Purpose-The main aim of this paper is to describe the development of a scale designed to measure self-efficacy for information literacy. Design/methodology/approach-Cronbach's alpha, item analysis and item discrimination indices, principal component analysis, varimax rotation, and discriminant validity were used to measure reliability and validity of the scale. A 28-item refined version of the scale was found highly reliable and of reasonable length. Findings-Further refinement based on principal component analysis indicated three major components, which allow approaching information literacy skills regarding to their complexity levels. Originality/value-The information literacy self-efficacy scale is recommended to identify individuals with low self-efficacy beliefs, which may be a significantly limiting factor for them to explore their information literacy skills.

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The purpose of this article is to examine students' views on the blended learning method and its use in relation to the students' individual learning style. The study was conducted with 31 senior students. Web based media together with face to face classroom settings were used in the blended learning framework. A scale of Students' Views on Blended Learning and its implementation, Kolb's Learning Style Inventory, Pre-Information Form and open ended questions were used to gather data. The majority of the students' fell into assimilators, accommodators and convergers learning styles. Results revealed that students' views on blended learning method and its use are quite positive.

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