Undergraduates’ perceptions of information, media and data literacy: Proposing an integrative assessment instrument

This study addresses the absence of integrated self-assessment tools for information, media and data literacy (MILDAL) competencies among social sciences undergraduates. It aims to develop and validate the Q-MILDAL questionnaire, a novel instrument designed to holistically measure students’ self-perceptions across these interrelated literacies. Q-MILDAL was developed through a mixed-methods framework: Content analysis of international literature to identify core dimensions (Authority, Creation, Value of Information, Research, Dialogue, Search). Qualitative validation via expert panel reviews ( n = 8) and student focus group discussions to refine clarity and relevance. And quantitative validation using exploratory factor analysis (EFA) and reliability testing (Cronbach’s α) with a pilot sample of 80 students from Education, Information and Communication, and Economics programmes. The final 48-item scale demonstrated exceptional reliability (α = 0.953) and a six-factor structure aligning with the proposed dimensions. Qualitative feedback highlighted the need to simplify language and condense items, while quantitative results confirmed the tool’s robustness in capturing students’ self-assessed MILDAL competencies. Q-MILDAL is the first integrated instrument to consolidate information, media and data literacy self-perceptions into a single validated scale. Its mixed-methods design ensures both methodological rigour and practical applicability, offering educators an adaptable tool to identify gaps in literacy training and tailor curricula to interdisciplinary needs. The study advances scholarly discourse by bridging fragmented approaches to literacy assessment in higher education.