This study replicates a previous study based on work in psychology, which demonstrates that students who score as below proficient in information literacy (IL) skills have a miscalibrated self-view of their ability. Simply stated, these students tend to believe that they have above-average IL skills, when, in fact, an objective test of their ability indicates that they are below-proficient in terms of their actual skills. This investigation was part of an Institute of Museum and Library Servicesfunded project and includes demographic data about participants, their scores on an objective test of their information literacy skills, and self-estimates of their ability. Findings support previous research that indicates many students come to college without proficient IL skills, that students with below-proficient IL skills have inflated views of their ability, and that this miscalibration can also be expressed by students who test as proficient. Implications for research and practice are discussed.

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An online survey sent to the community of professional librarians in the United States who provide information literacy instruction in academic libraries provided insights into their practices and the challenges they face. Data include current pedagogical methods, client groups of focus, assessment and evaluation, marketing, instructional objectives, incorporating the new Framework for Information Literacy for Higher Education into instruction, the role of technology in instruction, the importance of relationships with faculty and administrators, and a range of common challenges faced by instructional librarians.1 The survey results can help to identify best practices, to improve current practice, to compare practices across different contexts, and to inform preprofessional preparation of librarians who will become providers of instruction.The instructional role continues to be emphasized in professional librarians' work in academic libraries.2 Even so-called "digital natives" do not enter postsecondary educational contexts with sophisticated information searching or information evaluation skills.3 Academic librarians, therefore, have significant responsibility to help students to become information-literate. This teaching role is complex and challenging, and it has shifted over time from a strict focus on teaching students how to find materials in the library to broader goals, which include teaching transferable skills such as critical thinking and information evaluation. This study reports a recent survey of U.S. professional librarians with instructional responsibilities that was conducted to explore respondents' views, practices, and concerns. The survey provided useful feedback on current pedagogical methods, client groups of focus, assessment and evaluation, marketing, instructional objectives, incorporating the new Framework for Information Literacy for Higher Education into instruction, the role of technology in instruction, the importance of relationships with faculty and administrators, and a range of common challenges faced by this community.4 This is the first comprehensive national survey of this type in the United States, although similar surveys have been conducted in other countries.

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