Pedagogical Mediation by Academic Librarians with ICT for the Development of Critical Thinking in Library and Information Science Students: A Systematic Review

Kayode Sunday John Dada; romoke Opeyemi Quadir

doi:10.35877/454RI.eduline4683

Authors

Kayode Sunday John Dada University Library, Federal University of Education, Zaria, Kaduna State, Nigeria
Romoke Opeyemi Quadir Nigerian Defence Academy, Kaduna State, Nigeria

DOI:

https://doi.org/10.35877/454RI.eduline4683

Keywords:

pedagogical mediation, academic librarians, ICT integration, critical thinking, Library and Information Science

Abstract

This systematic review examines how pedagogical mediation by academic librarians using Information and Communication Technologies (ICT) contributes to the development of critical thinking among Library and Information Science (LIS) students at Ahmadu Bello University (ABU), Zaria. Employing the PRISMA 2020 framework, 81 peer-reviewed empirical studies published between 2013 and 2026 were identified, screened, and synthesised from SCOPUS, Web of Science, and supplementary databases. The review is grounded in the Technological Pedagogical Content Knowledge (TPACK) framework of Mishra and Koehler (2006). Qualitative thematic synthesis and quantitative Kruskal-Wallis nonparametric analysis were applied to compare critical thinking skill development, ICT tool effectiveness, assessment strategies, and institutional challenges across undergraduate students, postgraduate students, and academic librarians. Results reveal that problem-based learning with ICT (? = .48, p < .001) and blended learning environments (? = .41, p < .001) are the most effective pedagogical approaches for developing critical thinking, while lack of ICT pedagogical training (H = 14.67, p < .001) and role ambiguity for academic librarians (H = 13.77, p < .001) emerge as the most significant barriers. Findings indicate that integrating TPACK-aligned pedagogical training for academic librarians substantially enhances their mediation capacity and, consequently, student critical thinking outcomes in LIS education at ABU Zaria.

Author Biography

Romoke Opeyemi Quadir, Nigerian Defence Academy, Kaduna State, Nigeria

Academy Librarian

References

Association of College and Research Libraries (ACRL). (2016). Framework for information literacy for higher education. American Library Association. https://www.ala.org/acrl/standards/ilframework

Bell, S. J., & Shank, J. (2004). The blended librarian: A blueprint for redefining the teaching and learning role of academic librarians. College & Research Libraries News, 65(7), 372–375. https://doi.org/10.5860/crln.65.7.7297

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Brantley-Dias, L., & Ertmer, P. A. (2013). Goldilocks and TPACK: Is the construct 'just right?' Journal of Research on Technology in Education, 46(2), 103–128. https://doi.org/10.1080/15391523.2013.10782615

Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2013). A review of technological pedagogical content knowledge. Journal of Educational Technology & Society, 16(2), 31–51.

Dent Young, J. (2018). Information literacy and critical thinking: Outcomes of academic library instruction in sub-Saharan Africa. Journal of Librarianship and Information Science, 50(4), 392–407. https://doi.org/10.1177/0961000616678750

Elmborg, J. (2006). Critical information literacy: Implications for instructional practice. Journal of Academic Librarianship, 32(2), 192–199. https://doi.org/10.1016/j.acalib.2005.12.004

Ezeani, C. N. (2012). Library education in Nigeria: A review of challenges and opportunities. Library Philosophy and Practice, (800). https://digitalcommons.unl.edu/libphilprac/800

Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction (The Delphi Report). American Philosophical Association.

Feuerstein, R., Rand, Y., Hoffman, M. B., & Miller, R. (1980). Instrumental enrichment: An intervention program for cognitive modifiability. University Park Press.

Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. Pearson.

Garfield, E. (2006). The history and meaning of the journal impact factor. JAMA, 295(1), 90–93. https://doi.org/10.1001/jama.295.1.90

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001

Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp. 3–21). Pfeiffer.

Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking (5th ed.). Psychology Press.

Hobbs, R. (2010). Digital and media literacy: A plan of action. Aspen Institute. https://www.knightcomm.org/digital-and-media-literacy-a-plan-of-action/

Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303

Kruskal, W. H., & Wallis, W. A. (1952). Use of ranks in one-criterion variance analysis. Journal of the American Statistical Association, 47(260), 583–621. https://doi.org/10.2307/2280779

Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174. https://doi.org/10.2307/2529310

Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., Clarke, M., Devereaux, P. J., Kleijnen, J., & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: Explanation and elaboration. PLOS Medicine, 6(7), e1000100. https://doi.org/10.1371/journal.pmed.1000100

Livingstone, S. (2004). Media literacy and the challenge of new information and communication technologies. Communication Review, 7(1), 3–14. https://doi.org/10.1080/10714420490280152

Lwoga, E. T., & Questier, F. (2015). Academic librarians' instructional roles in Tanzania: Theoretical and practical perspectives. Library Management, 36(1/2), 17–34. https://doi.org/10.1108/LM-02-2014-0022

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511811678

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Moring, C. (2017). The pedagogy of academic librarianship: Developing new librarians for the evolving instructional role. Library and Information Science Research, 39(1), 1–9. https://doi.org/10.1016/j.lisr.2017.01.001

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71

Paul, R., & Elder, L. (2008). The miniature guide to critical thinking: Concepts and tools (5th ed.). Foundation for Critical Thinking.

Quadri, R. O., Dada, K. S. J., & Ibrahim, A. M. (2021). ICT competencies of academic librarians in Nigerian federal universities: Implications for information literacy instruction. Journal of Librarianship and Information Science in Developing Countries, 15(2), 44–62.

Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20. https://doi.org/10.7771/1541-5015.1002

Valtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M. C., & Mäkitalo-Siegl, K. (2017). TPACK updated to measure pre-service teachers' twenty-first century skills. Australasian Journal of Educational Technology, 33(3), 15–31. https://doi.org/10.14742/ajet.3518

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.