Information literacy competency, desired mindset, and academic performance of secondary students: Basis for enhanced library information literacy instruction

Abstract

This study aimed to determine the current level of information literacy (IL) competency, desired mindset, and academic performance of secondary students in a private Christian basic education institution in a highly urbanized city. The study intended to prove that there is a significant difference and relationship between the level of effectiveness of students’ IL competency and desired mindset to their academic performance. A quantitative descriptive-correlational methodology, and utilizing a researcher-made questionnaire based on the i-Competency Model was employed. Indeed, the competency in IL and the desired mindset of students exhibited significant improvement as they progressed through various grade levels, particularly when they attended library IL instructions. The findings significantly supported up the researcher's goal of providing library IL instruction to assist students develop their IL competency and desired mindset as they progressed through their academic journey. As the output of the study, the researcher proposed an enhanced library IL instruction which makes use of games as a support tool for teaching IL. Students’ involvement in these various IL activities and attendance to library IL instruction benefited their learning, thus, it is recommended to be continuously conducted as it made a significant contribution to the enhancement of the respondents' level of IL competency and improve their academic performance. It is further recommended that the administrators should consider to integrate the library IL instruction into the typical curriculum. Librarians and faculty members are encouraged to continue to promote collaborative IL instruction, recognizing its value, purpose, and contribution to students' academic development.