Faculty Perceptions of Information Literacy At Mid-Atlantic Community Colleges
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Date
2019-04-01
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Advanced Studies, Leadership, and Policy
Program
Doctor of Education
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Abstract
The purpose of this quantitative study was to use Senge’s theory of the Learning Organization to examine faculty perceptions of the importance of information literacy education and the integration of information literacy instruction at three Mid-Atlantic community colleges. The researcher examined faculty characteristics (gender, race, and age) and experiences (tenure status, employment status, and years of teaching). In this study, this researcher extended McAdoo’s (2008) case study on the faculty perceptions of information literacy and its incorporation into the curriculum.
The research surveyed 49 faculty members from three Mid-Atlantic community colleges. Most of the faculty in this study were female (74%), White (69%), between the ages of 40 and 49 (29%). Descriptive statistics were employed to analyze the faculty characteristics and experiences. The major findings in this study revealed that female faculty were more likely to perceive the importance of information literacy at a higher level than their male counterparts. In addition, faculty identifying as Black or African Americans age 30 to 49 and, faculty identifying as Other age 40 to 49, were more likely to perceive the importance of information literacy education at a higher level than for faculty identifying as White aged 59 and older. Furthermore, tenured, full-time faculty were more likely to perceive the effective integration of information literacy into the curriculum at a higher level than non-tenured, part-time faculty.