Sociological and Psychological Aspects of Information Literacy in Higher Education

Abstract

This work investigates several sociological and psychological factors that are believed to affect college-level students' ability to make relevance judgements, including exposure to and experience in information environments and subsequent performance in such environments. Information Literacy in Higher Education addresses Neely's investigation, her data collection methods, as well as her data analysis, and explains how her thesis research led her to create guidelines on how academic institutions can improve their approach to information literacy. Included in the text are several recommendations for those exploring future research options on information literacy, as well as guidelines on how academic institutions can better serve students in information literacy.

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