Adapting Information Literacy Programs Across Learning Modalities: A Case Study from the University Library, UP Diliman

A.B. Gideon  N. De Castro,; Alessandra  A. Guimba,; Eunice Ann  Y. Chua,; Jessica  M. Tumlos,; Ma. Christine  G. Hernandez,; Mark Xavier  G. Dumlao,; Martian  A. Jinio,; Marzo Meco  B. Alfonso,; Michelle Anne  S. de Leon,; Nikko Angelo  D. Lastimosa,

Adapting Information Literacy Programs Across Learning Modalities: A Case Study from the University Library, UP Diliman

Abstract:

Purpose/Objectives. The case study aims to explore and analyze the key characteristics of varying learning modalities encountered by designing and implementing information literacy (IL) initiatives for the academic community. Considering the evident learning modalities, the researchers intend to distinguish the inherent challenge/s each presents, identify the key competencies and skill sets employed to address these challenges, and recommend a long-term operational solution. Significance of the study. This study provides valuable insights into the information literacy initiatives at the University Library Diliman. The findings offer essential perspectives for librarians, educators, and stakeholders seeking to enhance IL programs in higher education. By examining the challenges faced, key competencies involved, and solutions implemented, the study showcases the dynamic evolution of IL in academic libraries and the changing roles of librarians. Design, methodology, approach. A qualitative approach was employed to gain a detailed understanding of the attributes and challenges associated with various learning modalities. Four librarians were purposively selected based on their active involvement in managing IL initiatives within these modalities. Semi-structured face-to-face, audio-recorded interviews were conducted with participants’ consent to ensure accurate transcription and analysis. Thematic analysis was then used to code the qualitative data collected from the interviews, identifying recurring themes and patterns related to the research objectives. Results and discussions. Insights from interviews with four (4) librarians involved in developing IL programs across various learning modalities reveal that a dedicated team structure enhances program effectiveness through diverse expertise and roles of its members. Key challenges in the design and implementation of IL initiatives during each learning modality were identified. The findings highlighted the importance of adaptability, resilience, and continuous professional development in overcoming these challenges in order to deliver impactful IL initiatives. Research limitations and implication. The findings reflect the experiences of librarians from this university. Additionally, the various modalities explored—Face-to-Face, Distance Education, Blended Learning, and Transition—were specifically grounded in the university’s policies. As such, these may not be fully applicable or representative of the perspectives of librarians at other academic libraries in the Philippines. Originality of the paper. The focus of this study on adapting to various learning modalities during rapid changes, alongside an exploration of key competencies and strategies, offers unique insights into sustaining literacy initiatives in academic settings during the new normal.

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