Information Literacy based on Self-efficacy Model in Information
Needs amongst Undergraduate Students
Ike Iswary Lawanda, Farikhatus Ulfa
Library Science Studies Department, Faculty of Humanities, Universitas Indonesia, Indonesia
Keywords: Information literacy, Information literacy self-efficacy, University library
Abstract: This paper is about information literacy amongst faculty of humanities undergraduate students in the issue of
life skill solving their informational problems. It is to measure information literacy in their beliefs as skill and
strategy mean to solve informational needs. It can be done by using information literacy self-efficacy model.
Descriptive design method using the survey method is used for data collection and analyzing general
categories in 91 students in their last year assignment through convenience sampling technique. The result
finds that information literacy self-efficacy in students has a mean of high in the total score of 71.06%. There
are seven categories of self-efficacy amongst students: Information needs, information assessment and
understanding, synthesis, usage, communicating, evaluating process and results, deciding information
resources access and location, strategies of searching. The conclusion about information literacy self-efficacy
in solving the problem is categorized high in skills and beliefs. It is significant to university library
contribution providing infrastructure for information access and pieces of training and promotions and its
services by lecturers to students. Further agenda is materials in information literacy instruction emphasizes
information searching strategies that meet the needs such as keywords, Boolean operators, sign instruction
and searching strategies as it is a life skill.
1 INTRODUCTION
Information is continuously produced by utilizing and
in line with the development of information and
communication technology and every day used of
internet. It is to show an example of the
implementation of sustainable goals, in the goal of
education. Information literacy skills improve the
quality of life of higher education students and access
to inclusive education (United Nation, 2009). Here,
the university library and reference librarians, in
particular, have provided the tools to impoverish the
quality life of students. Everyone is faced with a
situation where they have to be able to correctly sort
and obtain necessary information from the many piles
of information already existing. The issues of
authoritativeness, reliability, and currency determine
the right information to be used by individuals in the
academic or working setting and daily life. Therefore,
individuals need information literacy skills to obtain
the right information.
Information literacy is essential in the university
library as an institution that provides reference
service for the academic community. Information
literacy is necessary and supportive to the success of
the library users in selecting trustable information
source that they need for research materials.
Information literacy is also inseparable from an
individual's ability to rewrite the selected information
in accordance with the needs of writing a scientific
work. Information literacy and critical thinking both
affect the academic performance and the writing
ability (Dwiutami and Wardi, 2015) of the
undergraduate students (Rifauddin, 2017). An
academician's writing ability is one of the
benchmarks of a university's quality, which can be
seen from the academician's scientific publications
(Zinn, 2013; Naibaho and Mariyah, 2017).
The information literacy program held by the
Library of Universitas Indonesia consist of several
activities that equip academicians for university
learning. Roadshow of information literacy and
digital literacy program training is a sample of UI's
information literacy program. Besides, before the
term starts, the students also learn about LI through
the new student orientation. The Library Science
Study Program in the Faculty of Humanities also
opens a class on information literacy that is open for
Lawanda, I. and Ulfa, F.
Information Literacy based on Self-efficacy Model in Information Needs amongst Undergraduate Students.
DOI: 10.5220/0010686000002967
In Proceedings of the 4th International Conference of Vocational Higher Education (ICVHE 2019) - Empowering Human Capital Towards Sustainable 4.0 Industry, pages 395-403
ISBN: 978-989-758-530-2; ISSN: 2184-9870
Copyright
c
 2021 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
395

students from other departments. However, literacy
itself is not sufficient for an individual. They must
also develop confidence in the skills that they learn
(Bandura, 1977 in Kurbanoglu, 2003). They must be
confident and competent in using specific techniques
and skills effectively. In other words, success is not
only measured on the acquisition of skills needed for
the performance but also on the confidence to use the
skills effectively (Kurbanoglu, 2003).
A person's ability or competence is based on the
belief in their own ability to use the competence
(Dwiutami and Wardi, 2015). A person's belief in
their ability to complete a task is called self-efficacy.
