A Study on Information Literacy Skills among Higher Secondary Students in International Schools of Tamil Nadu

In the digital age, Information Literacy (IL) has emerged as a critical competency for students, enabling them to effectively access, evaluate, and utilize information from print and electronic sources. The study examined the level of information literacy skills among higher secondary students in international schools of Tamil Nadu, focusing on their socio-demographic profiles, library visit patterns, and information-related competencies. The research adopted a descriptive survey, targeting Class XI and XII students from 14 international schools. A total of 700 students were selected using a two-stage sampling method initially through convenience sampling for school selection, followed by random sampling of students. The data was gathered through a questionnaire, with a response rate of 87.28%.
The data was analyzed using descriptive statistics, t-tests, and Chi-square tests to determine gender, class, and stream-based variations in IL competencies and library usage. The findings revealed a balanced representation of gender, academic class, and study streams among respondents. Most students, irrespective of gender, class, or stream, preferred visiting the library during library periods, with no significant association observed between visit frequency and socio-demographic factors. Female students were significantly more inclined to borrow books and use the library for reference, while male students showed higher tendencies to read magazines and use the Internet. Class-wise analysis indicated significant differences in visit purposes, with Class XII students borrowing more books and Class XI students using the Internet more frequently. Stream-wise, Science students demonstrated higher awareness and usage of library resources compared to Commerce and Humanities students. Overall, over 80% of respondents accurately understood the concepts of information and literacy, and more than 60% displayed high proficiency in essential information literacy sub-skills. However, no significant differences were found in information needs assessment competency based on gender or class. The study concludes that international school students in Tamil Nadu possess a commendable level of IL skills. However, there is a need for strategic improvements. Recommendations include formal integration of IL into the curriculum, enhancing library infrastructure, promoting voluntary library usage beyond library hours, and introducing targeted IL training tailored to academic streams. The study highlights information literacy as a vital academic skill and a foundation for lifelong learning in a complex information environment.