The pedagogical challenges of creating information literate librarians
AffiliationUniv Arizona, Informat Sch
Library and information science education
Information literacy pedagogy
MetadataShow full item record
PublisherEMERALD GROUP PUBLISHING LTD
CitationMaryam Derakhshan, Mohammad Hassanzadeh, Susan E. Higgins, Sara Abbaspour Asadollah, (2017) "The pedagogical challenges of creating information literate librarians", Library Review, Vol. 66 Issue: 6/7, pp.570-583, https://doi.org/10.1108/LR-09-2016-0076
Rights© Emerald Publishing Limited 2017
Collection InformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at email@example.com.
AbstractPurpose - This study aims to investigate the challenges of developing information literacy (IL) competencies and approaches to overcome the challenges among library and information science (LIS) students in Iran. Design/methodology/approach - Taking an exploratory approach, the study used semi-structured interviews to gather the data. Using the 2000 ACRL standards as a framework, the fieldwork questions were designed around the five areas of IL competencies. A total of 15 academics teaching 18 different LIS courses from six universities were interviewed. They were asked the challenges they faced in teaching these competencies and the approaches they took or suggested in overcoming the challenge(s). A thematic approach was used to analyze the data. Findings - Some of the challenges for students mentioned by the interviewees were ambiguity about the discipline, inability to match subject relevance with appropriate sources of information and lack of familiarity with databases. Research limitations/implications - This study is limited to LIS academics; studying students' reflections can bring broader perspectives to IL education in LIS programs. Owing to the nature of the design of this study, which is a single case study, the teaching experiences of IL are limited to the ones which emerged and were addressed in the context of the case. Although the case selection was made in a way that can be representative of the "general" in the "particular" bounded system of the case (Stake, 1998), studying more cases could certainly have brought broader perspectives to IL which could have been to wider contexts. Originality/value - The results of this study contribute to our understanding of challenges in teaching IL in the LIS discipline, an area that has not been researched directly. This contributes to IL teaching in disciplinary areas and it brings new perspectives to the elements of IL teaching which emerged from the experiences of people who are directly experienced in the context of the discipline.
VersionFinal accepted manuscript