Investigation of the Validity Evidence of the Information Literacy Self-Efficacy Scale (ILSES) Among Undergraduate Students

Oct 15, 2026

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This research provides validity evidence for the Information Literacy Self-Efficacy Scale (ILSES), an instrument developed in 2006 and widely used in information literacy assessment. Data from 253 undergraduate students were analyzed using descriptive statistics, internal consistency reliability, and confirmatory factor analysis. Three CFA models were compared, and results supported a four-factor structure consisting of initiating search, assessing and comprehending information, interpreting/synthesizing/using information, and evaluating product and process.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Abstract

Purpose and instrument background

Data and methods

CFA model comparison and factor structure

Interpretation in evolving information environments

Communications in Information Literacy | Volume 15 Issue 1 | Article 1 | | --- | --- | | 6-2021
Investigation of the Validity Evidence of the Information Literacy Self-Efficacy Scale (ILSES) Among Undergraduate Students
Max Sommer
University of Florida, [maxdsommer@gmail.com](maxdsommer@gmail.com)
Angela M. Kohnen
University of Florida, [akohnen@coe.ufl.edu](akohnen@coe.ufl.edu)
Albert D. Ritzhaupt
University of Florida, [aritzhaupt@gmail.com](aritzhaupt@gmail.com)
John Hampton
University of Florida, [jon.hampton@gmail.com](jon.hampton@gmail.com)
Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)
Part of the Information Literacy Commons
Let us know how access to this document benefits you. | | Recommended Citation Sommer, M., Kohnen, A. M., Ritzhaupt, A. D., & Hampton, J. (2021) . Investigation of the Validity Evidence of the Information Literacy Self-Efficacy Scale (ILSES) Among Undergraduate Students. Communications in Information Literacy, 15 (1), 1–23 . [https://doi.org/10.15760/comminfolit.2021.15.1.1](https://doi.org/10.15760/comminfolit.2021.15.1.1) This open access Research Article is distributed under the terms of the Creative Commons AttributionNonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4 .0) . All documents in PDXScholar should meet accessibility standards. If we can make this document more accessible to you, contact our team. Investigation of the Validity Evidence of the Information Literacy Self-Efficacy Scale (ILSES) Among Undergraduate Students Max Sommer, University of Florida Angela M. Kohnen, University of Florida Albert D. Ritzhaupt, University of Florida John Hampton, University of Florida Abstract The purpose of this research was to provide validity evidence for the Information Literacy Self-Efficacy Scale (ILSES), a widely used instrument that was constructed in 2006. The researchers were interested in investigating the validity of this instrument due to the evolution of the information environment that has taken place since the scale’s original development, mostly as a result of the prominence of the internet. Data were collected from undergraduate students participating in a broader information literacy research study (n = 253) . Data were subjected to descriptive analyses, internal consistency reliability, and a confirmatory factor analysis (CFA) . After evaluating three different CFA models based on the ILSES’ construction, the researchers determined that a four-factor model fit the data with the following latent constructs: 1) Initiating the search strategy, 2) Assessing and comprehending the information, 3) Interpreting, synthesizing, and using the information, and 4) Evaluating the product and process. A discussion of these findings is provided in light of the evolving information environments in which undergraduate students are expected to use information for their academic, personal, and professional lives. Keywords: information literacy, internal validity evidence, self-efficacy, confirmatory factor analysis Sommer, M., Kohnen, A. M., Ritzhaupt, A. D., & Hampton, J. (2021) . Investigation of the validity evidence of the Information Literacy Self-Efficacy Scale (ILSES) among undergraduate students. Communications in Information Literacy, 15(1), 1–23. Investigation of the Validity Evidence of the Information Literacy Self-Efficacy Scale (ILSES) Among Undergraduate Students Over thirty years ago, the American Library Association (ALA) appointed a committee to define information literacy (IL) and make instructional recommendations for librarians and educators (ALA, 1989) . Since then, the importance of IL has only grown. IL sets the foundation for lifelong learning, a key mission of higher education (Association of College and Research Libraries [ACRL], 2000). It gives power to individuals to gain control over their learning, become mo

FAQs

What is the main purpose of the study?

The study aims to provide validity evidence for the Information Literacy Self-Efficacy Scale (ILSES). It evaluates the scale in light of changes in the information environment since its original development.

How were the data collected and analyzed?

Researchers collected data from 253 undergraduate students and applied descriptive analyses, internal consistency reliability testing, and confirmatory factor analysis (CFA).

What factor structure did the researchers find for the ILSES?

After testing three CFA models, the researchers determined that a four-factor model fit the data. The four latent constructs are initiating the search strategy, assessing and comprehending information, interpreting/synthesizing/using information, and evaluating the product and process.

Oct 15, 2026

Uploaded by kopisore