Document Type

Article

Publication Date

January 2015

Publication Title

The Journal of Academic Librarianship

Volume

41

Issue Number

1

First Page

2

Last Page

8

DOI

10.1016/j.acalib.2014.11.012

Keywords

EVIDENCE BASED PRACTICE, INFORMATION LITERACY, OVERCONFIDENCE, STUDENT'S PERCEPTIONS, HEALTH SCIENCES

Disciplines

Information Literacy | Library and Information Science

Abstract

Librarians with instructional responsibilities will base information literacy session content upon course syllabi and teaching faculty's assessments of student readiness. Often students' self-perceived competencies do not factor into the lesson planning process. The aim of this project is to collect the levels of self-confidence for a group of students who are primarily entering health care professions. This study observes students' levels of self-confidence in performing research-related activities and their corresponding ability to correctly answer content questions for those tasks. Students' self-confidence ratings are not reliable indicators for information literacy competence. The confidence levels for information literacy tasks of students entering health care professions may have clinical implications for future practice.

Comments

This is the Authors' Submitted Manuscript for an article that appeared in the Journal of Academic Librarianship, volume 41, issue 1, January 2015. The publisher's Version of Record is available at http://dx.doi.org/10.1016/j.acalib.2014.11.012
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Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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