Date of this Version
The major goal of this study was to measure the Information Literacy (IL) skills of Research Scholars engaged in research-based tasks at GC University Lahore (the most historical educational institution of Pakistan).
A survey method was applied in this study. The population of the study consisted of the students of the Faculties of Arts & Social Sciences, Life Sciences, and Languages Sample of the study was based upon only those students who were doing research-related activities in Hons., Masters, M. Phil., and Ph. D. Programs. The purposive Sampling Technique was applied to gather data from the participants. A structured questionnaire was formulated and randomly distributed among 120 participants who were doing dissertations or engaged in other research-based assignments/projects. A total of 93 (77.5%) filled questionnaires were received from the respondents who were busy in different research-based activities including research reports, dissertations, and research articles. Gathered data were analyzed through SPSS (Version 26.0) Software and descriptive (Frequency, Percentages, Mean, Standard Deviation) & inferential (One Way ANOVA) statistical tests were applied to summarize the results of the study.
Findings of the study show that the highest mean score remained for the statement, “I can efficiently use subscribed and open-access information resources” (M = 4.14). Most of the researchers were skilled in different IL skills and the overall mean score was above 3. The majority of the respondents were skilled in presenting key ideas from the gathered information, inferring main themes from the gathered information, checking the reliability of the searched information, identifying the best authentic sources of information, to refine the search query, and to evaluate searched information in order to know its authenticity. The lowest mean score remained for the statement "I can scan needed information from the found material” (M= 2.80). The majority of the research scholars considered Information Literacy (IL) very important (M=4.04). The findings of the study show that the majority of the researchers (90.3%) were in the favor of IL instructional programmes for developing required skills to conduct the research efficiently while only 6.5% of researchers were not in the favour of IL instructional programmes. Results of the study show that there is a significant age-based difference among research scholars' IL competencies. The findings of the study also show that there is a significant class-based difference among research scholars’ IL competencies.
The study recommends the need for the provision of Information Literacy (IL) course for the research scholars engaged in the impactful research output at the university level. More Information Literacy (IL) sessions are needed to develop IL skills among research scholars of the university so that no barriers might take place in accessing required information resources for producing research having a societal impact. Decision-making personalities of the university should consider the inclusion of IL Course for researchers of all levels from Hons. to Doctors Programs. The findings of the study may be executed on other educational institutions that have similar strategies, policies, traditions, learning, and teaching environment.