Trend toward Integrating Information Literacy in the Curriculum and Its Implications to Academic Settings in Vietnam

Abstract

This secondary research explored the challenges associated with information literacy (IL) integration into the curriculum, and suggested strategies to develop holistic IL programs for education institutions in Vietnam and more beyond. The meta-synthesis method was employed to gather qualitative data and then synthesize them to make more sense of IL integration research evidence. Four research questions were formulated to frame the study. Research findings indicated eight challenges including management support, stakeholder’s perceptions of IL integration, librarian’s capacity, IL assessment methods, facultylibrarian collaboration, learning and teaching methods, IL training contents, and curriculum overload. Accordingly, six strategies which comprise: top-down management approach, assignment design, IL assessment, capacity building for IL trainers, strengthening the faculty-librarian collaboration, and enriching IL training contents were proposed to help education institutions to achieve a systematic IL integration into the curriculum. This study also showed the significance of IL integration to the enhancement of student’s lifelong learning skills.

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