Designing and evaluating a blended pedagogy for information literacy in graduate libraries

Thesis Abstract

The rapid expansion of information resources and evolving learning modalities in graduate education necessitate a robust information literacy (IL) framework that can be effectively delivered through blended pedagogy within graduate libraries. Despite widespread adoption of online and face-to-face instruction, there remains a gap in empirically grounded models that evaluate blended IL interventions in terms of learning outcomes, student engagement, and library service integration. This study aims to design, implement, and evaluate a blended pedagogy for information literacy tailored to graduate students across multiple disciplines, with a focus on scalable practices for graduate libraries in research-intensive universities. The specific objectives are to (i) develop an evidence-based blended IL curriculum integrating synchronous workshops, asynchronous modules, and self-directed research consultations; (ii) assess changes in IL competencies using a pre-post design and a validated IL assessment instrument; (iii) examine student engagement and perceived usefulness of the blended approach through mixed-methods data; (iv) identify organizational and librarian professional development requirements to sustain the model; and (v) propose a transferable framework for integrating blended IL within graduate library services. The study employs a sequential explanatory mixed-methods design underpinned by social constructivism and the Information Literacy framework of Association of College and Research Libraries (ACRL). The population comprises graduate students enrolled in research-intensive programs at three large universities. A purposive sample of 360 students will be drawn, with 120 participants per university, stratified by discipline (sciences, humanities, social sciences). Data collection will combine quantitative instruments—an IL skills rubric aligned to ACRL outcomes, a 5-point Likert-scale engagement survey, and assignment- or project-based performance metrics—with qualitative components including semi-structured interviews (n ? 30) and focus groups (n ? 6 groups) to elucidate contextual factors influencing learning. Instrument validity will be established through expert panel review and pilot testing (Cronbach’s alpha ? .80 for internal consistency). Data on the blended IL interventions will be captured through Learning Analytics, including time-on-task, module completion rates, and consultation frequencies. Quantitative analysis will utilize repeated-measures ANOVA to detect changes in IL competency scores pre- and post-intervention, multivariate regression to identify predictors of learning gains (discipline, prior IL exposure, and frequency of librarian consultations), and MANOVA to examine differences across disciplines. Mediation analysis will explore whether engagement mediates the relationship between the blended intervention and IL outcomes. Qualitative data will be analyzed thematically using an iterative coding process guided by Braun and Clarke’s approach, with triangulation to corroborate quantitative findings. A convergent mixed-methods phase will synthesize results to construct a comprehensive evaluation of the blended model. Expected findings include statistically significant improvements in IL competencies among graduate students following the blended intervention, with effect sizes indicating practical significance. Engagement metrics are anticipated to positively correlate with learning gains, and discipline-specific differences may reveal varying needs for search strategies, scholarly communication understanding, and data management practices. Qualitative insights are expected to highlight mechanisms by which blended delivery—particularly timely synchronous support and contextualized asynchronous modules—enhances information seeking, critical appraisal, and citation practices. Potential challenges such as digital fatigue, access inequities, and librarian workload will be identified, along with strategies to mitigate them. The study contributes to knowledge by providing a rigorously evaluated, scalable blended IL framework for graduate libraries, integrating pedagogy, technology, and library services within a coherent model. It expands empirical evidence on how blended IL interventions influence graduate research capabilities, informs professional development for librarians, and offers practical guidelines for program design, assessment, and sustainability. The anticipated conclusion emphasizes that a well-structured blended IL curriculum, supported by targeted librarian training and institutional alignment, yields durable improvements in information literacy and scholarly practices. Recommendations include adoption of modular blended IL curricula across graduate programs, investment in analytics-enabled monitoring, and ongoing professional development to sustain high-quality information literacy instruction in graduate libraries.