Abstract
This study assesses information literacy in undergraduate finance students through the administration of surveys at the beginning and end of an introductory course. It describes how that particular course was altered in order to infuse information literacy and documents the increase in student information literacy upon completing the course. There are several key findings. First, the results indicate that students tend not to utilize their available resources unless specifically required to do so. Second, students require ongoing reinforcement of information literacy skills else they may deteriorate over time. Finally, students find the acquisition and utilization of discipline-specific information difficult.
Recommended Citation
(2025)
"Improving Information Literacy in Finance,"
Journal of Economics and Finance Education: Vol. 6:
Iss.
1, Article 2.
Available at:
https://scholarship.rollins.edu/jefe/vol6/iss1/2
