Integration of information literacy into the curriculum: a meta-synthesis

Purpose - The purpose of this paper is to focus on academics' point of view towards integration of information literacy into the curriculum. Design/methodology/approach - This meta-synthesis analyzed 48 journal articles that examined issues related to integration information literacy into the curriculum. Using the Stevick-Colaizzi-Keen method, a meta-synthesis of seven studies was conducted. Findings - This process revealed four themes that outline issues related to the academics perspective: collaboration; information literacy pedagogy; information literacy skills; and knowledge. Research limitations/implications - As this is a literature review, one limitation is lack of literature on perceptions towards information literacy. The issue will be examined further with a wider population. Practical implications - These results suggest that more knowledge is needed to integrate information literacy into the curriculum to prepare information literate students who can effectively learn information literacy skills and research strategies to be lifelong learners. Originality/value - The paper explores academics' perceptions towards information literacy and shows the importance of their perceptions as a key step towards embedding its successful adoption.