A Framework for Enhancing Critical Teaching Skills in Library Science Education

Thesis Abstract

The effective cultivation of critical teaching skills among library science educators is essential for fostering transformative learning experiences and adapting to the evolving demands of information literacy in contemporary society. However, empirical evidence indicates that many library science educators lack a structured framework to develop and enhance their critical pedagogical competencies, thereby constraining their ability to promote deep analytical thinking, reflective practice, and student engagement. This study aims to develop a comprehensive framework for enhancing critical teaching skills in library science education, with specific objectives to identify the core components of critical pedagogy, analyze existing gaps in teaching practices, and formulate an actionable model to support professional development initiatives. Employing a mixed-methods research design, the study integrates both qualitative and quantitative approaches to achieve a holistic understanding of the phenomenon. The population consists of 150 library science educators across five major universities within the country, selected through stratified random sampling to ensure representativeness across academic ranks and institutional types. Data collection instruments include semi-structured interview guides, which are used to capture in-depth perspectives on current pedagogical practices and perceptions of critical teaching skills, alongside structured questionnaires with validated Likert-scale items measuring self-assessed competencies and perceived barriers. These instruments were subjected to face and content validity through expert validation, and reliability was established via Cronbach’s alpha coefficients exceeding 0.85. Quantitative data will be analyzed using descriptive statistics, correlation analysis, and multiple regression to identify predictors of critical teaching competency. Thematic analysis will be applied to qualitative interview transcripts to extract salient themes related to pedagogical challenges and enablers, guided by the critical pedagogy theory of Paulo Freire and the reflective practice model of Donald Schön. The integration of findings aims to inform the development of a theoretical framework that synthesizes multiple dimensions of critical teaching pedagogy—namely, content analysis, pedagogical strategies, reflective practice, and assessment. It is anticipated that the findings will reveal significant factors influencing the enhancement of critical teaching skills, including institutional support, individual educator motivation, and faculty development programs. A proposed framework will incorporate key components such as targeted training modules, mentorship structures, and reflective tools designed to cultivate critical consciousness among educators. This model aims to serve as a guide for policy formulation and capacity-building efforts in library science education, fostering educator competencies aligned with contemporary pedagogical standards. The study's contribution to knowledge lies in its systematic articulation of a pedagogical framework specifically tailored for library science educators, thereby filling a notable gap in the existing literature on teacher professional development within specialized information education sectors. It provides a nuanced understanding of the contextual factors and cognitive processes that underpin critical pedagogical practices, advancing theoretical insights into teacher education. The main conclusion emphasizes that the adoption and implementation of the proposed framework could substantially improve critical teaching competencies, ultimately enhancing student learning outcomes and fostering a culture of reflective, socially conscious librarianship. Recommendations include the integration of the framework into faculty development programs, institutional policy reforms to support continuous pedagogical improvement, and further longitudinal research to evaluate the framework's effectiveness over time. Future studies are also suggested to adapt and validate the model across different cultural and educational contexts to ensure broader applicability.