2026 ALISE Annual Conference

This study examines how multilingual learners’ first language (L1) information literacy (IL) experiences relate to second language (L2) IL self-efficacy. Drawing on translanguaging and social cognitive theories, it uses variable- and person-centered analyses to model relationships among L1 IL experiences and multilingual self-efficacy constructs. Results show that translanguaging self-efficacy moderates the relationship at the advanced level only, while transpositioning self-efficacy is not significant. Person-centered findings reveal heterogeneous learner profiles, with stronger L1 IL experiences and multilingual self-efficacy associated with higher L2 IL self-efficacy.