Designing and evaluating virtual information literacy modules for postgraduate libraries education

Thesis Abstract

This study investigates the design, implementation, and evaluation of virtual information literacy (IL) modules tailored for postgraduate library education, addressing the persistent gap between theoretical IL concepts and practical research competencies required by postgraduate students. The problem centers on limited access to scalable, interactive, and discipline-appropriate IL instruction that aligns with diverse postgraduate research needs and assessment practices in library education programs. The aim is to develop a modular, evidence-based virtual IL curriculum and assess its effectiveness across varied postgraduate cohorts. Specific objectives include (1) to design a set of interactive IL modules grounded in constructivist and cognitive load theories, (2) to implement these modules across three postgraduate programs representing humanities, sciences, and professional studies, (3) to evaluate learning outcomes using a mixed-methods approach, (4) to examine changes in information literacy self-efficacy and research productivity, and (5) to formulate scalable recommendations for integrating virtual IL within existing curricula. The study adopts a sequential mixed-methods design comprising a formative design phase followed by a summative evaluation. The population consists of 450 enrolled postgraduate students and 18 librarian-educators across three universities with robust e-learning ecosystems. A stratified random sample of 240 postgraduate students will be invited to participate, with 180 completing both pre- and post-intervention assessments, and 36 educators participating in expert reviews and focus groups. Data collection instruments include a validated Information Literacy Competency Assessment (ILCA), a bespoke Information Literacy Self-Efficacy Scale, and a User Experience Questionnaire (UEQ) to capture usability and engagement. Qualitative data will be gathered through semi-structured interviews with 30 students and 12 educators, as well as two focus groups with the design team. Validity and reliability will be established through triangulation, pilot testing, and test-retest procedures for quantitative instruments, along with member checking and audit trails for qualitative data. Analytical procedures will involve descriptive statistics and inferential analyses to determine the effectiveness of the virtual IL modules. Regression analysis will test the relationship between module usage, engagement metrics, and gains in ILCA scores, while repeated-measures ANOVA will examine pre- to post-intervention changes across disciplines. Thematic analysis will be conducted on interview and focus group transcripts to elucidate perceived value, contextual challenges, and instructional design features contributing to learning gains. A convergent parallel design will integrate quantitative and qualitative findings to generate a comprehensive interpretation of module effectiveness, user experience, and instructional impact. The study will also apply Kolb’s experiential learning theory to interpret how reflective activities within modules influence knowledge construction and transfer to research practice, and Self-Determination Theory to understand motivation and sustained engagement with virtual IL activities. Key expected findings include significant improvements in ILCA scores and self-efficacy measures post-intervention, with effect sizes indicating practical significance across disciplines. Higher engagement and favorable UEQ ratings are anticipated to correlate with greater learning gains. Qualitative insights are expected to reveal critical design features such as scaffolded learning pathways, authentic research tasks, adaptive feedback, and integration with repository and citation tools. The study anticipates identifying discipline-specific needs and potential barriers, such as variability in access to high-bandwidth connectivity and differences in supervisory support for IL practices. The contribution to knowledge is threefold (i) provision of a rigorously designed, scalable virtual IL module set validated across diverse postgraduate contexts; (ii) empirical evidence on the effectiveness of virtual IL in enhancing postgraduate research capabilities and self-efficacy; and (iii) a practical implementation framework and set of design guidelines for universities seeking to embed virtual IL within doctoral and master’s programs. The main conclusions are expected to advocate for modular, adaptable IL curricula that align with disciplinary research workflows and emphasize authentic assessment. Recommendations include refining module adaptivity, expanding repository integrations, establishing ongoing educator professional development, and conducting longitudinal studies to assess long-term impact on research quality and publication outcomes.