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Data from 443 graduate students produced a 36-item measure covering seven constructs, with subscales demonstrating internal consistency and evidence of convergent and discriminant validity. 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Development of the Perception of Information Literacy Scale (PILS)\u003Cbr>Matthew Doyle\u003Cbr>California State University, Fresno, [mdoyle@csufresno.edu](mdoyle@csufresno.edu)\u003Cbr>Britt Foster\u003Cbr>California State University, Fresno, [brfoster@csufresno.edu](brfoster@csufresno.edu)\u003Cbr>[Mariya A. Yukhymenko-Lescroart](Mariya A. Yukhymenko-Lescroart)\u003Cbr>California State University, Fresno, [mariyay@mail.fresnostate.edu](mariyay@mail.fresnostate.edu)\u003Cbr>Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)\u003Cbr> Part of the Information Literacy Commons\u003Cbr>Let us know how access to this document benefits you. |  |\n\nRecommended Citation  \nDoyle, M., Foster, B., & Yukhymenko-Lescroart, M. A. (2019) . Initial Development of the Perception of Information Literacy Scale (PILS) . Communications in Information Literacy, 13 (2), 205-227.  \n[https://doi.org/10.15760/comminfolit.2019.13.2.5](https://doi.org/10.15760/comminfolit.2019.13.2.5)  \nThis Research Article is brought to you for free and open access. It has been accepted for inclusion in Communications in Information Literacy by an authorized administrator of PDXScholar. For more information, please contact [pdxscholar@pdx.edu](pdxscholar@pdx.edu).  \nInitial Development of the Perception of Information Literacy Scale (PILS)  \nMatthew Doyle, California State University, Fresno Britt Foster, California State University, Fresno Mariya A. Yukhymenko-Lescroart, California State University, Fresno  \nAbstract  \nThe ACRL Framework for Information Literacy for Higher Education has provided academic librarians a guiding document to facilitate the development of information literacy skills in students. Despite widespread adoption of the Framework in academic libraries, a lack of valid and reliable Framework-based scales for assessing students’knowledge practices and dispositions hinders further understanding of student information literacy. The current article describes the development and testing of the Perception of Information Literacy Scale (PILS) . The participants in this study were 443 graduate students. The resulting scale is made up of 36 items that measure seven distinct constructs of information literacy. The subscales ofthe PILS had good estimates of internal consistency and showed evidence of convergent and discriminant validity. PILS allows academic librarians to measure how students perceive their own information literacy knowledge practices and dispositions and could be useful for outreach, instructional design, and assessment activities.  \nKeywords: information literacy, graduate students, scale development, Framework for Information Literacy for Higher Education, perception, assessment  \nDoyle, M., Foster, B., & Yukhymenko-Lescroart, M. A. (2019) . Initial Development of the Perception of Information Literacy Scale (PILS) . Communications in Information Literacy, 13(2), 205-227.  \nInitial Development of the Perception of Information Literacy Scale (PILS)  \nIntroduction  \nAs the Association of College and Research Libraries (ACRL, 2015) Framework for Information Literacy for Higher Education becomes integrated into the information literacy (IL) work of librarians, professionals need a valid, reliable Framework-based tools to assess varying aspects of student IL. Creating such tools has been a difficult task for a few reasons:  \nDue to the relatively recent adoption of the Framework, librarians have had a limited amount of time in which to develop tools based on it. In addition, the Framework provides unique challenges for assessment of IL because it is grounded in Meyer and Land’s (2006) idea of threshold concepts.  \nOakleaf (2014) outlined the considerations of assessing IL through the lens ofthe Framework and how Meyer and Land (2006) addressed assessment of threshold concepts. Included is the need fo","cbCaioJjWWYWlmpa","https://ap.wps.com/l/cbCaioJjWWYWlmpa","pdf",393825,24,"English","# Abstract\n# Introduction\n## Need for framework-based assessment tools\n## Assessment grounded in threshold concepts\n## Role of self-assessment and metacognition\n## Overconfidence and instructional implications\n# Methods and instrument development (implied)","[{\"question\":\"What problem does this article address in information literacy assessment?\",\"answer\":\"The article addresses the lack of valid and reliable framework-based scales for assessing students’ information literacy knowledge practices and dispositions.\"},{\"question\":\"How is the Perception of Information Literacy Scale (PILS) constructed?\",\"answer\":\"PILS is developed and tested using responses from 443 graduate students and results in a 36-item scale measuring seven distinct constructs.\"},{\"question\":\"What evidence of validity and reliability does PILS provide?\",\"answer\":\"The PILS subscales show good internal consistency and provide evidence of convergent and discriminant validity.\"}]","Communications in Information Literacy - Volume 13 - Issue 2 - Article 5 - Initial Development of the Perception of Information Literacy Scale (PILS) | PDF",1792088167]