A grounded analysis of year 8 students’ reflections on information literacy skills and techniques and an identification of students’ information literacy attributes

Abstract

This research, undertaken in a UK high school, focuses on the views of year 8 students who were asked to reflect on their use of information literacy skills when completing an English assignment. A grounded analysis approach was taken in analysing the diaries which students completed during their assignment. Findings reveal a number of categories which illustrate the students’ views of and use of information literacy skills.