INFORMATION BEHAVIOUR OF GENERATION Z STUDENTS IN ACCESSING AND EVALUATING ONLINE SCHOLARLY RESOURCES

Abstract

This paper examines the information behavior of Generation Z (Gen Z) students in accessing and evaluating online scholarly resources. As digital natives, Gen Z students exhibit a strong preference for digital, instantaneous, and interactive information sources, including social media, open-access platforms, and AI-driven content. While they demonstrate proficiency in navigating digital tools, their capacity to critically evaluate the credibility, reliability, and quality of online information remains significantly limited. The paper reviews existing literature on Gen Z's information-seeking patterns, highlighting their reliance on social media platforms such as YouTube, Instagram, and Twitter for both academic and non-academic purposes, as well as their increasing engagement with AI-generated content and algorithmic personalisation. Studies indicate low engagement with traditional and electronic library services among Gen Z students, attributed to factors such as inadequate ICT infrastructure, lack of awareness, and a preference for instantly accessible, multimedia-rich content. The review further identifies challenges in accessing and evaluating online scholarly resources, including information overload, difficulty in verifying source credibility, and underdeveloped information literacy skills. The paper underscores the urgent need for academic libraries and educational institutions to adapt by redesigning information literacy programmes, integrating digital tools, and creating user-centred, technology-enhanced learning environments that align with the evolving needs of Gen Z. Such adaptations are essential to equip Gen Z students with the critical evaluation skills necessary to navigate both traditional and digital scholarly resources effectively and to support their academic success.