pakistan. Method. A survey questionnaire containing information literacy self-efficacy scale and some demographic variables was personally administered to all the scientists at e Council. The response rate was 86.42%. Analysis. Both descriptive and inferential statistics were applied for data analysis using SPSS. Results. The results indicated that the scientists assessed themselves as ‘often true’ for overall information literacy self-efficacy scale and its sub-dimensions. However, item-based analysis revealed that these scientists were less comfortable in utilizing advanced level information literacy skills. In addition, the age, sex, academic qualification, research experience, number of research publications, and instruction received appeared to be the predictor of self-efficacy. Conclusions. Since the scientists were less competent in advanced level information literacy skills, efforts should be focused on improving their self-efficacy. There is a critical need for user-centered instruction programmes for in-service staff as well as for future scientists. This study would make a worthy contribution to the existing research on workplace information literacy as no such study was found addressing the context of working scientists.

Workplace information literacy: a case of investigation officers from Punjab Police, Pakistan

Introduction. This research investigated the current state of information literacy development among investigation officers working at the Punjab Police from the division of Sargodha, Pakistan. Method. A cross-sectional questionnaire survey was conducted. The questionnaire contained an information literacy self-efficacy scale (25 items) along with other questions and personal variables. The data were collected from 200 respondents through personal visits to each police station of the Sargodha division. Analysis. The data were analyzed by applying both descriptive and inferential statistics using SPSS. Results.A majority of participants never received information literacy instructions during their careers. They had basic levels of information literacy, but were not comfortable with advanced levels of information literacy. Age, professional experience, and computer proficiency levels of the participants appeared to predict their information literacy self-efficacy. Conclusions. There is a critical need for information literacy instruction programmes for in-service police officers to improve their skills.

Information literacy self-efficacy versus performance: Secondary students

The purpose of this study was to determine if secondary students overestimate their information literacy (IL) abilities and if differences exist between their information literacy self-efficacy and performance levels. A sample of 397 secondary students completed the Information Literacy Self-efficacy Scale (ILSES) and the Tool for Real-time Assessment of Information Literacy Skills (TRAILS) to measure their information literacy self-efficacy and performance. Descriptive means were calculated, compared using a t-test, and reported for student information literacy self-efficacy levels according to the ILSES and student information literacy performance levels according to the TRAILS measure. Quantitative analyses showed that all groups overestimated their information literacy abilities. Additional findings were that as self-efficacy increased, so too did performance. However, the discrepancy between self-efficacy and performance increased as self-efficacy increased as well.

Investigation of the Validity Evidence of the Information Literacy Self-Efficacy Scale (ILSES) Among Undergraduate Students

The purpose of this research was to provide validity evidence for the Information Literacy Self-Efficacy Scale (ILSES), a widely used instrument that was constructed in 2006. The researchers were interested in investigating the validity of this instrument due to the evolution of the information environment that has taken place since the scale’s original development, mostly as a result of the prominence of the Internet. Data were collected from N = 253 undergraduate students participating in a broader information literacy research study. Data were subjected to descriptive analyses, internal consistency reliability, and a confirmatory factor analysis (CFA). After evaluating three different CFA models based on the ILSES’ construction, the researchers determined that a four-factor model fit the data with the following latent constructs: 1) Initiating the search strategy, 2) Assessing and comprehending the information, 3) Interpreting, synthesizing, and using the information, and 4) Evaluating the product and process. A discussion of these findings is provided in light of the evolving information environments in which undergraduate students are expected to use information for their academic, personal, and professional lives.

Correlatives of business students’ perceived information literacy self-efficacy in the digital information environment

Self-efficacy toward information literacy is and has been demonstrated as an essential and fundamental key for academic performance and lifelong learning of students at all levels. This research reported the results of a cross-sectional survey carried out to investigate the correlatives of information literacy self-efficacy among business students at the University of Management and Technology, Lahore. The questionnaire contained an Information Literacy Self-Efficacy Scale, which along with sociodemographic and academic variables was utilized for collecting data from 350 students. The survey participants were recruited through a convenient sampling procedure due to accessibility issues and time limitations. The data were analyzed by applying both descriptive and inferential statistics using SPSS. The results revealed that the business students had high self-efficacy for basic information literacy skills and low self-efficacy for advanced-level information literacy skills. Age, study program, study stage, proficiency for computer, and English language appeared to be the correlatives of students’ information literacy self-efficacy. The pragmatic insights generated in this research might be used as a guide by university librarians, especially those who are engaged in information literacy instructions for designing a need-based and student-centered curriculum for information literacy instruction programs.

