Developing the information literacy self‐efficacy scale

Abstract

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.

Profiling information behaviour of nursing students: part 1: quantitative findings

“…SCT is concerned with a range of concepts that fit into three core sets: behavioural, environmental and personal (Bandura, 1986 p24). Selfefficacy has been researched within academic settings (Pajares, 1996), but more so with respect to information technology (Compeau and Higgins, 1995, Eastin and LaRose, 2000, David et al, 2006 and with information literacy (Kurbanoglu, 2003, Kurbanoglu et al, 2006. The concept of self-efficacy as defined by Bandura (1977a) has been challenged.…”

“…Pre-validated research tools for 1) personality (Mini-Markers) (Saucier, 1994), 2) learning styles (ASSIST) (Entwistle, 1997) and 3) self-efficacy (Kurbanoglu et al, 2006) were used to enhance validity and reliability of those aspects of the questionnaire. These tools were selected in part due to their brevity as the overall questionnaire length needed to be manageable.…”

Do People Overestimate Their Information Literacy Skills? A Systematic Review of Empirical Evidence on the Dunning-Kruger Effect

“…Self-efficacy, based on selfperceptions regarding particular behaviors, influences human functioning and is considered important for lifelong learning. Kurbanoglu, Akkoyunlu and Umay (2006) argued, "if individuals feel themselves competent and confident about the information literacy skills they will willingly undertake and easily solve information problems. Otherwise, it is more likely that they will avoid and hesitate to try solving information problems in their hands" (p. 731-732).…”

Profiling information behaviour of nursing students: part 2: derivation of profiles

“…The quantitative element of the study used a questionnaire (sample n=194) consisting of three validated scales for personality (Saucier, 1994), learning styles (Entwistle, 1997), and self-efficacy with information literacy (Kurbanoglu et al, 2006), a section on information seeking preferences based on Foster's (2004) model, as well as some demographic questions.…”

“…The quantitative element of the study used a questionnaire (sample n=194) consisting of three validated scales for personality (Saucier, 1994), learning styles (Entwistle, 1997), and self-efficacy with information literacy (Kurbanoglu et al, 2006), a section on information seeking preferences based on Foster's (2004) model, as well as some demographic questions. Bawden and Robinson's (2011) chapter on 'information styles' summarises many studies that investigated the role of learning styles, self-efficacy, and personality in terms of information-related behaviour finding many plausible and consistent relationships.…”