Information literacy of higher vocational college students in digital age

Abstract

The digital age presents greater challenges to information literacy. However, the level of information literacy in different regions and populations is still controversial, especially for students in college or university. To investigate the information literacy level of college students in Guangzhou area of Guangdong Province, China, and provide a basis for guiding students to improve information literacy. A multi-center cross-sectional study was conducted from February to May 2023. The information literacy questionnaire was used to evaluate student’s information literacy, which included basic information and information literacy scale. Statistical description, non-parametric testing, and multiple linear regression were used for data analysis. A total of 1700 participants, 57.6% of the students had medium information literacy, and average score of information literacy was 226.84 ± 39.83. The number of students using laptops and mobile phones reached 83.8 and 86.5%, respectively. 45.7% of the students had their first contact with mobile phones in junior high school, 49.9% in primary school, but their information literacy is not ideal. The lowest score was 3.74 for information management and communication, followed by 3.75 for information retrieval and acquisition. The results of regression analysis demonstrated that grade, place of high school study, information literacy course, the time of first contact with mobile phones and the type of using electronic information equipment affected students' information literacy ( p < 0.05). The information literacy of students in higher vocational colleges is in the middle level. Although the use of electronic information equipment is popular, the overall level of information literacy still needs to be strengthened, especially for attach importance to information retrieval and acquisition, management and communication literacy. Students’ systematic learning process requires colleges to provide systematic and professional information literacy curriculum teaching.