Information Literacy Skills of EFL Students Based on The Seven Pillars Model
Abstract
Information literacy (IL) is a cornerstone of academic and professional success, particularly in navigating the increasingly complex digital information landscape. This study explored graduate students’ perceptions of information literacy (IL), emphasizing their experiences with the Seven Pillars of Information Literacy model in a Critical Literacy class at Universitas Negeri Yogyakarta. Employed a mixed-method approach, data were gathered from six students through a Likert-scale questionnaire and semi-structured interviews. The quantitative findings revealed that participants demonstrated strong competencies in identifying, gathering, and managing information but encountered challenges in evaluating and synthesizing sources. Thematic analysis of interview data further revealed difficulties with dense academic texts and time management, leading to trade-offs between efficiency and depth in their academic work. Despite these challenges, participants recognized IL as essential for research, critical thinking, and academic achievement. The study underscores the need for advanced IL instruction that moves beyond foundational skills to address critical evaluation and synthesis, preparing students for both academic and professional contexts. Recommendations for targeted interventions and curriculum enhancements are discussed, contributing to the discourse on effective IL education in higher education.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i3.6529
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