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Although a significant share of undergraduates, first-generation college students (FGCS) remain difficult to characterize. Consequently, academic libraries are challenged to identify the services most important to FGCS. This study measured the perceived importance of and satisfaction with library services among undergraduate students at an R1 land-grant university. The study further compared FGCS’s perceptions of library services with those of their non-first generation peers.

The authors measured importance and satisfaction using the Measuring Information Services Outcomes (“MISO”) Survey. They further analyzed responses according to first-generation status. The authors then compared mean scores and used the Wilcoxon rank-sum test to find statistical differences in perceived importance and satisfaction between first-generation and non-first-generation respondents.

The difference between first-generation and non-first-generation student responses was statistically significant for 35% of library services. FGCS rated library services higher than their non-first-generation peers for both importance and satisfaction. FGCS perceived library services related to physical spaces and access/discovery as most important. Library services that provide student support or access to technology showed strong evidence of difference between first-generation and non-first-generation student responses. The authors also determined the MISO Survey is a measure for assessing FGCS perceptions of library services.

This study adds quantitative evidence to research on FGCS and academic libraries, further demonstrating the importance of library services to FGCS.

The purpose of this paper is to perform a content analysis of information literacy specific journals to determine what contributing countries and predominant themes are represented in the field leading to a global understanding of information literacy.

The data for this study were collected through a content analysis of journal article publication information, titles, abstracts and keywords in three journals: Communications in Information Literacy (the USA), Journal of Information Literacy (the UK) and Nordic Journal of Information Literacy in Higher Education (Norway) from 2012 to 2017.

The USA contributed the most to the literature, though the top information literacy themes were addressed by each of the 18 countries that contributed articles to the journals under study. Some themes emerged that suggest the existence of a common global discourse around shared information literacy concepts, including themes related to information literacy theory and practice.

The shared information literacy themes can be used to help solidify a global understanding of information literacy.

This study fills a gap in the content analysis of information literacy journals by identifying themes that demonstrate a shared global understanding of information literacy.