Zhao, Shuzhen2025-09-242025-09-242017https://repository.ifla.org/handle/20.500.14598/4892This study examined information literacy skills of graduate students at the University of Windsor. The study encompassed a quantitative survey and qualitative focus groups. Results for survey questions related to the library’s training session and library services were very low with respect to use and awareness. Focus group questions focused on information-seeking preference and knowledge of the library’s electronic resources. Data derived from focus groups confirmed the survey findings. Overall, study findings showed that graduate students have only a basic understanding of information literacy skills—significantly less than the level required by the ACRL information literacy framework. Thus, graduate students need more information literacy training, perhaps through a library instruction session in the classroom or in the library, or through intensive one-on-one instruction. Particularly, the collaboration between libraries and faculties to integrate effective library-led information literacy into graduate course instruction would greatly benefit graduate students’ research and overall academic success.enAttribution 4.0 Internationalhttps://creativecommons.org/licenses/by/4.0/Posterhttps://2019.ifla.org/conference-programme/poster-sessions/open access