Research Information System
7th European Conference on Information Literacy (ECIL), ELECTR NETWORK, 20 - 23 September 2021, pp.629-636
There have been many efforts to investigate the relationship between information literacy (IL) skills or library resources and academic achievement in higher education. Yet many instruments researching this important topic are not in alignment with recent theoretical advancements in IL in that they fail to treat IL as situational and context-dependent. This paper describes the preliminary results from the Informed Learning scale, a new instrument intending to measure students' self-perceptions of their ability to learn to use information while also learning disciplinary content. Although self-reporting scales have their limitations, using IL instruments like the Informed Learning scale can provide real insight into the relationship between using information, student learning, and other metrics for academic success. Utilizing results from thousands of students across different disciplines provides actionable insights for instructors, academic librarians, and administrators.