The Impact of Students’ Information Literacy on Their Writing and Course Performance

Abstract This study examined the information literacy skills of 272 students across 21 sections of RC 2001 and their relationship to writing abilities and overall course performance. The results indicated that information literacy scores correlated significantly and positively with writing scores (r = 0.362, p < 0.001) and final course grades (r = 0.440, p < 0.001), indicating that higher information literacy skills were linked to stronger academic outcomes. The average information literacy score was 84 (range 35–100). Students most frequently missed questions on identifying unsuitable resources (37% correct) and distinguishing article types based on citations (49% correct). Attending one library instructional session significantly improved students’ information literacy scores (p = 0.040), while attending two sessions led to significant improvements in writing skills (p = 0.049) and overall grades (p = 0.047). These results highlight the importance of information literacy skills in enhancing students’ writing abilities and overall academic performance.