Information literacy instruction in four Vietnamese university libraries

• Published in: The International information & library review Vol. 43; no. 4; pp. 198 - 206
• Main Authors: Diep, Kim Chi, Nahl, Diane
• Format: Journal Article
• Language: English
• Published: Amsterdam Routledge 01.12.2011; Taylor & Francis Ltd
• Subjects: Academic libraries; Active learning; Colleges & universities; Credit course; Developing countries; Information competency standards; Information literacy; Information literacy instruction; Instruction librarians; Librarians; Polls & surveys; User training; Vietnamese higher education; Vietnam
• ISSN: 1057-2317; 1095-9297
• DOI: 10.1080/10572317.2011.10762901

This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty-librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses.