Iranian Public Libraries Can Improve Self-Efficacy in Information Literacy, Especially When School Library Instruction Is Not Preparing Students for Lifelong Learning Readiness

Objective – To examine the efficacy of information literacy skills instruction on the lifelong learning readiness skills of Iranian public library users. Design – Pre and post-test experiment. Setting – Two public libraries in Iran. Subjects – Thirty (30) high school students who were active users of two Iranian public libraries. Methods – Thirty (30) participants were randomized into two groups, one of which received information literacy training for seven weeks, while the other group acted as a control. Participants were assessed via three instruments in information literacy and readiness for lifelong learning prior to and at the completion of the training program. The workshops included basic library skills, recognizing needed information skills, information source skills, Internet skills, Internet searching skills, resource instruction, database skills, and general searching skills. Results of pre and post-test assessments were analyzed with analysis of covariance (ANCOVA). Main Results – The group that received information literacy instruction showed increased readiness for self-directed learning, readiness to overcome deterrents to participation, and improved information literacy. The control group did not show an increase in readiness to respond to triggers for learning or an overall increase in lifelong learning readiness. Conclusion – Information literacy instruction can improve elements of lifelong learning readiness in regular library users. Public libraries in Iran should begin long-term planning to implement this training.

Duke Scholars

Author Samantha Kaplan