A Framework for Assessing Information Literacy Development in Academic Libraries

Thesis Abstract

The increasing recognition of information literacy as a critical component of academic success necessitates the development of robust frameworks for assessing students' competency growth within academic libraries. Despite the acknowledged importance, existing assessment models often lack comprehensiveness, fail to accommodate diverse student needs, and are not sufficiently grounded in theoretical foundations. This study aims to develop and validate a contextualized framework for assessing information literacy development among university students, with specific objectives to review existing assessment models, identify key indicators of information literacy progress, integrate relevant theoretical perspectives, and empirically test the framework’s applicability across diverse academic disciplines. Employing a mixed-methods research design, the study combines a qualitative exploratory phase with a quantitative validation phase. The qualitative phase involves semi-structured interviews with 30 academic librarians and 20 students from three major universities to explore current assessment practices, perceived gaps, and contextual factors influencing information literacy development. Thematic analysis, guided by the Constructivist Grounded Theory, is used to identify core dimensions and indicators. Subsequently, a draft framework is constructed and subjected to expert review using a Delphi technique with 12 information science scholars, resulting in refinements that ensure validity and contextual relevance. The quantitative phase utilizes a survey instrument developed from the refined framework, administered to a stratified random sample of 500 undergraduate students across five universities. Data collected through Likert-scale questionnaires are analyzed using exploratory and confirmatory factor analysis, alongside multiple regression analysis, to ascertain the construct validity and predictive capacity of the framework. Key expected findings include the identification of core domains of information literacy development—such as cognitive, procedural, and affective dimensions—that are empirically validated and demonstrate significant correlations with students’ academic performance and research productivity. The analysis is anticipated to reveal vital contextual factors that influence literacy development, including library instruction quality, access to resources, and pedagogical integration. Furthermore, the study aims to establish a reliable and valid assessment model that can be integrated into institutional evaluation processes. This research will contribute to the body of knowledge by providing a theoretically grounded, empirically validated framework tailored to the university context, addressing existing gaps in assessment comprehensiveness and contextual sensitivity. It will also extend the application of relevant information science theories, such as the Information Process Model and the Theory of Planned Behavior, within the assessment domain. Practically, the framework offers librarians and academic administrators a systematic tool for monitoring student progress, designing targeted interventions, and enhancing information literacy curricula. The study concludes that the proposed framework effectively captures the multidimensionality of information literacy development and offers a practical instrument for assessment purposes. Recommendations include institutional adoption of the framework for ongoing evaluation, integration of assessment outcomes into curriculum design, and continuous refinement through longitudinal studies. Future research should explore the application of the framework in different cultural and educational contexts, as well as its longitudinal impact on student learning outcomes. This contributes to sustainable enhancement of information literacy skills, ultimately supporting students’ academic achievement and lifelong learning competencies within the rapidly evolving information landscape.