INFORMATION LITERACY AND OTHER CHUCHUNESS
Access
Evaluating Sources
Evaluating Content (Including: the learner
achieves understanding, then incorporates
selected information in his/her knowledge base
and value system)
Using Information for a Specific Purpose
HEAD
Identifies the most appropriate sources to answer the
question; develops effective search strategies that may
be unique to each source
Reviews information retrieved to assess the reliability
of each source; determines ways of modifying search
strategies to ensure that information is sufficient to
address the issue at a level appropriate for a senior
Analyzes information and evaluates point of view;
considers contradictory information; recognizes
prejudice, deception, or manipulation; compares new
information with prior knowledge; draws conclusions
based on the information retrieved; develops a critical
response to the information
Effectively organizes content in support of the
purposes of a product, using multiple sources; chooses
a communication medium that best supports the
purposes of the assignment; and uses an editorial style
appropriate to the specific discipline involved
Even though many students may consider themselves
adept at evaluating information and applying
techniques for tackling one course-related research
assignment to the next, …. half of the students in our
sample reported nagging uncertainties with concluding
and assessing the quality of their own research efforts.
All in all, the findings suggest students in both large
universities and small colleges use a riskaverse strategy
based on efficiency and predictability in order to
manage and control the information available to them
on campuses. Still, most students struggle with the
The results shown corresponds with The
Guidelines for Information Literacy in the
Curriculum of the Middle States Commission on
Higher Education (2003) which states that senior
students are expected to be information literate in
terms of accessing information wherein they can
already detect the most suitable sources in
answering questions and improving strategies for
effective searching.
In addition to this, the senior students must also
be capable of evaluating the sources and the
content of information they gathered in which
they can review and assess of the retrieved
information and sources are reliable, identify ways
to modify their strategies in searching to evaluate
if the information gathered is sufficient and
appropriate. Literacy in evaluating the content
information is achieved when an individual can
assess the point of view of the information,
compare recent to former information, and make
conclusions and analytical reactions to this
information.
The expectation that the graduating students to
have the ability to use and manage information for
a purpose (Middle States CHED, 2003) agrees with
the above result of the study.
Head and Eisenberg (2010) states that even if the
students evaluate themselves as adept at
evaluating and applying information, they are
uncertain as to whether they manage and control
information efficiently. Information are used by
the students in the completion of their
assignments, research and thesis, term papers and
the development of working outlines.

Dorvlo, Selikem Sebuava Mrs., "INFORMATION
LITERACY AMONG POST GRADUATE STUDENTS
OF THE UNIVERSITY OF GHANA." (2016). Library
Philosophy and Practice (e-journal). 1392.
http://digitalcommons.unl.edu/libphilprac/1392
RELATIONSHIP BETWEEN INFO LIT AND USAGE
OF ELECTRONIC INFO RESOURCES
Adeleke, Dare Samuel D. S. and Emeahara,
Evelyn Nkechi, "Relationship between
Information Literacy and Use of Electronic
Information Resources by Postgraduate
Students of the University of Ibadan" (2016).
Library Philosophy and Practice (e-journal).
1381.
http://digitalcommons.unl.edu/libphilprac/1381
same frustrating open-endedness when trying to find
information and conduct research for college courses
and to a far lesser extent, for solving an information
problem in their personal lives.
Introducing information literacy as part of the Dorvlo (2016) recommended on his study that in
curriculum at the post graduate level of education is order for them to use and manage information
important because of the need for the right properly and appropriately, information literacy as
information to be gathered for assignments, term a part of the curriculum must be taught effectively
papers, presentations and theses writing. Information at the post graduate level of education.
literacy must be taught effectively at the graduate
level of education so that students will be able to
choose the right information for the different purposes
information is needed for.
Significant relationship between information literacy Usage of information technologies have a
skills and use of electronic information resources was significant impact on the level of information
established from result of the findings. It is evident literacy of postgraduate students (Adeleke and
that postgraduate students need to be assisted by Emeahara, 2016).
stake holders to acquire the needed electronic
information literacy skills, provide unmediated access
to effectively use and benefit from the myriads of
electronic information resources available to them to
improve the quality of their academic and research
work.