Developing First Year Student Information Literacy: Reflections on the Learning Process

Abstract

This article evaluates first year student’s engagement with information literacy as they make the transition to third level education. For part of their assessment for a core module, students maintained reflective journals. These in turn, have provided the data for a qualitative, grounded theory study.

 Results demonstrate that students find transition problematic and spend their first semester in a state of uncertainty but the reflective journals aid them in thinking about their achievements in relation to their developing academic skills, including information literacy, during their first semester.