Efficacy holds a significant role in everyday life, and
a person will be able to optimize their potential with
the support of self-efficacy (Rustika, 2012; Pajares
and Miller, 1994). Self-efficacy plays a significant
role in one's achievement and writing skill (Bandura,
1997). Self-efficacy affects the development of one's
information literacy capabilities (Kurbanoglu,
Akkonyulu, and Umay; 2005).
The problem shows that students' final
assignments require information literacy skills to
obtain various types of sources in the library or the
internet. Credible information sources are required as
a reference in scientific work. Students have received
briefing and information literacy training through
library roadshows, along with short instruction during
new student orientation. Self-efficacy is one of the
psychological factors that have an impact on
information literacy. The use of literacy skills will be
maximum and more developed when supported by
self-efficacy.
Building confidence in using information
literacy capabilities is as crucial as obtaining
information literacy capabilities. Self-efficacy
determines the actions, interests, emotions, and
efforts to use and develop a student's information
literacy skills in completing final assignments. The
higher the self-efficacy for information literacy, the
more students feel confident with their information
literacy capability. On the other hand, low self-
efficacy relates to the feeling of incompetence or
limited capability of information literacy. The
problem in this research is how the self-efficacy level
of the students of the Faculty of Humanities
Universitas Indonesia class of 2014 on their
information literacy is? The purpose of this research
is to know about the self-efficacy level of the students
of the Faculty of Humanities Universitas Indonesia
class of 2014 on their information literacy as a way to
reach universal education globally.
2 LITERATURE REVIEW
Information literacy is the knowledge and skill
possessed by someone to produce valuable
information obtained from a computer database,
creating information as needed, and apply those
information sources to their work (Zurkowski, 1974).
It is clearly stated in the sustainable development
goals number four concerning quality of education
(United Nation, 2009). Information literacy is directly
linked with lifelong learning, critical thinking, and
learning to learn concepts of education (Accardi,
2010). Basically, everybody in the society is in need
of information literacy skills. A person who masters
on the information literacy skill and technique uses
various information facilities as a source of solution
(Cacchione, 2014). Information literacy capability
allows someone to recognize the need of information
and the necessary information, identifying and
locating the necessary information, evaluating
information critically, organize and integrate
information to the existing knowledge, and use and
communicate the information effectively, legally, and
ethically (Diao et al.; 2010), academician users
(Campbell, 2004; Ralph & Jesus, 2008). Seven
components of information literacy have been
identified by Shapiro and Hughes since 1996 and
were developed with an emphasis on media (Pattah,
2014). The Big6 Model became the focus (Eisenberg,
2006), although there is a number of other
information literacy models like SCONUL (2011).
Someone's self-efficacy allows them to produce
a level of work, determine and feel, think of self,
motivate, and act. People with high self-efficacy on
their ability see difficult tasks as challenges to
overcome instead of threats to avoid. The people who
have a high level of confidence in their ability have a
way of thinking that cultivate intrinsic interests and
deeper involvement in activities. They set a
challenging goal and maintain commitment; they
improve and sustain their efforts despite going
through failures. They quickly recover their efficacy
after each failure. Failure is seen as insufficient effort
or lack of knowledge and skill. This kind of belief
produces achievements, reduces stress, and is
immune to depression (Bandura, 1994).
On the contrary, people who doubt their own
capability choose to avoid difficult tasks. They have
low aspirations and weak commitment to the goals
that they have chosen. They think more about their
personal weaknesses and losses rather than
concentrating on how to successfully finish the
difficult tasks that they are facing. They loosen their
effort and give up quickly when facing an obstacle.
ICVHE 2019 - The International Conference of Vocational Higher Education (ICVHE) “Empowering Human Capital Towards Sustainable
4.0 Industry”
396

Their efficacy recovers slowly after a failure. They
see insufficient effort as a result of a lack of talent,
making it easy for them to lose confidence in their
capability. Furthermore, they are also prone to be
victims of stress and depression.
