Information Literacy as an Unintended Product of Open-access Courses: Identifying Skills and Underpinning Factors

Abstract

This study investigates whether information literacy (IL) develops incidentally through open-access courses in Bangladesh and identifies which design elements promote this growth. Guided by critical realism and constructionism, and using an interpretive-phenomenological approach, a mixed-methods strategy combined a Likert-type survey of users (n=62) across national and international platforms (e.g., Muktopath) with interviews involving three content developers. Descriptive and thematic analyses were performed. Few participants had completed formal IL courses; most harboured only superficial IL awareness, were cautious about misinformation and attribution, yet displayed inconsistent computer and network security skills. Users valued content relevant to everyday life but reported limited interactivity, multiple-choice assessments, accessibility issues, and difficulties with certificate retrieval; enrolment was mandatory for some, increasing exposure to diverse course types. The findings fill a Bangladesh-specific evidence gap by demonstrating that IL can develop as a by-product of open-access courses. Incorporating explicit IL tasks, offering more comprehensive feedback, adopting universal design principles, and improving facilitation are recommended. Teacher’s World: Journal of Education and Research, 50(2), 19-45