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I find that availability is not an issue--it's the evaluation/credibility of sources that is an issue. There is so much information ready at the click of a keyboard, but not all of that information is reliable and credible. That's what I tend to spend time focusing on, when it comes to sources.

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Students sometimes don't understand that, say, an AI summary of information is not the same as a textbook which is not the same as a scholarly article - the mechanisms behind how each of those is created seem murky or not relevant. The difference between facts and arguments is also unclear - when is it appropriate to "simply" memorize things, when do you need to critically evaluate claims?

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Our students struggle with being able to recommend reliable sources to their future patients. It is also difficult for finding the ways to use social media as a platform to provide information

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the struggle is not with finding information, but finding relevant information. A research source that is 15+ years old is likely not the most relevant source anymore because of how the science has advanced. But more cited and older sources are easier to find and vet

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Evaluating whether or not info is correct. In other words critical thinking around information.

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Many students seem to have limited research skills. Many weren't really taught how find diverse sources of information in high school and this gap often isn't filled in early undergrad courses. Many students don't know much (if anything) about library databases or how to use them effectively, almost never read books (esp if they're not only available in print), and have an over reliance on Google/Google Scholar. Many students also have limited skillsets related to evaluating and comparing sources for validity, relative strength of findings, etc.

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In situations related to academic, political, and health-related activities (nutritional and mental).

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In situations related to academic, political, and health-related activities (nutritional and mental).

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I think finding information can feel opaque for students, getting a sense of how that information is produced and where. It's harder to know what is a good source these days.

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Students struggle to understand how best to locate sources. Then, once they locate a source that might be applicable to their research, they struggle to understand what makes a source authoritative. Also, once a student finds a source, I don't think that many truly understand what to do with the source. They will pull a quote or two from the source that supports their thesis or hypothesis, but are they truly appreciating the overall value of the content they have discovered. I don't think students understand the academic conversation that surrounds and is outlined and documented by the sources they locate.

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As time goes on: students usually are picking less credible sources (think a social media post by a popular influencer) versus credible source material.

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I've found that my graduate students struggle with the "creating new knowledge" part of information literacy. They're pretty good at finding research and evaluating studies, but they struggle with putting findings from multiple studies together to create new understandings (synthesis).

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It would be much easier to answer if you had asked "Where do you NOT see your students struggling in evaluating or using information...?" Increasingly, students are relying on AI generated responses (I'm not going to call those information or knowledge) to formulate their ideas and responses to class prompts. In other cases, even with transparent and careful prompting, students don't even seem to recognize that providing an unsupported opinion is not the same as providing information. And lots of other critical thinking problems in general...

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I find students sometimes don't put the time in required to produce good quality work. As such, synthesis can be superficial.