Four factors affect someone's self-efficacy. The
first is the type of task that an individual is facing. The
more difficult and complicated a task is, the more
someone tends to evaluate their ability to finish the
task and vice versa. The second factor is the incentive
for from other people for their capability. According
to Bandura, it is competence contingent incentives.
The third is the status or role of an individual in their
environment. A leader tends to have higher self-
efficacy compared to their subordinates. This is
because usually the orders come from a leader is
usually obeyed by their subordinates. The fourth
factor is the information about self-ability
Self-efficacy is a factor in information literacy
skill (Mychalak, Rysavy, and Wessel, 2017),
necessary in order to be a lifelong learner with self-
resilience and toughness (Kurbanoglu, 2003). The
higher the efficacy level of someone is, the bigger
their efforts, resilience, and toughness (Pajares,
2002). Although knowledge and skills play essential
roles in an individual's choice, everything is based on
their own belief, including motivation and action
(Bandura, 1997; Kear, 2000; Pajares, 2002 in
Kurbanoglu, 2003).
3 METHOD
Quantitative research, which uses the descriptive
survey method, aims to explain what happens right
now (Morissan, 2012), and in the case of this
research, it aims to know the self-efficacy level on the
information literacy of the students of the Faculty of
Humanities (FIB) Universitas Indonesia class of
2014. The population of this research is all students
of FIB UI class of 2014 who were participants of
OBM 2014 in order to obtain a significant number of
sample estimation. The sample used in this research
is some students of FIB UI class of 2014 who were
working on their final assignments. The criteria of the
research sample are students of FIB UI class of 2014
who are working on final assignments and who are
willing to be a respondent. The method used for the
research sampling is the convenience sampling
technique which is a form of nonprobability
sampling. The sample used in this research is sized
using the Slovin formula and yields a result of 91
students.
The questionnaire is used as an instrument to
collect data about self-efficacy for information
literacy. Information Literacy Self-Efficacy Scale
(ILSES) was created by Kurbanoglu (2003). ILSES
was developed by Kurbanoglu, Akkoyunlu & Umay
(2006) and has been used by researchers from several
Asian countries such as Korea to evaluate the
information literacy class in one Korean university by
Sung-Won Kim (2011) and Indonesia to see the
relationship between extrinsic and intrinsic
motivation and self-efficacy for information literacy
of the students of UIN Yogyakarta by Rifauddin
(2017).
ILSES was made based on the consideration on
and comparison of several definitions and standards
of information literacy such as Doyle's Rubrics for
Information Literacy, AASL & AECT's Information
Literacy Standards for Student Learning (1998),
ACRL's Information Literacy Competency Standards
for Higher Education, (2000), the Big6 Approach to
Information Problem Solving, (1998), SCONUL's
Seven Pillar Information Literacy Model, (1999) and
ANZIL's Information Literacy Standards, (2004).
(Kurbanoglu, Akkoyunlu & Umay, 2006).
ILSES is divided into seven categories, which are
defining the need for information; initiating the search
strategy; locating and accessing the information
resources; assessing and comprehending the
information; interpreting, synthesizing, and using the
information; communicating the information; and
evaluating the product and process. ILSES is divided
into three scales, which are 17, 28, and 40 items.
The questions in the questionnaire that the
researcher uses refer to the 28-item indicator scale
from ILSES. The likers scale used in this
questionnaire ranges from score 1 to 5. Score 1 is very
unconfident, score two is unconfident, score three is
sometimes confident, score four is confident, and
score five is very confident.
