Is information literacy ability, and metacognition of that ability, related to interest, gender, or education level? A cross-sectional study of higher education students

How information literate are students in higher education, and how accurate is their metacognition related to that ability? Are students’ perceived needs learn more level of interest becoming pursuit literacy (IL) skill development? First-year undergraduates, master’s, PhD ( N = 760) took an objective IL test estimated scores both before after the test. ability, as well estimation increased with education experience experience, though also varied notably within groups. Low-performers tended overestimate abilities, while high-performers underestimate them—both evidence Dunning-Kruger effect. Furthermore, gender comparisons revealed men estimate higher, accurate, than women. Finally, reported greater undergraduates. Although undergraduates felt a need more, were inclined pursue growth. For groups, correlated far likelihood invest effort into developing competencies know more. What implications might these findings have for we conceptualize teaching IL?