An empirical assessment of information literacy competency of social science researchers: a gender perspective

Abstract

The study is an empirical assessment of Information Literacy Competency (ILC) levels of social science researchers concerning ‘information need’, ‘information access’, ‘information evaluation’, ‘information use’ and ‘information use ethics’. Various techniques of differential and statistics have been used to assess the ILC levels and find out the significant differences. The findings indicate that the ILC varied between males and females on selected concepts. The study highlights the reasons and suggests measures for improvement of ILC.