Advancing Academic Librarians’ Professional Development in Information Literacy Instruction
The expansion of higher education in the digital era has increased the demand for effective Information Literacy (IL) instruction and underscored the role of academic librarians. This study employed an exploratory sequential mixed-methods design to examine how Malaysian academic librarians implement...
| المؤلف الرئيسي: | |
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| التنسيق: | أطروحة |
| اللغة: | الإنجليزية الإنجليزية الإنجليزية |
| منشور في: |
Faculty of Cognitive Sciences and Human Development
2025
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| الموضوعات: | |
| الوصول للمادة أونلاين: | http://ir.unimas.my/id/eprint/49899/ |
| Abstract | Abstract here |
| الملخص: | The expansion of higher education in the digital era has increased the demand for effective Information Literacy (IL) instruction and underscored the role of academic librarians. This study employed an exploratory sequential mixed-methods design to examine how Malaysian academic librarians implement theoretical frameworks in their teaching and to assess the effectiveness of a purpose-built IL MOOC in developing student competencies. Interview data indicated that IL instruction was informed by theoretical foundations through differentiated and scaffolded methods, ethical integration, interactive pedagogy, and continuous professional development. Librarians utilized the TPACK framework by integrating digital tools with learner-centered strategies, while the ACRL Framework informed the development of structured modules, practical search and evaluation activities, reciprocal engagement, and assessment practices. Quantitative results indicated that time invested in the MOOC was the most significant predictor of course completion, while participation in activities and repeated assessments further improved outcomes. Engagement and course design had a greater impact than video duration. Competency analysis demonstrated significant differences between completers and non-completers across all six IL modules, with the largest improvements observed in 'Scholarship as Conversation' and 'Searching as Strategic Exploration.' These findings underscore the importance of aligning IL instruction with the TPACK and ACRL frameworks, enhancing librarians’ pedagogical expertise, and utilizing MOOCs as scalable solutions for improving IL competencies. |
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