Factors affecting students’ information literacy self-efficacy

Research output: Contribution to journalArticlepeer-review

23 Scopus citations

Abstract

Purpose: The purpose of this paper is to explore how computer self-efficacy (CSE), perceived information overload (IO) and the digital native perspective predict students’ information literacy (IL) self-efficacy. Design/methodology/approach: The research was conducted in Israel and comprised 117 students from the Information Science Department at Bar-Ilan University. Researchers used five questionnaires to gather personal details: a demographic questionnaire, the IL self-efficacy questionnaire, the CSE questionnaire, technology usage (TU) questionnaire and the perceived IO questionnaire. Findings: The findings confirm that these variables significantly predict students’ IL self-efficacy. Originality/value: Instructors and librarians should be familiar with the issue of individual differences, as well with the issue of students’ age. These factors may help them choose the most appropriate way when instructing IL skills to their students.

Original languageEnglish
Pages (from-to)183-196
Number of pages14
JournalLibrary Hi Tech
Volume37
Issue number2
DOIs
StatePublished - 12 Jun 2019

Bibliographical note

Publisher Copyright:
© 2019, Emerald Publishing Limited.

Keywords

  • Computer self-efficacy
  • Digital native
  • Information literacy self-efficacy
  • Perceived information overload
  • Quantative research
  • Students’ information literacy

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