Developing First Year Student Information Literacy: Reflections on the Learning Process

This article evaluates first year student’s engagement with information literacy as they make the transition to third level education. For part of their assessment for a core module, students maintained reflective journals. These in turn, have provided the data for a qualitative, grounded theory study.; ; Results demonstrate that students find transition problematic and spend their first semester in a state of uncertainty but the reflective journals aid them in thinking about their achievements in relation to their developing academic skills, including information literacy, during their first semester.