A Comparative analysis of information seeking behaviour of Canadian and international secondary school graduates entering a university

Abstract

The importance of acquiring information literacy (IL) knowledge and skills in high schools as a prerequisite to entering colleges and universities has been well-documented in the literature (e.g., Cahoy, 2002; Fitzgerald, 2004; Saunders, Severyn, & Caron, 2017).  This paper investigates the IL knowledge of Canadian and international high school graduates, as they enter a university in Canada. More specifically, the focus is on information seeking behaviour (ISB), part of the Access and Evaluation stages of the IL spectrum (Sparks, Katz, & Beile, 2016).