Impact of information literacy instructional programs: a global perspective based on a systematic literature review

Abstract

Information literacy (IL) enhances individuals’ ability to navigate diverse information sources efficiently. Well-structured information literacy instruction (ILI) fosters improved information usage in formal and informal settings. This study aims to systematically review the impact of ILIs. The Scopus and Web of Science bibliographic databases were used for the literature search, retrieving 1,907 records. Following the PRISMA framework, 30 studies met the inclusion criteria. These studies were conducted in the USA, Canada, the UK and some Asian and African countries. Pre-post-test assessments are widely used to measure ILI effectiveness, with performance-based evaluations proving more reliable than IL self-efficacy-based evaluations. The USA has taken the notion of embedded librarianship/embedding ILI to a particular course or entire course very seriously and has benefited from it. Evidence-based, practical approaches are more appropriate for designing ILIs. Factors like sociocultural background, learning styles and the maturity level of attendees significantly influence ILI effectiveness. Compared to standalone sessions, ongoing small-scale training programs yield better IL competency. This study outlines a future research agenda, acknowledging a dearth of research on the impact of IL effectiveness and IL skill evaluation in the Indian context. This study’s findings will provide valuable insights into developing practical approaches to designing competent ILIs for different stakeholders worldwide. The study systematically discusses the evidence on effectiveness of ILI programs, highlighting appropriate assessment methods and the value of continuous, integrated, and context-specific approaches.