Abstract
Information literacy is a crucial skill in higher education, yet empirical evidence from public universities in Bangladesh remains scarce. This study applies the SCONUL Seven Pillars framework to assess the information literacy skills of 268 public university students in Bangladesh. A quantitative survey was conducted to examine overall proficiency levels and variations by gender, faculty, academic year, and exposure to information literacy training. The findings indicate stronger abilities in identifying information needs, while competencies related to managing and organizing information remain relatively weaker. Information literacy training emerged as the most influential factor, with trained students possessing significantly better skill. No significant differences were observed across academic years, suggesting that academic progression alone does not ensure skill development. Disciplinary variations highlight the role of curricular and learning environments in shaping competencies. The study findings emphasize on the importance of structured training and curriculum integration in strengthening students’ information literacy skills.