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Document Type

Research Article

Abstract

Information literacy is an essential proficiency for success in academic studies, yet many first-year students find it hard to use information sources efficiently and to develop academic information literacy. This study reports findings from first-year students' self-estimation of their information skills according to two information literacy models (Shapiro & Hughes, 1996; Ng, 2012) and presents interesting insights on the differences between the multicultural and multilingual student groups in the study’s population. The researchers found that Hebrew-native speaking students preferred digital sources while Hebrew as second language (Arabic-speaking) students preferred printed sources, and both groups ranked their technological and information literacy skills as above average. The study supports previous research on Arabic-speaking students’ need for more mediation in the dimensions of information literacy examined compared to Hebrew-speaking students, despite no significant difference in access to the internet at home and self-assessment of their general computing skills.

DOI

10.15760/comminfolit.2018.12.2.4

Persistent Identifier

https://archives.pdx.edu/ds/psu/27571

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