Predictors of information literacy self-efficacy among medical students: PLS-SEM analysis

PurposeThe study was designed to examine the predictors of information literacy self-efficacy skills (IL skills) of medical students.Design/methodology/approachThe study was quantitative in nature and was carried out by using survey research method. Wong and Law Emotional Intelligence Scale (WLEIS) and Information Literacy Self-Efficacy Scale for medical students (ILSES-M) were used to collect the data. Data was collected randomly from 223 out of 526 undergraduate medical students on proportionally random basis according to the number of students available in each year. PLS-SEM analysis was run with the help of SmartPLS 3.2.FindingsThe findings of the study revealed that three subconstructs for emotional intelligence (EI), that is, self-emotions appraisal, others-emotion appraisal, use of emotions, had a statistically significant positive impact (p < 0.05) on information literacy (IL) self-efficacy of the medical students. The findings further confirm that English language proficiency and frequency of attended IL instruction sessions also have a significant positive impact on IL self-efficacy of medical students.Originality/valueThe exploration of EI in relation to IL is comparatively a novel area. The study observed the influence of EI level on IL self-efficacy of medical students. The study will be a significant contribution to the IL literature. The results may help the information professionals/librarians, particularly those who are engaged in teaching and designing IL programs.

Information Literacy Self-Efficacy of Business Students in Pakistan

AbstractThis study aimed to investigate the information literacy (IL) self-efficacy of business students in Pakistan using a cross-sectional survey research design. The data were collected through a questionnaire containing an information Literacy Self-Efficacy Scale along with personal and academic variables. The results revealed that the business students were confident and competent in basic IL skills whereas they were less comfortable in developing and limiting search strategies, referencing, managing citations, using different types of libraries and lacking advanced levels of IL skills. In addition, there was no correlation of students’ perceived IL self-efficacy with gender, social background, ICT trainings received, and IL instructions received. Conversely, the students’ age, program of study, stage of study, and ICT proficiency appeared to be predictors of IL self-efficacy. The results generated pragmatic insights which can be used as a guide in developing useful directions for a need-based information literacy curriculum as well as programs.

Scale Evaluating the Information Literacy Self-Efficacy of Medical Students Created and Tested in a Six-Year Belgian Medical Program

A Review of:&#x0D; De Meulemeester, A., Buysse, H., &amp; Peleman, R. (2018). Development and validation of an Information Literacy Self-Efficacy Scale for medical students. Journal of Information Literacy, 12(1), 27-47. Retrieved from https://ojs.lboro.ac.uk/JIL/article/view/PRA-V12-I1-2&#x0D; Abstract&#x0D; Objective – To create and validate a scale evaluating the information literacy (IL) self-efficacy beliefs of medical students.&#x0D; Design – Scale development.&#x0D; Setting – Large, public research university in Belgium.&#x0D; Subjects – 1,252 medical students enrolled in a six-year medical program in the 2013-2014 academic year.&#x0D; Methods – Ten medical-specific IL self-efficacy questions were developed to expand a 28-item Information Literacy Self-Efficacy Scale (ILSES) (Kurbanoglu, Akkoyunlu, &amp; Umay, 2006). Medical students in Years 1 – 5 completed the questionnaire (in English) in the first two weeks of the academic year, with students in Year 6 completing after final exams. Respondents rated their confidence with each item 0 (‘I do not feel confident at all’) to 100 (‘I feel 100% confident’). Principal Axis Factoring analysis was conducted on all 38 items to identify subscales. Responses were found suitable for factor analysis using Bartlett’s Test of Sphericity and the Kaiser-Meyer-Olkin measure (KMO). Factors were extracted using the Kaiser-Gutmann rule with Varimax rotation applied. Cronbach’s alpha was used to test the internal consistency of each identified subscale. Following a One-way-ANOVA testing for significant differences, a Tamhane T2 post-hoc test obtained a pairwise comparison between mean responses for each student year.&#x0D; Main Results – Five subscales with a total of 35 items were validated for inclusion in the Information Literacy Self-Efficacy Scale for Medicine (ILSES-M) and found to have a high reliability (Chronbach’s alpha scores greater than .70). Subscales were labelled by concept, including “Evaluating and Processing Information” (11 items), “Medical Information Literacy Skills” (10 items), “Searching and Finding Information” (6 items), “Using the Library” (4 items), and “Bibliography” (4 items). The factor loading of non-medical subscales closely reflected studies validating the original ILSES (Kurbanoglu, Akkoyunla, &amp; Umay, 2006; Usluel, 2007), suggesting consistency in varying contexts and across time. Although overall subscale means were relatively low, immediate findings among medical students at Ghent University demonstrated an increase in the IL self-efficacy of students as they advance through the 6-year medical program. Students revealed the least confidence in “Using the Library.”&#x0D; Conclusions – The self-efficacy of individuals in approaching IL tasks has an impact on self-motivation and lifelong learning. The authors developed the ILSES-M as part of a longitudinal study protocol appraising the IL self-efficacy beliefs of students in a six-year medical curriculum (De Meulemeester, Peleman, &amp; Buysse, 2018). The ILSES-M “…could give a clear idea about the evolution of perceived IL and the related need for support and training” (p. 43). Further research could evaluate the scale’s impact on curriculum and, conversely, the impact of curricular changes on ILSE. Qualitative research may afford additional context for scale interpretation. The scale may also provide opportunities to assess the confidence levels of incoming students throughout time. The authors suggested further research should apply the ILSES-M in diverse cultural and curricular settings.

