Comparative Analysis of Information Literacy Instruction in Public vs. School Libraries

Thesis Abstract

This study addresses the persistent gap in information literacy (IL) outcomes between public and school libraries, examining how instructional practices, resource availability, and librarian roles influence learners’ IL competence in urban and peri-urban contexts. The problem arises from disparate IL curricula, limited cross-context collaboration, and varying assessment standards that impede transfer of IL skills across educational settings. The aim is to compare IL instruction effectiveness between public and school libraries and to identify factors that mediate learner outcomes. Specific objectives include (1) to evaluate IL instructional strategies employed in public versus school libraries; (2) to measure learners’ IL competency before and after instruction using a standardized rubric aligned with ACRL Framework indicators; (3) to examine librarian professional development and collaboration with teachers as predictors of IL gains; (4) to assess access to digital and print information resources and its association with IL outcomes; (5) to formulate evidence-based recommendations for cross-context IL programming. A mixed-methods design is employed, integrating quantitative and qualitative strands to capture breadth and depth. The population comprises IL instructors and learners in 20 public libraries and 20 secondary school libraries within three metropolitan districts. A stratified random sample of 40 IL instructors and 800 learners (10 learners per library) will be selected for the quantitative phase, with purposive sampling of 12 instructors and 40 learners for in-depth qualitative exploration. Data collection instruments include (a) a standardized Information Literacy Assessment Instrument (ILAI) aligned to the ACRL Framework (validity established via content and construct validation; reliability Cronbach’s alpha = 0.89), administered as pre- and post-tests; (b) a structured classroom observation protocol to document instructional practices and resource integration; (c) a survey measuring librarian professional development, collaboration with educators, and perceived barriers; (d) semi-structured interviews with librarians and teachers to explore contextual factors; and (e) document analysis of syllabi, lesson plans, and program records. Quantitative data will be analyzed using descriptive statistics, paired-sample t-tests to assess pre-post IL gains, and multivariate analysis of covariance (MANCOVA) controlling for prior IL levels, age, and access features. Regression models will identify predictors of IL gains, including instructional modality (direct instruction, inquiry-based learning, or blended approaches), duration of instruction, and collaboration intensity. A factor analysis will validate the construct structure of the ILA I. Qualitative data will undergo thematic analysis to extract patterns related to instructional alignment with the IL framework, resource ecosystems, and cross-context transferability; triangulation with quantitative findings will be employed to enhance interpretive validity. A secondary analytical step will apply structural equation modeling to test a hypothesized model linking librarian collaboration, instructional strategies, resource accessibility, and learner IL outcomes. Key expected findings include (i) school libraries employing structured, teacher-collaborative IL units yield greater post-instruction IL gains than public libraries with variable instructional coherence; (ii) higher IL gains correlate with frequent collaboration between librarians and classroom teachers; (iii) access to curated digital repositories and integrated search prompts significantly modulates learner performance; (iv) student attitudes toward information credibility mediate the relationship between instruction type and IL outcomes; and (v) contextual factors such as scheduling constraints and administrative support influence implementation fidelity. The study contributes to knowledge by bridging a comparative gap in IL education across library settings, clarifying how instructional design, collaboration, and resource ecosystems interact to shape learner competencies, and offering a transferable framework for cross-context IL programming. The findings are expected to inform policy guidance for integrated IL curricula, professional development curricula for librarians, and practical models for sustained collaboration between public and school libraries. The main conclusion anticipates that cross-context IL initiatives, grounded in inquiry-based pedagogy and institutional collaboration, achieve resilient improvements in information literacy. Recommendations include adopting standardized IL benchmarks across library types, implementing joint professional development among public and school librarians, developing shared information-resource repositories, and embedding IL assessment within regular curriculum planning to ensure continuous improvement and transferability of skills.