Table.1 Instrument grid on the self-efficacy for information
literacy research, a 28-item scale
Variable Category
Item
Self-efficacy for
information
literacy
Defining the need for
information
 The belief in the
ability to define
the necessary
information
Initiating the search
strategy
 The belief in the
ability to identify
a variety of
potential sources
of information
 The belief in the
ability to limit
search strategies
Information Literacy based on Self-efficacy Model in Information Needs amongst Undergraduate Students
397

Variable Category
Item
by subject,
language and date
 The belief in the
ability to initiate
search strategies
by using keywords
and Boolean logic
Locating and
accessing the
information resources
 The belief in the
ability to decide
where and how to
find the necessary
information
 The belief in the
ability to locate
information
sources in the
library
 The belief in the
ability to use
library catalogue
 The belief in the
ability to locate
resources in the
library using the
library catalogue
 The belief in the
ability to use
different kinds of
print sources
(primary,
secondary, and
tertiary)
 The belief in the
ability to use
electronic
information
sources
 The belief in the
ability to use
internet search
tools (search
engines, directory)
 The belief in the
ability to use
different types of
library
Assessing and
comprehending the
information
 The belief in the
ability to use
many resources at
the same time to
make a research
 The belief in the
ability to
determine the
authoritativeness,
currency and
reliability of the
information
sources
 The belief in the
ability to select
most appropriate
information
 The belief in the
ability to identify
Variable Category
Item
contradictory
points (agreement
and disagreement)
among sources to
obtain reliable
information
 The belief in the
ability to evaluate
information
sources in
websites
Interpreting,
synthesizing, and
using the information
 The belief in the
ability synthesize
newly gathered
information with
previous
information
 The belief in the
ability to interpret
the visual
information (i.e.
graphs, tables,
diagrams)
Communicating the
information
 The belief in the
ability to write a
research paper
 The belief in the
ability to
determine the
content and form
the parts of a
presentation, such
as the introduction
and the
conclusion.
 The belief in the
ability to prepare a
bibliography
 The belief in the
ability to create
bibliographic
records and
organize the
bibliography
 The belief in the
ability to create
bibliographic
records for
different kinds of
materials (i.e.
books, articles,
thesis, papers, web
pages)
 The belief in the
ability to make
citations and use
text quotations
 The belief in the
ability to choose
the appropriate
form of
communication
for the audience
(written, oral,
visual)
ICVHE 2019 - The International Conference of Vocational Higher Education (ICVHE) “Empowering Human Capital Towards Sustainable
4.0 Industry”
398

Variable Category
Item
Evaluating the
product and process
 The belief in the
ability to learn
from information
problem-solving
experience and
improve
information
literacy skill
 The belief in the
ability to criticize
the quality of
information
seeking process
and its products
Source: Kurbanoglu, Akkoyunlu, and Umay (2006)
After creating the questionnaire, the researcher
tested the validity of the questionnaire filled by 20
people. The value of df is found as 20-2 = 18, with df
= 18 and alpha = 0,5, it is found that r table = 0,378.
Validity and reliability tests were carried out with the
help of SPSS 20. The result of the reliability test
showed the value of reliability coefficient (r
11
) to be
0.96 and the result of the validity test showed that all
statements reveal that the calculated value of r is
greater than r table (0.378).
After that, the data was processed through
editing, coding, and tabulation. Then, the data
analysis process used analysis tools that are
appropriate for the research problem to avoid
misinterpretation. Data analysis includes the activity
of quantitative data presentation (Siregar, 2013).
4 DISCUSSION AND ANALYSIS
4.1 Information Literacy Program in
UI Library
Information literacy activities are part of the UI
library reference service. Since UI library subscribes
to online databases, librarians are obligated to
conduct socialization and training on how to access
the database that has been running since 2001. The
socialization service about the utilization of
collection is managed by referral librarians through
holding the information literacy training for users.
Besides to optimize the utilization of the resources it
has, the UI library also wants to show the image of
librarians who can give a real contribution in higher
education setting and become partners of educators
and main supporters to achieve the vision of the
university. (Naibaho and Mariyah, 2017).
In training, the librarians simply provide general
guidance for vocational and undergraduate students,
and they are expected to explore themselves, unlike
the postgraduate students who are considered to need
more detailed training or tutorials on how to access
various databases efficiently and effectively. As for
lecturers, in addition to socialization and training,
librarians also help to search the literature that these
lecturers need because they tend not to have a lot of
special time to search by them. Lecture schedules and
other academic activities (seminars, research) are
quite time-consuming, so they need help from other
parties in fulfilling their literature needs (Naibaho and
Mariyah, 2017).
