Teaching information literacy through writing portfolio assessment: examining its effects on information literacy self-efficacy of undergraduate students across motivation levels

Purpose This study examines the effects of an Information-Based Writing Portfolio Assessment (IbWPA) on undergraduate students’ information literacy (IL) self-efficacy and explores how writing motivation shapes these outcomes. While prior studies have integrated IL instruction into writing tasks, most assessments focus on written products rather than the reasoning processes underlying students’ use of information. Design/methodology/approach Eighty-one third-year English majors at a university i