Beyond accessibility: a systematic review of information literacy challenges, practices and emerging stakeholder roles for visually impaired students

Abstract

This study aimed to investigate the status of information literacy (IL) competencies of visually impaired students (VIS), challenges being faced by them, and the emerging role of stakeholders (such as libraries, library schools, government, administrators and policymakers) promoting inclusive IL instruction and practices. A systematic review was conducted following updated PRISMA guidelines. A search query was formulated, and data were extracted from relevant major indexing and abstracting databases. Finally, a total of 30 relevant studies were selected for this review. A comprehensive quality appraisal was performed to evaluate the methodological transparency and reporting quality of the included studies. The findings of the study revealed that IL skills among VIS vary across contexts, ranging from limited and basic to moderate and emerging levels. The findings identified limited or basic IL skills, often linked to the absence of formal IL instruction, lack of accessible learning environments and reliance on peers or instructors. The challenges being faced by VIS extended beyond the scarcity of accessible content, stemming from interrelated structural barriers at institutional, technological, infrastructural and socio-cultural levels. This study also identified the emerging role of stakeholders, including the role of libraries, library schools, administrations and policymakers. This study proposed a conceptual framework toward an inclusive IL ecosystem in LIS consisting of five integrated domains, including learner or VIS capacities, required technological infrastructure, IL pedagogical integration, institutional governance and the essential proactive role of librarians. This framework suggests that sustainable IL development evolves as a structural harmony between these five domains.