4.2 Analysis of Self-Efficacy for
Information Literacy of the FIB
Students Class of 2014 based on the
Information Literacy Self-Efficacy
Scale (ILSES)
ILSES is divided into seven categories, which are
defining the need for information; initiating the search
strategy; locating and accessing the information
resources; assessing and comprehending the
information; interpreting, synthesizing, and using the
information; communicating the information; and
evaluating the product and process.
4.2.1 Self-Efficacy in Defining the Need for
Information
This category has an item, which is: the belief in the
ability to define the necessary information. A
statement with code P 1 reads: I feel
confident/competent to decide the topic of the
information that I need for an assignment. The mode
is 4 (confident) and the median is 4.00, while the
average score of all respondents for statement P 1 is
3.71. This shows that most of the students are
confident to decide their need of information.
4.2.2 Self-Efficacy in Initiating the Search
Strategy
This category has 3 items, which are: the belief in the
ability to identify a variety of potential sources of
information, the belief in the ability to limit search
strategies by subject, language and date, and the
belief in the ability to initiate search strategies by
using keywords and Boolean logic. This category has
3 statements, which are P 2, P 3, and P 4. Statement
P 2 is: I feel competent to identify various sources of
information (reports, books, journals, almanacs, etc.)
that can potentially serve as an assignment's
reference. Statement P 3 is: I feel competent to limit
Information Literacy based on Self-efficacy Model in Information Needs amongst Undergraduate Students
399

the search strategy based on the subject, language,
and year, while statement P 4 is: I feel competent to
use keywords, Boole logic (and, or, not), marking
instruction "…", range symbol (..), and other search
facilities.
The mode for P 2 and P 3 is 4 (confident) and the
obtained median is 4.00, while the average value from
the two statements is more than 3. On the other hand,
the most recurring value (mode) of statement P 4 is 3
(sometimes confident). This means that most of the
students are confident to identify various sources of
information (reports, books, journals, almanacs, etc.)
that can potentially serve as an assignment's reference
and to limit search strategies by subject, language and
year. However, a majority of the students are
sometimes confident to use keywords, Boole logic
(and, or, not), marking instruction "…", range symbol
(..), and other search facilities. Most of the students
are confident to initiate the search strategy.
4.2.3 Self-Efficacy in Locating and
Accessing the Information Resources
This category consists of 9 statements. Statement
with the code P 5 is: I feel competent to locate the
place where the necessary information sources are
stored and how to retrieve that information in UI
Library; code P 6 is: I feel competent to use UI
Library's online catalogue/OPAC facility; code P 7 is:
I feel competent to use the Summon Discovery
Search menu facility to access e-journal and e-book
from all online databases that UI subscribes to; code
P 8 is: I feel competent to use the Online Database
List and the remote-lib.ui.ac.id menu facility to
access e-journal and e-book from each online
database that UI Library subscribes to; code P 9 is: I
feel competent to use the free open access journal
facility; code P 10 is: I feel competent to use various
printed information sources; code P 11 is: I feel
competent to use the UI Library's electronic
information sources; code P 12 is: I feel competent to
use the search tools on the internet [search engine and
directory]; and code P 13 is: I feel competent to utilize
different types of library. The mode and median of 4
(confident) belong to statements P 5, P 6, P 8, P 9, P
10, and P 12. The average score for all statements is
more than 3 except for statement P 7 which is:
confidence to use the Summon Discovery Search
menu facility to access e-journal and e-book from all
online databases that UI subscribes to. The majority
of the students is confident to locate and access
information sources, with the biggest percentage of
them (40.1%) answered with the score 4 (confident).
4.2.4 Self-Efficacy in Assessing and
Comprehending the Information
This category has 5 statements; the one with the code
P 14 is: I feel competent to use many resources at the
same time to make a research; P 15 is: I feel
competent to evaluate the reliability, currency, and
authoritativeness of the information sources; P 16 is:
I feel competent to select the most
appropriate/relevant information for the assignment;
P 17 is: I feel competent to identify and compare
contradictory points (agreement or disagreement)
among sources of information to obtain reliable
information; and P 18 is: I feel competent to evaluate
information in websites.
