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This research, undertaken in a high school in the United Kingdom, focuses on the views of year 8 students who were asked to reflect on their use of information literacy skills when completing an English assignment. Students completed a diary during the assignment, and a semi-structured interview was carried out with the class teacher. A grounded analysis approach was taken in analysing the student diaries and the teacher interview. Findings reveal a number of categories which illustrate the students' views of and use of information literacy skills: Using information literacy skills and techniques; Making links; Being confident; Being reflective. Introduction This study took place in a state comprehensive school in the United Kingdom and focused on a class of 21 year 8 (2nd year of high school) students who were completing a discursive essay on a topical issue as part of their English syllabus. Students were allowed to select their own topic but, in the assignment, the students were expected to provide a balanced argument in relation to their topic (e.g., using animals for medical research) as well as their own views. There was an expectation that students would use their information literacy skills to define, research and write about their chosen topic. The teacher conducted a class brainstorming session on the range of topics and how topics might be defined. These students had been introduced to mind mapping by the teacher librarian in year 7 but had no experience of question formulation, so the teacher encouraged students to engage in question formulation as a method of defining the parameters of their topic. The teacher allowed the students themselves to think about how they might use questions later. Most of the students in this class were relatively high achievers. The teacher involved volunteered to be part of the study after a call from the teacher librarian. At the time of the study, the teacher had five years experience of teaching English. The teacher librarian worked with the English teacher to identify relevant sites from which students could select if they wished to do so, supported students doing research in the library and reinforced aspects of the students' classroom experiences, e.g., reminding students about using their mind maps and/or questions. The researcher's role involved discussing brainstorming, mind mapping and question formulation with the teacher prior to student completion of the discursive essay; presenting the teacher with a draft student diary and agreeing to minor changes; and answering teacher questions during the essay completion period. The researcher had no direct contact with the students in this study. Research Questions The aims of the study were to analyse and interpret the diary reflections of year 8 students and to identify the information literacy attributes of this class of students. The following research questions were posed: * How would students reflect on brainstorming, mind mapping and question formulation? * Would students be able to link aspects of information literacy skills in completing their assignment? * What factors would influence students' confidence during the assignment process? * What information literacy attributes would this group of students demonstrate? Literature Review Information Literacy Defined There is now a vast range of literature on information literacy in the school, higher education and workplace sector but there is no agreement as to one definition of information literacy or whether information literacy should be viewed as a concept, an ideal to be reached, a practice, a set of skills, set of competencies, a set of attributes or a combination of elements of these. In 2001, Williams referred to information literacy as "an often-used but dangerously ambiguous concept" (p.4) and more recently, Wolf argued that, while most school based educators have a good knowledge and understanding of literacy, "when [literacy is] combined with information that understanding becomes clouded" (2007, Information Literacy, para 1). …

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A grounded analysis of year 8 students’ reflections on information literacy skills and techniques and an identification of students’ information literacy attributes