**2. Aims and scope of the study**

In this chapter, we present and discuss the IL as measured in a group of 561 undergraduate and graduate university students, aiming to answer the following research questions:

**RQ1:** What is the level of IL among students? How is it affected by demographic parameters, such as gender, type of study major, and study year?

**RQ2:** In which content areas of IL are students successful, and in which areas should they be given more emphasis in their education?

**RQ3:** Is there a relationship between students' IL and their scientific literacy? Are students' abilities to master higher levels of cognition (understanding and applying knowledge) comparable between the two literacies?

**RQ4:** Does software use, ownership of ICT devices, number of ICT-rich courses, and confidence in using the Internet affect students' level of IL?

**RQ5:** How is IL influenced by various psychological/learning parameters, such as self-concept about learning and problem-solving, general self-efficacy, use of metacognitive learning strategies, internal motivation, and autonomous and controlled external motivation?

**RQ6:** To what extent does a study course with IL content contribute to improving students' information literacy? How do the teaching methods affect the outcomes?

**RQ7:** How much of the IL could be explained by demographic parameters, scientific literacy, ICT use, and psychological/learning parameters of students? Which parameters affect IL levels the most?