The mode of every statement is 4 (confident) and
the median is 4.00 except for statement P 17 whose
median is 3.00. This shows that a majority of the
students are confident in assessing and
comprehending information. The summation of all
the answers for the 5 statements show that most of the
students is confident in assessing and comprehending
the information, with the biggest percentage of the
respondent (50.3%) answered with the score 4
(confident).
4.2.5 Self-Efficacy in Interpreting,
Synthesizing, and using the
Information.
This category has 2 items which are: the belief in the
ability to synthesize and the belief in the ability to
interpret visual information. This category has 2
statements with the code P 19: I feel competent to
synthesize, and the code P 20: I feel competent to
create information in a visual form.
Two respondents answered with the score of 1
(really unconfident) for statement P 20. Every
statement in the category of interpreting,
synthesizing, and using the information is answered
with a score of 4 (confident) as the most frequent
answer. The mode for statement P 19 and P 20 is 4
(confident) and the obtained median is 4.00. This
shows that a majority of the students is confident in
interpreting, synthesizing, and using the information.
4.2.6 Self-Efficacy in Communicating the
Information
This category consists of 7 statements with the code
P 21: I feel competent to write a research paper; code
P 22 is: I feel competent to determine the content of a
presentation, form the parts such as the introduction
and conclusion, and deliver it orally or in a
written/PowerPoint presentation form.; code P 23 is:
ICVHE 2019 - The International Conference of Vocational Higher Education (ICVHE) “Empowering Human Capital Towards Sustainable
4.0 Industry”
400

I feel competent in preparing the things to note when
creating a bibliography (name of writer, release year,
etc.) from different types of materials (PowerPoint
presentation, books, journals, websites); code P 24 is:
I feel competent to write a bibliography in the applied
style; code P 25 is: I feel competent to create a
bibliography for a journal article with the help of
reference technology; code P 26 is: I feel competent
to make citations; code P 27 is: I feel competent to
decide the appropriate form of communication
[written, spoken, visual, and multimedia] to
communicate the ideas to the audience.
The mode for statement P 22, P 23, and P 26 is 4
(confident), and the obtained median is 4.00. On the
contrary, statement P 21, P 24, P 25, and P 27 has a
mode, or the most frequently appearing score, of 3
(sometimes confident). However, the average score
for all seven statements is more than 3. This shows
that a majority of the students is confident in
communicating the information with the most
significant percentage of them (41.8%) answered
with score 4.
4.2.7 Self-Efficacy in Evaluating the Product
and Process
This category consists of 3 statements with the code
P 28: I feel competent to learn and improve
information literacy skills from the experience of
using information literacy; code P 29 is: I feel
competent to criticize the quality (effectivity,
efficiency) of the information-seeking process that I
have gone through regarding the assignment topic;
code P 30 is: I feel competent to criticize the quality
of my research paper (information clarity,
ethics/plagiarism-free).
The mode for statement P 28 and P 30 is 4
(confident) and the obtained median is 4.00. On the
contrary, statement P 29 has a mode, or the most
frequently appearing score, of 3 (sometimes
confident). However, the average score of all three
statements is more than 3 and not very different from
each other. This shows that most of the students is
confident in evaluating the product and the process
(44.7%).
Information efficacy on undergraduate students
as users of UI library, show confidentiality on their
skills in information literacy to reach their objectives
of using library digital electronic collection, as their
resource of information. The skill in information
literacy on students enhances to break poverty in
moving towards quality education, to be a life skill
for everybody in society.
5 CONCLUSIONS AND
RECOMMENDATION
5.1 Conclusions
The higher information efficacy on individuals the
higher confidentiality individuals promote lifelong
learning through information literacy skills.
