The article highlighted below appears in the latest issue of Evidence Based Library and Information Practice (EBLIP).
Louisiana St. University
Evidence Based Library and Information Practice (EBLIP)
Vol. 13, No.3 (2018)
This cross-sectional, descriptive study seeks to address a gap in knowledge of both information literacy (IL) self-efficacy and IL skills of students entering Louisiana State University’s Master of Library and Information Science (MLIS) program.
An online survey testing both IL self-efficacy and skills was administered through Qualtrics. The online survey instrument used items from existing instruments (Beile, 2007; Michalak & Rysavy, 2016) and was distributed to two cohorts of incoming students; the first cohort entered the MLIS program in fall 2017, and the second entered in spring 2018.
Data varied between cohorts and between survey instruments for both IL self-efficacy and skills; however, bivariate analysis of data indicated a moderate positive correlation between overall IL self-efficacy and demonstrated IL skill scores in both fall 2017 and spring 2018 cohorts.
The study indicates a need for a larger, multi-institutional study using a rigorously validated instrument to gather data and make generalizable inferences about the IL self-efficacy and skills of incoming LIS graduate students.