Understanding incoming MLS graduate student proficiency and perceptions of information literacy skills

Faculty often expect incoming graduate students to have a high level of information literacy skills as obtained during their undergraduate coursework; prior research, however, demonstrates that these skills cannot be presumed. This paper discusses the results of an enhancement to an existing introductory course in one Master of Library Science (MLS) program in which the course was redesigned to include a greater focus on information literacy skills. This case study examined fifteen students for their possible change in knowledge of information literacy skills, as well as to understand their perceptions regarding confidence in their skills post-instruction