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

Abstract

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.

Information literacy in the legal workplace: Current state of lawyers’ skills in Pakistan

“…A closer look at the analysis discovered that the lawyers who participated in the survey felt more competent in basic IL skills such as understanding of different legal systems, task conceptualization, defining precisely legal information needs, identifying potential information sources, gathering information from multiple sources, determining the information quality, understanding the laws governing the lawyers’ information use, comprehending and applying legal research skill. These findings were expected as academic libraries in Pakistan did not impart advanced levels of IL in Pakistan (Anwar and Naveed, 2019; Naveed, 2022; Naveed and Mahmood, 2019, 2021). These findings needed to be interpreted considering the theory of the Dunning-Kruger effect as low performers overstate their IL skills in most of the cases (Mahmood, 2016).…”

“…This finding was anticipated and not surprising as special libraries did not make such provisions to impart IL instruction in Pakistan (Anwar and Naveed, 2019; Naveed, 2022; Naveed and Rafique, 2018). The IL instruction programs being offered in most of the academic libraries were in the embryonic stage and far behind those of the developed world (Anwar and Naveed, 2019; Hamid and Ahmad, 2016; Kousar and Mahmood, 2015; Naveed, 2022; Naveed and Mahmood, 2019, 2021; Naveed and Rafique, 2018; Ullah and Ameen, 2014). This result corroborated the results of Naveed (2022), and Naveed and Rafique (2018) who also reported similar findings.…”

A trilateral approach to design a model course on information literacy and research ethics for tertiary‐level curricula: A pathway to university ranking success

“…Similar research conducted by James et al (2019) exposed that the majority of students lacked advanced search strategies and faced trouble in rating and accessing the information resources. Conversely, Naveed and Mahmood (2021) perceived students' low level self‐efficacy not only in searching but in defining information needs, accessing resources, evaluating sources, interpreting, synthesising and ethically using information, and finally communicating the information through the proper channel.…”

“…Researchers suggested that the use of plagiarism checkers has failed to stop the practice just as academic codes of conduct by the postgraduate researchers and lecturers have not worked (Amunga, 2013). It was strongly recommended that university administration should introduce ethics courses as university prerequisite courses apart from the compulsory core courses (Arefeen et al, 2020; Brown, 1999; Carbo, 2005; Carbo & Almagno, 2001; Dadzie, 2011; Maughan, 2001; Naveed & Mahmood, 2021; Nero, 1999). So, behaviour change should be brought about by a deep understanding of IL and IE and the need to embrace positive practices in regard to access and use of information in university and life‐long practices.…”

How information literacy influences creative skills among medical students? The mediating role of lifelong learning

“…CILIP [ 7 ] defined information literacy as ‘the ability to think critically and make balanced judgments about any information we find and use. It empowers us as citizens to develop informed views and to engage fully with society.’ Information literacy plays an important role in the capacity building of students to undertake information related tasks, make the best use of information and adopt appropriate information behaviour to achieve educational and career goals [ 8 ]. It also influences positively students’ academic engagement and academic performance [ 9–11 ].…”