Information Literacy and Academic Performance among Undergraduate Students

Project Abstract

Information literacy is a critical skill that enables students to effectively navigate the vast and ever-evolving landscape of information resources, both digital and physical. This project aims to investigate the relationship between undergraduate students' information literacy skills and their academic performance, providing valuable insights into the role of information literacy in supporting academic success. The project recognizes the increasing reliance on information-driven decision-making in the modern academic environment, where students are expected to effectively research, evaluate, and utilize information from a variety of sources to complete assignments, write papers, and engage in critical thinking. However, there is a growing concern that many undergraduate students may lack the necessary information literacy skills to fully capitalize on the wealth of information available to them. This project will undertake a comprehensive study to examine the extent to which information literacy skills are correlated with academic performance among undergraduate students. The study will involve a mixed-methods approach, combining quantitative data collection through surveys and standardized information literacy assessments, as well as qualitative interviews and focus groups to gain a deeper understanding of students' experiences and perceptions. The project's primary objectives are threefold 1) to assess the current level of information literacy skills among undergraduate students; 2) to investigate the relationship between information literacy and academic performance, as measured by grade point averages (GPAs) and other relevant indicators; and 3) to identify the specific information literacy skills that are most strongly associated with academic success. By addressing these objectives, the project aims to generate valuable insights that can inform the development and implementation of targeted information literacy interventions and educational programs. The findings will be particularly relevant for university librarians, faculty, and administrators who are responsible for designing and delivering information literacy instruction and support services. Furthermore, the project's exploration of the link between information literacy and academic performance will contribute to the broader understanding of the factors that influence student success in higher education. The project's findings may also have implications for the design of curricula, the integration of information literacy instruction across disciplines, and the provision of targeted support and resources for students. The project will be carried out over a two-year period, with the first year dedicated to data collection and analysis, and the second year focused on disseminating the findings through academic publications, conference presentations, and stakeholder engagement activities. The project team will comprise a multidisciplinary group of researchers, including librarians, education specialists, and social scientists, ensuring a comprehensive and well-rounded approach to the investigation. In conclusion, this project is a timely and critical undertaking that addresses the crucial role of information literacy in supporting the academic success of undergraduate students. By providing a deeper understanding of the relationship between these two key factors, the project has the potential to inform educational policies, pedagogical practices, and the development of effective information literacy programs, ultimately contributing to the overall enhancement of student learning and achievement in higher education.

Project Overview