Exploring undergraduates' self-efficacy in information, media, and data literacies: An integrated approach using the ACRL framework's threshold concepts

This study presents an integrated analysis of students' perceived self-efficacy across key dimensions of information, media, and data literacy (MILDAL). Drawing on the threshold concepts outlined in the Framework for Information Literacy for Higher Education (ACRL, 2015) the research examines the multidimensional structure of MILDAL and how students perceive their competencies across its interrelated domains. Data were collected through the validated Q-MILDAL questionnaire, which comprises 48 items grouped into six dimensions: Authority, Creation, Value, Research, Conversation, and Searching. The study employed a descriptive–analytical, non-experimental, cross-sectional design with a stratified sampling approach by degree and academic year, including 582 students from Communication–Information–Journalism, Business Administration–Economics, and Education programs. A mixed qualitative–quantitative approach and multilevel structural equation modeling (SEM) were used to explore the hierarchical structure of global literacy. Results indicate moderate levels of self-efficacy, with higher scores for Authority, Value, and Conversation, and lower ones for Research, highlighting areas for improvement. The hierarchical SEM model revealed discipline-specific patterns that provide valuable insights for the design of targeted training strategies in higher education, contributing to a deeper understanding of the internal structure of MILDAL and supporting differentiated educational interventions.