Development and validation of an Information Literacy Self-Efficacy Scale for medical students

The aim of this research is to develop and validate a scale for the evaluation of medical students’ information literacy self-efficacy beliefs, as this plays a crucial role in the development of lifelong learning objectives. Curriculum developers and medical educators need to have a good understanding of information literacy in order to decide when specific support and training should be integrated in the curricula. The use of a trustworthy, user-friendly tool in a large population able to detect different aspects of students’ information literacy self-efficacy beliefs could help to evaluate an entire curriculum. A 5-factor model was developed and validated within a 6-year medical curriculum (n=1252). Internal consistency of the subscales was high (α: 0.845-0.930). In conclusion, the Information Literacy Self-Efficacy Scale for Medicine (ILSES-M) could be an added value for evaluating medical students’ information literacy self-efficacy beliefs. Furthermore, it could form the basis for curriculum development as well as a guideline for critical curriculum reflection.

Investigation of the Relationship between the Attitudes of Prospective Teachers towards the Teaching Profession and Their Perception of Information Literacy Self-efficacy Level

ABSTRACTThe present study aims at investigating both the attitudes of prospective teachers towards teaching profession, and their perception of information literacy self-efficacy. The sample consisted of 250 prospective teachers attending different teacher education programs in the Faculty of Education at Eastern Mediterranean University. “Attitude Scale Towards Teaching Profession”, “Information Literacy Self-Efficacy Scale” and “Personal Information Form” were used to collect data. The results revealed that ‘gender’, ‘selecting the program willingly’, ‘loving the profession’ and ‘professional satisfaction level’ were significantly related with prospective teachers’ attitudes towards teaching profession. No significant relations were found between above mentioned variables and participants’ information literacy self-efficacy perceptions.

Learning strategies and motivational factors predicting information literacy self-efficacy of e-learners

&lt;blockquote&gt;Rapid increase in information sources in different formats, developments in technology and need for lifelong learning have drawn increased attention to needs for information literacy. Although information literacy is significant for students of all educational levels, it has become even more significant for e-learners. Therefore, this study explores learning strategies and motivational factors predicting information literacy self-efficacy of e-learning students. This study was carried out with 119 e-learners using the &lt;em&gt;Information Literacy Self-efficacy Scale&lt;/em&gt; and the &lt;em&gt;Motivated Strategies for Learning Questionnaire.&lt;/em&gt; Results indicate that metacognitive, effort management, elaboration and critical thinking strategies, as well as control belief, predict different dimensions of information literacy self-efficacy.&lt;/blockquote&gt;&lt;p&gt; &lt;/p&gt;

Can ICT usage make a difference on student teachers' information literacy self-efficacy

This study looks at whether the information literacy self-efficacy of student teachers in departments of primary education in Turkish universities varies according to their Information and Communication Technologies (ICT) usage level, duration of ICT experience, gender, and grade. The survey was conducted with 1702 student teachers using the Information Literacy Self-Efficacy Scale. Results showed that student teachers' level and duration of ICT usage were determining factors for information literacy self-efficacy. Significant differences among grades show that training during university education has an important role in increasing information literacy self-efficacy.