TY - JOUR AU - Hebert, Andrea PY - 2018/09/10 Y2 - 2024/03/28 TI - Information Literacy Skills of First-Year Library and Information Science Graduate Students: An Exploratory Study JF - Evidence Based Library and Information Practice JA - EBLIP VL - 13 IS - 3 SE - Research Articles DO - 10.18438/eblip29404 UR - https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29404 SP - 32-52 AB - <p><strong>Abstract</strong></p><p><strong>Objective </strong>– 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.</p><p><strong>Methods </strong>– 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 &amp; 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.</p><p><strong>Results </strong>– 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.</p><p><strong>Conclusion </strong>– 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.</p> ER -