Background: Information literacy is a critical phenomenon and is an important aspect of learning within the educational environment as well as within many other vital sectors. This importance is reflected by a considerable number of professional bodies (e.g. ACRL 2016, SCONUL, 2011) developing their frameworks to support information literacy educational practices. Most of them were developed in Western countries such as the USA, the UK, Canada, Australia, and New Zealand. This means that these models and frameworks reflect the cultural and linguistic characteristics of the country in which they were developed. Notably, they are widely used by librarians and educators in most academic institutions in the Arabic region but it is not clear if local needs are met. Therefore, this study aims to develop a model of information literacy for the Faculty of Medicine at Kuwait University.
Methods: A holistic single qualitative case study with embedded units of analysis (medical undergraduates in phases I, II, and III), was adopted. Data were collected using a wide range of tools, namely semi-structured interviews, a focus group discussion, and relevant documents such as Health Science Centre Library websites, students’ assignments, undergraduate student handbook (2021-2022), Evidence-based Medicine modules’ outlines, student guide for Community Medicine & Behavioural Sciences project and computer into Medicine module outline and curriculum. They were purposively sampled from 55 participants, including medical academics (18), librarians (6), and undergraduate students (31). They were thematically analysed using both inductive and deductive (SCONUL model) approaches with the help of MAXQDA software.
Results: The findings show that information literacy was conceived as (1) core competencies, (2) higher-order cognitive and critical thinking skills, and (3) taking critical decisions in a humanitarian way. They also reveal that there are three aspects that shape an information-literate individual within the context of the Faculty of Medicine, comprising knowledge (knowing), skills (doing and thinking) and attitudes (feeling). Although information literacy aspects are seen as a critical element in achieving the Faculty of Medicine’s vision and mission, medical students have few opportunities for learning information literacy skills.
Originality: The contributions of this study can be used to inform a range of theoretical, methodological and practical aspects. The current study attempts to address multiple gaps in the literature and, in doing so, makes significant contributions. It is the first attempt aimed at developing an information literacy model in Arabic, Gulf Council Countries and Kuwait contexts. Therefore, it has made a significant theoretical contribution to the field of information literacy by closing the gap in the literature; that is, those in the Arabic region and Gulf Council Countries have not yet developed their own information literacy models and frameworks. Furthermore, it has also made a theoretical contribution to the SCONUL model through making significant modifications and changes in order to fit the context of the Faculty of Medicine at Kuwait University. For example, the “Present” pillar in the SCONUL model has been broken down into other pillars, such as “synthesising medical information and clinical evidence”, “interpersonal and communication skills”, and “Information implementation and application” in order to accommodate a wide range of context-based higher-order information abilities. The developed model can also serve as a basis for designing information literacy instructional interventions in the Faculty of Medicine setting through capturing the different aspects of what medical students are required to become information literate. It delineated the characteristics of being information literate within the context of the Faculty of Medicine by outlining the most attitudinal, cognitive, behavioural and knowledge aspects that medical students need to develop. Therefore, it can be used by librarians and educators as a guidance and a framework to inform the design and structure of information literacy teaching programs for medical students at Kuwait University. More specifically, it can be used to determine the students’ information needs and the type of training programme content based on their different learning requirements according to their different levels and phases.
