Ida, Hiroyuki; (2021) Toward Integrating Information Literacy into Higher Education Curriculum. Doctoral thesis (Ph.D), UCL (University College London).

Abstract

This thesis empirically explores the effective integration of information literacy education into higher education (HE) coursework using the theoretical foundation of the HE curriculum. It draws upon academic literacies to enhance the concepts of information literacy, focusing on the social aspects of literacies. Barnett and Coate’s (2005) schematic model of the HE curriculum is used as a conceptual framework to guide the project. The growing importance of information literacy education is emphasised, and librarians’ changing roles are explored, in particular in relation to the teaching role of the subject liaison librarian. Although librarians’ ‘cross-boundary’ identity shift has been emphasised in research studies, there has been little exploration of how information literacy education has affected their jobs. To provide greater understanding of their role, ‘third space’ theory is introduced (Whitchurch, 2008) and critically reviewed. The research questions focus on which conceptions of information literacy education influence practice, how the HE curriculum is envisioned when implementing information literacy education, the experiences of academic staff around the integration of information literacy education within the curriculum and academic librarians’ experiences of designing information literacy education. Semi-structured interviews were conducted to explore experiences of information literacy education in a U.K. social science HE institution. Five academic staff and four academic librarians were recruited. The main finding was that curriculum design is strongly embedded in subject-specific academic culture and that academic decision-making processes and pedagogical developments are emergent in their nature; meanwhile, librarians are expanding their roles but struggling to work most effectively with academic faculty. To close the gap between these experiences, librarians could develop a range of programmes designed to underpin students’ knowledge practices in various disciplines. The study suggests that Barnett and Coate’s schematic model is potentially This thesis empirically explores the effective integration of information literacy education into higher education (HE) coursework using the theoretical foundation of the HE curriculum. It draws upon academic literacies to enhance the concepts of information literacy, focusing on the social aspects of literacies. Barnett and Coate’s (2005) schematic model of the HE curriculum is used as a conceptual framework to guide the project. The growing importance of information literacy education is emphasised, and librarians’ changing roles are explored, in particular in relation to the teaching role of the subject liaison librarian. Although librarians’ ‘cross-boundary’ identity shift has been emphasised in research studies, there has been little exploration of how information literacy education has affected their jobs. To provide greater understanding of their role, ‘third space’ theory is introduced (Whitchurch, 2008) and critically reviewed. The research questions focus on which conceptions of information literacy education influence practice, how the HE curriculum is envisioned when implementing information literacy education, the experiences of academic staff around the integration of information literacy education within the curriculum and academic librarians’ experiences of designing information literacy education. Semi-structured interviews were conducted to explore experiences of information literacy education in a U.K. social science HE institution. Five academic staff and four academic librarians were recruited. The main finding was that curriculum design is strongly embedded in subject-specific academic culture and that academic decision-making processes and pedagogical developments are emergent in their nature; meanwhile, librarians are expanding their roles but struggling to work most effectively with academic faculty. To close the gap between these experiences, librarians could develop a range of programmes designed to underpin students’ knowledge practices in various disciplines. The study suggests that Barnett and Coate’s schematic model is potentially This thesis empirically explores the effective integration of information literacy education into higher education (HE) coursework using the theoretical foundation of the HE curriculum. It draws upon academic literacies to enhance the concepts of information literacy, focusing on the social aspects of literacies. Barnett and Coate’s (2005) schematic model of the HE curriculum is used as a conceptual framework to guide the project. The growing importance of information literacy education is emphasised, and librarians’ changing roles are explored, in particular in relation to the teaching role of the subject liaison librarian. Although librarians’ ‘cross-boundary’ identity shift has been emphasised in research studies, there has been little exploration of how information literacy education has affected their jobs. To provide greater understanding of their role, ‘third space’ theory is introduced (Whitchurch, 2008) and critically reviewed. The research questions focus on which conceptions of information literacy education influence practice, how the HE curriculum is envisioned when implementing information literacy education, the experiences of academic staff around the integration of information literacy education within the curriculum and academic librarians’ experiences of designing information literacy education. Semi-structured interviews were conducted to explore experiences of information literacy education in a U.K. social science HE institution. Five academic staff and four academic librarians were recruited. The main finding was that curriculum design is strongly embedded in subject-specific academic culture and that academic decision-making processes and pedagogical developments are emergent in their nature; meanwhile, librarians are expanding their roles but struggling to work most effectively with academic faculty. To close the gap between these experiences, librarians could develop a range of programmes designed to underpin students’ knowledge practices in various disciplines. The study suggests that Barnett and Coate’s schematic model is potentially This thesis empirically explores the effective integration of information literacy education into higher education (HE) coursework using the theoretical foundation of the HE curriculum. It draws upon academic literacies to enhance the concepts of information literacy, focusing on the social aspects of literacies. Barnett and Coate’s (2005) schematic model of the HE curriculum is used as a conceptual framework to guide the project. The growing importance of information literacy education is emphasised, and librarians’ changing roles are explored, in particular in relation to the teaching role of the subject liaison librarian. Although librarians’ ‘cross-boundary’ identity shift has been emphasised in research studies, there has been little exploration of how information literacy education has affected their jobs. To provide greater understanding of their role, ‘third space’ theory is introduced (Whitchurch, 2008) and critically reviewed. The research questions focus on which conceptions of information literacy education influence practice, how the HE curriculum is envisioned when implementing information literacy education, the experiences of academic staff around the integration of information literacy education within the curriculum and academic librarians’ experiences of designing information literacy education. Semi-structured interviews were conducted to explore experiences of information literacy education in a U.K. social science HE institution. Five academic staff and four academic librarians were recruited. The main finding was that curriculum design is strongly embedded in subject-specific academic culture and that academic decision-making processes and pedagogical developments are emergent in their nature; meanwhile, librarians are expanding their roles but struggling to work most effectively with academic faculty. To close the gap between these experiences, librarians could develop a range of programmes designed to underpin students’ knowledge practices in various disciplines. The study suggests that Barnett and Coate’s schematic model is potentially useful in conceptualising curriculum in terms of information literacy education and offers us an enriched conception of how to successfully approach the integration of information literacy education.

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