Information literacy and recent graduates: Motivation, self-efficacy, and perception of credit-based information literacy courses

The present study aimed to explore graduate students' motivation, self-efficacy, and perceptions of credit-based information literacy (IL) courses at a research university in China. A mixed-methods approach was employed, with 405 questionnaires and ten follow-up interviews conducted. The findings indicated that graduate students displayed high levels of intrinsic motivation and self-efficacy toward the IL course. In other words, they were conscious of the importance of IL in their future academic pursuits. However, only a small portion (18.76 %) of students perceived librarians as the most appropriate person for the course. Moreover, in terms of the format of course format, the majority of participants preferred a blend of lectures and group activities over online learning. There was also agreement among the participants that the focus of IL courses should go beyond basic information search skills and include training in learning strategies. The study also found that gender played a role in shaping motivation and perception levels, with female students generally scoring higher. The findings of this study provide valuable insights for librarians to enhance their credit-based IL courses, catering to the specific needs and preferences of graduate students. •Mixed-methods research design focus on graduate students' motivation and perception of information literacy•Identify gender differences as a significant factor influencing students' intrinsic motivation for information literacy•Students prefer faculty who are proficient in IL as the most appropriate person for teaching IL courses.