Information Literacy as a Strand of Research Literacy: Challenges and Competence among Graduate Students in English Language Teaching Programs

In an era defined by immediate access to vast amounts of information, the capacity to effectively locate, evaluate, and apply credible sources has become an essential competency for academic success. Given its critical role in scholarly work, this study examines how graduate students in an English Language Teaching program comprehend and apply information literacy as novice researchers. Adopting Wilson’s (1999) framework on Human Information Behavior, this study primarily aimed to elucidate three key areas: (1) challenges in accessing and evaluating sources, (2) the role of structured guidance in developing information literacy, and (3) student strategies for overcoming barriers. A basic qualitative research design was employed, with data collected through semi-structured interviews. The analysis involved the transcription and systematic coding of the data through inductive thematic analysis. The findings revealed that graduate students perceive themselves as lacking in several critical domains of information literacy and that they developed certain strategies to overcome the difficulties they encountered. Furthermore, the findings highlight the need for more structured and standardized training programs to address these deficiencies effectively.