A Framework for Integrating Critical Pedagogy in Library Science Education

Thesis Abstract

The integration of critical pedagogy into library science education has become increasingly vital in fostering socially responsive and transformative information professionals capable of addressing contemporary societal challenges. Despite its recognized potential, there is a notable lack of a comprehensive theoretical and operational framework guiding its systematic incorporation into curricula and pedagogical practices within library and information science programs. This study aims to develop a robust framework for embedding critical pedagogy into library science education, thereby enhancing students' critical consciousness and advocacy skills. Specifically, the research objectives are to (i) examine existing pedagogical approaches in library science education concerning critical pedagogy principles; (ii) identify contextual factors influencing the integration of critical pedagogy; (iii) formulate an operational framework tailored to the local educational environment; and (iv) validate the framework through empirical application and expert review. The study adopts a mixed-methods research design, combining qualitative exploratory analyses with quantitative validation. The population encompasses library science educators and graduate students from five premier universities within the region, totaling approximately 250 participants. A stratified random sampling technique ensures proportional representation from different academic levels and institutions, resulting in a sample size of 150 educators and 150 students. Data collection instruments include semi-structured interview guides, survey questionnaires based on the existing literature, and document analysis of curricular materials. The validity of instruments is established through expert review and pilot testing, while reliability is confirmed via Cronbach's alpha coefficients exceeding 0.8. Qualitative data undergo thematic analysis using NVivo to identify prevalent pedagogical practices, perceived barriers, and contextual factors affecting critical pedagogy adoption. Quantitative data are analyzed through descriptive statistics, exploratory factor analysis to determine underlying constructs, and multiple regression analysis to identify predictors of successful integration. The framework’s validation involves a Delphi technique with selected experts in library education, refining the model iteratively to ensure relevance and practicality. Anticipated findings suggest that the successful integration of critical pedagogy hinges on institutional support, faculty willingness, curriculum flexibility, and adequate pedagogical training. The framework postulates that embedding critical consciousness, dialogic learning, and reflective practice into library science curricula positively influences students’ social awareness and advocacy capabilities. The study expects to reveal significant relationships between faculty training and pedagogical innovation, emphasizing the need for targeted professional development. The contribution of this research lies in filling a critical gap by providing a context-specific, empirically validated framework that library science educators can adopt to transform their pedagogical approaches. It offers practical guidelines for curriculum developers, policymakers, and educators seeking to embed social justice and critical awareness in information science education, thus advancing both theoretical understanding and pedagogical practice. Conclusively, the study affirms that integrating critical pedagogy requires strategic alignment of institutional policies, faculty capacity, and curriculum design. It recommends the adoption of the proposed framework across educational institutions, coupled with continuous professional development and reflective assessment processes. Further research is proposed to explore longitudinal impacts of critical pedagogy-driven curricula on library professionals’ community engagement and advocacy roles, ensuring sustained social impact beyond the academic environment.