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Toward a Coherent Framework for School-Based Information Literacy: Delphi-Based Expert Perspectives on Competence and Implementation

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Title: Toward a Coherent Framework for School-Based Information Literacy: Delphi-Based Expert Perspectives on Competence and Implementation
Language: English
Authors: Ivana Martinovic (ORCID 0000-0002-5074-9744)
Source: Journal of Information Literacy. 2025 19(2):60-92.
Availability: CILIP Information Literacy Group. 7 Ridgmount Street, Bloomsbury, London WC1E 7AE, United Kingdom. e-mail: JIL@cilip.org.uk; Web site: https://journals.cilip.org.uk/jil/index
Peer Reviewed: Y
Page Count: 33
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Secondary Education
Descriptors: Information Literacy, Elementary Secondary Education, Competence, School Libraries, Librarians, Program Implementation, Library Instruction, Teaching Methods, Artificial Intelligence, Information Seeking, Inquiry, Ethics, Information Utilization, Digital Literacy, Curriculum Design, Foreign Countries, Student Evaluation, Feedback (Response), Library Role
Geographic Terms: Croatia
ISSN: 1750-5968
Abstract: This article presents the findings of a two-round Delphi study exploring expert perspectives on information literacy (IL) in Croatian primary and secondary education. The study examined which IL competencies and pedagogical approaches are considered essential, how school librarians perceive their instructional role, and what systemic challenges influence the implementation of IL. A total of fifteen school librarians participated in the study. In the first round, participants responded to 11 open-ended prompts addressing themes such as teaching strategies, assessment, curriculum integration, and the use of artificial intelligence (AI) tools. In the second round, they evaluated 26 synthesised statements derived from a thematic analysis of the initial responses. The results reveal strong consensus on the need for a developmentally aligned and cross-curricular IL framework, encompassing skills from basic information seeking to independent inquiry and ethical information use. While school librarians are seen as key facilitators of IL, their efforts are often limited by time constraints, insufficient resources, and a lack of formal collaboration with teaching staff. Participants also expressed concern over students' increasing reliance on generative AI tools, which may impede critical thinking and encourage superficial engagement. The study underscores the need for national IL standards, stronger institutional support for school librarians, and greater attention to the pedagogical and ethical implications of AI in education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492398
Database: ERIC
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  Data: Toward a Coherent Framework for School-Based Information Literacy: Delphi-Based Expert Perspectives on Competence and Implementation
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  Data: <searchLink fieldCode="AR" term="%22Ivana+Martinovic%22">Ivana Martinovic</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5074-9744">0000-0002-5074-9744</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Information+Literacy%22"><i>Journal of Information Literacy</i></searchLink>. 2025 19(2):60-92.
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  Data: CILIP Information Literacy Group. 7 Ridgmount Street, Bloomsbury, London WC1E 7AE, United Kingdom. e-mail: JIL@cilip.org.uk; Web site: https://journals.cilip.org.uk/jil/index
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  Data: 33
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Information+Literacy%22">Information Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22School+Libraries%22">School Libraries</searchLink><br /><searchLink fieldCode="DE" term="%22Librarians%22">Librarians</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Instruction%22">Library Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Seeking%22">Information Seeking</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Utilization%22">Information Utilization</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Role%22">Library Role</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Croatia%22">Croatia</searchLink>
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  Data: 1750-5968
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  Data: This article presents the findings of a two-round Delphi study exploring expert perspectives on information literacy (IL) in Croatian primary and secondary education. The study examined which IL competencies and pedagogical approaches are considered essential, how school librarians perceive their instructional role, and what systemic challenges influence the implementation of IL. A total of fifteen school librarians participated in the study. In the first round, participants responded to 11 open-ended prompts addressing themes such as teaching strategies, assessment, curriculum integration, and the use of artificial intelligence (AI) tools. In the second round, they evaluated 26 synthesised statements derived from a thematic analysis of the initial responses. The results reveal strong consensus on the need for a developmentally aligned and cross-curricular IL framework, encompassing skills from basic information seeking to independent inquiry and ethical information use. While school librarians are seen as key facilitators of IL, their efforts are often limited by time constraints, insufficient resources, and a lack of formal collaboration with teaching staff. Participants also expressed concern over students' increasing reliance on generative AI tools, which may impede critical thinking and encourage superficial engagement. The study underscores the need for national IL standards, stronger institutional support for school librarians, and greater attention to the pedagogical and ethical implications of AI in education.
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  Data: 2026
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  Data: EJ1492398
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 33
        StartPage: 60
    Subjects:
      – SubjectFull: Information Literacy
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Competence
        Type: general
      – SubjectFull: School Libraries
        Type: general
      – SubjectFull: Librarians
        Type: general
      – SubjectFull: Program Implementation
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      – SubjectFull: Library Instruction
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Artificial Intelligence
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      – SubjectFull: Information Seeking
        Type: general
      – SubjectFull: Inquiry
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      – SubjectFull: Ethics
        Type: general
      – SubjectFull: Information Utilization
        Type: general
      – SubjectFull: Digital Literacy
        Type: general
      – SubjectFull: Curriculum Design
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Student Evaluation
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Library Role
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      – SubjectFull: Croatia
        Type: general
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      – TitleFull: Toward a Coherent Framework for School-Based Information Literacy: Delphi-Based Expert Perspectives on Competence and Implementation
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              Y: 2025
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