This study examined the information literacy skills of undergraduate students at the University of Ilesa, Osun State, Nigeria, focusing on library usage patterns, levels of information and computer literacy, training needs, and satisfaction with existing library information literacy programmes. A descriptive cross-sectional survey design was adopted. The study population comprised 5,763 undergraduate students across nine faculties during the 2024/2025 academic session. Using a stratified random sampling technique, 400 students were selected to ensure proportional representation. Data were collected through a structured questionnaire and analysed using descriptive statistics, including frequencies, percentages, means, and standard deviations. The findings revealed a high level of library engagement among students, with most respondents using the library daily or weekly. Overall, undergraduate students demonstrated high information literacy skills, particularly in identifying information needs, using search engines, evaluating information sources, and citing references. However, a significant weakness was observed in students’ ability to use the library catalogue system independently. In addition, respondents exhibited high computer literacy skills, especially in basic computer operations and the use of word processing and presentation software. Despite these competencies, students expressed strong needs for further training in key areas, notably plagiarism avoidance, database searching, and effective use of the library catalogue. Regarding satisfaction, students were generally satisfied with the library’s information literacy programmes and staff support, but dissatisfaction was reported concerning the availability of training materials. The study concludes that while undergraduates at the University of Ilesa actively use the library and possess relatively high information and computer literacy skills, targeted training and improved instructional resources are necessary to address identified skill gaps and enhance overall information literacy outcomes.