Information literacy skills empower students to reach
quality education and life. It is indicated by the
average score of self-efficacy for information
literacy, in general, is 3.53 in Likert scale, showing
that most of the undergraduate students are relatively
confident in using their information literacy
capability. The highest average score is obtained from
statement P 6 (I feel competent to use UI Library's
online catalogue/OPAC facility (lib.ui.ac.id)). On the
other hand, the lowest average score is obtained from
the statement "I feel competent to use the Summon
Discovery Search menu facility
(http://uindonesia.summon.serialssolutions.com/) to
access e-journal and e-book from all online databases
that UI subscribes to". Furthermore, there are 2
statements whose average scores are below 3, which
are statement P 4 and P 7. Information literate
individuals improve society's quality of life in general
and academically.
5.2 Recommendation
5.2.1 Recommendation for Students
The proposed recommendation or advice is,
Recommendations for students:
1. Students should continue to try exploring the
facilities that UI Library has provided so that
both print and electronic collections can be
fully utilized.
2. Students should improve their information
literacy capability in doing assignments.
5.2.2 Recommendation for UI Library
Recommendations for UI Library:
1. The material in information literacy
instructions from UI Library should
emphasize on the materials of necessary
information search strategies, such as by
using keywords, Boolean logic (and, or,
not), marking instruction, range symbol (..),
and other search facilities in the search
engine of journal database or other search
engines like Google. Besides, the
socialization should demonstrate more about
Information Literacy based on Self-efficacy Model in Information Needs amongst Undergraduate Students
401

the facilities of the summon discovery
search menu :
(http://indonesia.summon.serialssolution.co
m) to access e-journal and e-book from all
online databases that UI subscribes to.
2. Furthermore, the information literacy
instruction should not only be given when
the students are newly admitted but also
before they do the final assignments so as to
improve the students' self-efficacy for
information literacy that can be utilized
when and for finishing the final assignments.
Information literacy skills need to be inculcated
among the students, by the teachers and librarians.
REFERENCES
Accardia, Maria T. (2010). Teaching against the grain:
Critical assessment in the library classroom. In Accardi,
Maria T; Drabinski, Emily; Kumbier, Alana (eds.).
Critical library instruction theories and methods.
Duluth, Minn: Library Juice Press.
American Library Association. (2000). Information literacy
competency standards for higher education. Retrieved
fromhttp://www.ala.org/acrl/standards/informationliter
acycompetency
Bandura, Albert. (1944). Self-efficacy. In V. S.
Ramachaudran (Ed.), Encyclopedia of human behavior
(Vol. 4, pp. 71-81). New York: Academic Press.
(Reprinted in H. Friedman [Ed.], Encyclopedia of
mental health. San Diego: Academic Press, 1998).
Cacchione, Pamela Z., Paul G. Zurkowski. (2014). Nurse
scientists' information literacy is supported by
librarians. Clinical Nursing Research: Vol 23, Issue 1,
pp. 3 – 6
Campbell, S. (2004). Defining information literacy in the
21st century. Paper presented at the World Library and
Information Congress: 70th IFLA General Conference
and Council, August 22-27, Buenos Aires. Available at:
www.ifla.org/IV/ifla70/papers/059e-Campbell.pdf
Diao, Ai Lien, dkk. (2010). Literasi Informasi Tujuh
Langkah Knowledge Management. Jakarta
Dwiutami, Lussy, Tantri Dwinantika Wardi. (2015). Efikasi
guru dan kemampuan literasi informasi pada guru
sekolah menengah atas. Jurnal Penelitian dan
Pengukuran Psikologi 4 (2)
Eisenberg, M. (2006). A Big6™ skills overview.
http://www.big6.com/showarticle.php?id=16
Eisenberg, M.B., Lowe, C.A., Spitzer, K.L. (2004).
Information literacy: essential skills for the information
age. Greenwoord: Libraries Unlimited.
Hasugian, Jonner. (2008). Urgensi Literasi Informasi dalam
Kurikulum Berbasis Kompetensi di Perguruan Tinggi.
