No longitudinal studies on whether the acquisition information literacy requires formal instruction or whether it just develops “naturally” have yet been published. Moreover, no studies exist on individual and situational factors moderating the long-term development of information literacy. For these reasons, a three-semester long, four-wave longitudinal study on information-seeking knowledge (a major aspect of information literacy) was conducted with 137 psychology undergraduates (first wave). With regard to situational factors, curriculum-embedded information literacy instruction was contrasted with library instruction . Concerning individual factors, the role of working memory capacity was explored on cognitive load theory grounds. Data were analyzed through multi-level modeling. Results revealed a linear increase in information-seeking knowledge across the four waves, which remained significant when controlling for the effects of information literacy instruction. Curriculum-embedded instruction seemed more effective than library instruction . Working memory capacity moderated the development of information-seeking knowledge: Students with a high working memory capacity had steeper learning curves than those with lower working memory capacity. Results were robust when controlling for additional individual factors known to have an impact on knowledge development, namely fluid intelligence, epistemic beliefs , and domain-specific self-efficacy beliefs. We conclude that instruction plays a key role in information literacy development , especially when it is embedded into the respective curriculum. Moreover, reducing cognitive load is crucial for the acquisition of information-seeking knowledge. Efforts should therefore be made to enhance the usability of information search tools and to provide well-structured online tutorials and instructional modules, for example by using authentic, real-world learning tasks. • A longitudinal study on information literacy in psychology students was conducted. • The roles of instruction and working memory capacity were investigated. • Curriculum-integrated instruction is more effective than library instruction. • Working memory capacity moderates the development of information-seeking knowledge. • On cognitive load theory grounds, usability of databases and tutorials is crucial.
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