Purpose-The main aim of this paper is to describe the development of a scale designed to measure self-efficacy for information literacy. Design/methodology/approach-Cronbach's alpha, item analysis and item discrimination indices, principal component analysis, varimax rotation, and discriminant validity were used to measure reliability and validity of the scale. A 28-item refined version of the scale was found highly reliable and of reasonable length. Findings-Further refinement based on principal component analysis indicated three major components, which allow approaching information literacy skills regarding to their complexity levels. Originality/value-The information literacy self-efficacy scale is recommended to identify individuals with low self-efficacy beliefs, which may be a significantly limiting factor for them to explore their information literacy skills.

This paper is primarily concerned with self-efficacy in the context of information literacy. The focus is first on the concept of self-efficacy, followed by attainment of self-efficacy beliefs. Finally, findings of the research, the aim of which was to explore students' (who enrolled in the Department of Information Management, Hacettepe University, Ankara, Turkey) perceived self-efficacy for information and computer literacy, are scrutinized. Results of the research indicate no significant year-to-year changes, although the students have a positive perceived self-efficacy for information literacy. Students' self-efficacy beliefs regarding information literacy and computers are correlated.

This study reports the descriptive and inferential statistical findings of a survey of academic reading format preferences and behaviors of 10,293 tertiary students worldwide. The study hypothesized that country-based differences in schooling systems, socioeconomic development, culture or other factors might have an influence on preferred formats, print or electronic, for academic reading, as well as the learning engagement behaviors of students. The main findings are that country of origin has little to no relationship with or effect on reading format preferences of university students, and that the broad majority of students worldwide prefer to read academic course materials in print. The majority of participants report better focus and retention of information presented in print formats, and more frequently prefer print for longer texts. Additional demographic and post-hoc analysis suggests that format preference has a small relationship with academic rank. The relationship between task demands, format preferences and reading comprehension are discussed. Additional outcomes and implications for the fields of education, psychology, computer science, information science and human-computer interaction are considered.

The purpose of this article is to examine students' views on the blended learning method and its use in relation to the students' individual learning style. The study was conducted with 31 senior students. Web based media together with face to face classroom settings were used in the blended learning framework. A scale of Students' Views on Blended Learning and its implementation, Kolb's Learning Style Inventory, Pre-Information Form and open ended questions were used to gather data. The majority of the students' fell into assimilators, accommodators and convergers learning styles. Results revealed that students' views on blended learning method and its use are quite positive.

The amount of information available on green libraries and green library practices, seems to be growing, however, very little has been written about green information literacy. The aim of this paper is to discuss how information literacy and its instruction can be transformed into green and contribute to the green library movement. With this aim, relevant recent and past publications have been analyzed. A green information literacy concept is introduced and a multi-faceted approach towards green information literacy instruction is presented. Conclusions and recommendations are drawn for practice and further studies.