Information Literacy Skills of First-Year Library and Information Science Graduate Students: An Exploratory Study
Bibliographic record
Abstract
Abstract Objective – This cross-sectional, descriptive study seeks to address a gap in knowledge of both information literacy (IL) self-efficacy and IL skills of students entering Louisiana State University’s Master of Library and Information Science (MLIS) program. Methods – An online survey testing both IL self-efficacy and skills was administered through Qualtrics. The online survey instrument used items from existing instruments (Beile, 2007; Michalak & Rysavy, 2016) and was distributed to two cohorts of incoming students; the first cohort entered the MLIS program in fall 2017, and the second entered in spring 2018. Results – Data varied between cohorts and between survey instruments for both IL self-efficacy and skills; however, bivariate analysis of data indicated a moderate positive correlation between overall IL self-efficacy and demonstrated IL skill scores in both fall 2017 and spring 2018 cohorts. Conclusion – The study indicates a need for a larger, multi-institutional study using a rigorously validated instrument to gather data and make generalizable inferences about the IL self-efficacy and skills of incoming LIS graduate students.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.005 | 0.966 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".