Universitas Sumatera Utara
Kear, M. (2000). Concept analysis of self-efficacy:
Graduate research in nursing.
http://graduateresearch.com/Kear.htm
Kim, Sun-Wong (2011). Re-conceptualization of scientific
literacy in South Korea for the 21
st
century in JRST.
https://doi.org/10.1002/tea.20424
Kurbanoglu, S. Serap. (2003). Self-efficacy: a concept
closely linked to information literacy and lifelong
learning. Journal of Documentation
Kurbanoglu, S. Serap, Buket Akkoyunlu, Aysun Umay.
(2006). Developing the information literacy self-
efficacy scale. Journal of Documentation
Kurbanoglu, S. Serap. (2009). Self-efficacy an alternative
approach to the evaluation of IL. Turkey: Department
of information management, Hacettepe University
Kurbanoglu, S. Serap. (2010). Self-Efficacy: An alternative
approach to the evaluation of information literacy.
Hacettepe University
Morissan. (2012). Metode Penelitian Survey. Jakarta:
Kencana Prenada Media
Pajares (2002). Overview of social cognitive theory and of
selfefficacy. Diakses dari:
http://www.emory.edu/EDUCATION/mfp/eff.html
Naibaho, Kalarensi, Mariyah. (2017). Kompetensi
pustakawan dalam pemenuhan kebutuhan informasi
guru besar: studi kasus di Universitas Indonesia.
Perpustakaan Universitas Indonesia
Pattah, Sitti Husaebah. (2014). Literasi Informasi:
Peningkatan Kompetensi Informasi Dalam Proses
Pembelajaran. Jurnal Ilmu Perpustakaan dan Kearsipan
Khizanah Hikmah Vol.2 No. 2, hlm 117-128
Ralph, Catts and Jesus, Lau (2008). Toward information
literacy indicators. Paris: UNESCO
Rifauddin, Machsun. (2017). Hubungan efikasi diri literasi
informasi dengan motivasi akademik mahasiswa
pascasarjana program studi interdisciplinary Islamic
studies uin sunan kalijaga Yogyakarta
Rustika, I Made. (2012). Efikasi diri: tinjauan teori Albert
Bandura. Buletin Psikologi Fakultas Psikologi
Universitas Gadjah Mada 20 (1-2)
Sastroasmoro, Sudigdo, Sofyan Ismael. (2014). Dasar-
Dasar Metodologi Penelitian Klinis. Sagung Seto
Shapiro, J. Jeremy, Shelley K. Hughes. (1996).
"Information literacy as a liberal art." Educom Review
31 (2): 31
Siregar, Syofian. (2013). Metode Penelitian Kuantitatif.
Jakarta: PT Fajar
United Nation (2009). Sustainable Development Goals. 4
Quality Education. Retrieved in
www.un.org/sustainabledevelopment/education on
27th July 2019
Universitas Indonesia. (2014). Jadwal kegiatan obm 2014.
diakses dari http://www.ui.ac.id/notice/jadwal-
kegiatan-obm-2014.html
Wairata, C. Martha. (1998). Efektifitas pelatihan rational
emotive therapy (R.E.T) terhadap peningkatan self
efficacy pada underachiever
Yudistira. (2017). Literasi informasi pustakawan di
perpustakaan fakultas teknik ugm menggunakan
pengembangan model the big6. Berkala Ilmu
Perpustakaan dan Informasi 13 (1): 100-101
Zinn, Sndy E. (2013). The information literacy self-efficacy
of disadvantaged teachers in south Africa. Worldwide
ICVHE 2019 - The International Conference of Vocational Higher Education (ICVHE) “Empowering Human Capital Towards Sustainable
4.0 Industry”
402

commonalities and challenges in Information Literacy
Research and Practice
Zurkowski, P.G. (1974). The information service
environment relationships and priorities. Related paper
No.5.Washington D.C.: National Commission on
Libraries and Information Science
Information Literacy based on Self-efficacy Model in Information Needs amongst Undergraduate Students
403