Factors that influence librarian definitions of information literacy

Abstract

This study examines the factors that influence academic instruction librarians' beliefs regarding information literacy. Seventeen academic librarians in the USA participated in one-hour interviews discussing information literacy as a social practice. During the interview process, participants described how they came to their current definition of information literacy. The interview transcripts were coded inductively and themes that emerged were later member-checked for confirmation. This study found that texts, people, experiences, institutional factors, and self-identity influence librarians' beliefs regarding information literacy. This study adds to the existing body of knowledge of how information literacy is envisioned by exploring the conceptualizations of the practitioners responsible for teaching information literacy at the postsecondary level. Additionally, this paper advocates for pre-service librarian educators to better prepare future instructors through discussion of practice theory and for library administrators to encourage communities of practice to begin closing the theory-to-practice gap that exists.