A Preliminary Analysis of the Inclusion of Information Literacy in International Higher Education Curricula

Abstract

This article provides preliminary results of a qualitative research that analyzed the content of bachelor-level higher education curricula through the examination of current study programs belonging to 30 research-related courses from different universities worldwide that were classified in the SCImago Institutions Rankings of 2020. These programs were selected because they were available in one of the languages spoken by the researchers (Spanish, Portuguese, English). As a qualitative research, we did not intend to have a representative sampling. The analytical framework used to examine the programs was divided into six dimensions, however, in this article we centered on presenting the methodology employed for analyzing the information literacy (IL) dimension and summarize our findings. The IL-related indicators under evaluation that were least often included in the study programs analyzed were related to the promotion of using diverse information resources; citations, references, and formatting aspects; and the identification of information needs. Our analysis highlights areas of opportunities for improving the inclusion of IL in the curricula.