Belief in Importance of Information Literacy Abilities among Undergraduates. Underlying Factors and Analysis of Variance

Abstract

Purpose. The purpose of this paper is to analyse the levels of belief-inimportance of information literacy abilities (BILA) among an undergraduates´ sample. The aim is, on the one hand, to discover if there is a representative latent structure, and, on the other hand, to know the existing differences according to external variables such as academic degree, course, gender and age. Design/methodology/approach. A self-assessment questionnaire (ILHUMASS) was applied to a sample of 749 students in English Studies, Translation & Interpreting, and Education in Spain. Three types of statistical methods have been used to study the results: descriptive, factorial, and analysis of variance. Findings: Students’ levels of BILA are acceptable but improvable. A framework of six underlying factors has been uncovered: evaluation-ethics, searching-using, technological processing, communication, dissemination, and cognitive processing of the information. Significant differences on degree, course and gender have been found. Practical implications. This research is intended for a broad academic sector, including faculty, librarians and students in higher education. The BILA construct helps to improve the diagnosis of the perception of the belief in importance of information literacy abilities. Its representation through a reduced number of latent factors simplifies results and possible applications. The results show that variations in degree, course and gender are significant and should be taken into account. Originality. Although much has been written about information literacy abilities we still know little about the importance students place on them. The BILA construct is intended to improve that knowledge.