Framework of Improving Information Literacy Skills of Public Libraries in IRAN

Purpose: Information literacy is defined as a set of skills required to navigate effectively in the information society. Public libraries, as one of the most important and influential institutions for providing information, play a significant collaborative role in training and enhancing information literacy skills. Today, in the age of post-literacy and with the spread of media based on new digital technologies, traditional stages of literacy are being left behind, and new literacies are emerging. Information literacy studies have also begun to make new strides in providing frameworks that surpass models and standards. This has led to significant advancements in the study of this field, considering the flexibility and broader inclusion of frameworks compared to standards. In the third millennium, information literacy is considered a crucial skill for all members of society, and the advancement of any society depends on its progress towards establishing an effective information society. In this regard, the role of public libraries as a fundamental component of the information society and a system that fosters and sustains information literacy skills is more significant than in the past. The research aims to establish a framework for enhancing information literacy skills training for the patrons of public libraries within the country's public library system.
Method: The research is of a practical nature and falls under mixed methods studies. The research community included four information literacy frameworks and 18 experts in information literacy from the country. Research data were collected and analyzed by combining three content analysis approaches of information literacy frameworks, conducting three round-trips of the Delphi panel of information literacy experts, and using the DEMATEL Technique. The findings were presented using Invivo, Excel, MATLAB, and XMind version 8 software.
Findings: The proposed framework consists of 7 main components and 52 indicators. The components "information dissemination" (10.482) and "information evaluation" (9.712) had the highest relative weight and degree of importance, while the component "combination of information" (9.434) was found to have the lowest degree of importance compared to the other components. The components have been obtained.
Conclusion: The resulting framework can be used to address the lack of coherent planning and continuous implementation of information literacy skills training in public libraries, thereby supporting the achievement of the institution's training goals and missions. The resulting framework of this research can be used at more detailed levels in formulating and designing context-oriented micro-models of information literacy in various types of public libraries, such as regional, urban, rural, and mobile libraries. It can also be effective to address the research gaps in the field of information literacy within the context of public libraries in Iran by following proper scientific flow. Given the goals and responsibilities of public libraries as a public university and one of the most prominent and trusted centers for education, it is crucial to make a serious effort to empower and enhance the information literacy skills of the audience. Utilizing information literacy frameworks as a practical strategy for teaching and improving information literacy skills in public libraries can be considered as a key approach for fostering sustainable information development in societies and contributing to the overall information sustainable development of the community.