Strategic university practices in student information literacy development
Abstract
This study aimed to examine the role of university practice in student information literacy development. The study employed qualitative research design and involved 31 lecturers, librarians and students in a public research university. Data was collected using semi-structured interviews and analyzed using qualitative data analysis approach. The study found that student information literacy development is a discursive practice of information searching, organizing, analyzing, and synthesizing embedded in learning orientation that focuses on building, validating and disseminating knowledge and its mediating artefacts. The practice is influenced by multiple practices of communities within the institutions, namely the lecturers, librarians, students, and management. The study implicated student information literacy development could be supported by strategic partnerships between lecturers and librarians at the department level with lecturers holding an extra responsibility to stage the practice in the context of knowledge discipline so that students would develop, validate and disseminate knowledge and its mediating artefacts.
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