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Kohnen\u003Cbr>University of Florida, [akohnen@coe.ufl.edu](akohnen@coe.ufl.edu)\u003Cbr>Albert D. Ritzhaupt\u003Cbr>University of Florida, [aritzhaupt@gmail.com](aritzhaupt@gmail.com)\u003Cbr>John Hampton\u003Cbr>University of Florida, [jon.hampton@gmail.com](jon.hampton@gmail.com)\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  \nSommer, 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)  \nThis 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.  \nInvestigation of the Validity Evidence of the Information Literacy Self-Efficacy Scale (ILSES) Among Undergraduate Students  \nMax Sommer, University of Florida Angela M. Kohnen, University of Florida Albert D. Ritzhaupt, University of Florida John Hampton, University of Florida  \nAbstract  \nThe 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.  \nKeywords: information literacy, internal validity evidence, self-efficacy, confirmatory factor analysis  \nSommer, 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.  \nInvestigation of the Validity Evidence of the Information Literacy Self-Efficacy Scale (ILSES) Among Undergraduate Students  \nOver 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","cbCaipACM1ae7rcs","https://ap.wps.com/l/cbCaipACM1ae7rcs","pdf",396528,24,"English","# Abstract\n## Purpose and instrument background\n## Data and methods\n## CFA model comparison and factor structure\n## Interpretation in evolving information environments","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"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.\"},{\"question\":\"How were the data collected and analyzed?\",\"answer\":\"Researchers collected data from 253 undergraduate students and applied descriptive analyses, internal consistency reliability testing, and confirmatory factor analysis (CFA).\"},{\"question\":\"What factor structure did the researchers find for the ILSES?\",\"answer\":\"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.\"}]","Investigation of the Validity Evidence of the Information Literacy Self-Efficacy Scale (ILSES) Among Undergraduate Students | PDF",1792088425]