| This is a quantitative methods, exploratory study to compare students' perceptions regarding information literacy abilities and their demonstrated skills. The sample for this study was taken from students at Casper College, a community college in central Wyoming. Questions were asked regarding student perceptions, along with questions to determine information literacy skills scores, and questions related to demographic predictors that might influence the attainment of skills necessary to be considered information literate.;An independent-samples t-test was conducted to compare the information literacy skills scores for traditional and non-traditional students. Separate one-way ANOVAs were conducted to explore the impact of degree choice on information literacy (IL) skills, the effect of completed college credits, and the impact of major by school. A Pearson product--movement correlation coefficient was used to determine if there was a relationship between students' perceived information literacy skills and their exhibited information literacy skills. Findings indicate that substantial differences between students' perceived abilities and the actual results of the skills test. The only demographic indicator of significance was completed college credits.;The outcomes used in this study are based on the Association of college and Research Libraries' (ACRL's) Information Literacy Competency Standards for Higher Education (ACRL, 2000).. |
