Celebrating Undergraduate Students’ Research at York University Information literacy competencies of high-achieving students

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Sophie Bury Dana Craig Sarah Shujah


This article analyses the information literacy (IL) competencies of high-achieving undergraduate students through the lens of undergraduate research celebrations in a North American University. This article focuses on York University’s Undergraduate Research Fair, and shares findings from an analysis of students’ IL award submissions including lower-year (first and second year of university) and upper-year (third and fourth year of university) applicants. Submissions are analysed using a qualitative content analysis approach. The study’s findings point to the positive value of both IL and reference help in building high-achieving undergraduate students’ IL skills. Results indicate important future directions for IL instruction, such as the role of the flipped classroom, and the critical importance of embracing the Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education to engage undergraduates with high-order IL concepts.

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How to Cite
BURY, Sophie; CRAIG, Dana; SHUJAH, Sarah. Celebrating Undergraduate Students’ Research at York University. Journal of Information Literacy, [S.l.], v. 11, n. 2, p. 4 - 27, dec. 2017. ISSN 1750-5968. Available at: <https://ojs.lboro.ac.uk/JIL/article/view/PRA-V11-I2-1>. Date accessed: 09 dec. 2021. doi: https://doi.org/10.11645/11.2.2219.
high achieving undergraduate students, undergraduate research fair, information literacy, information literacy skills
Research articles (peer-reviewed articles)