Toward a coherent framework for school-based information literacy

Delphi-based expert perspectives on competence and implementation

Abstract

This article presents the findings of a two-round Delphi study exploring expert perspectives on information literacy (IL) in Croatian primary and secondary education. The study examined which IL competencies and pedagogical approaches are considered essential, how school librarians perceive their instructional role, and what systemic challenges influence the implementation of IL. A total of fifteen school librarians participated in the study. In the first round, participants responded to 11 open-ended prompts addressing themes such as teaching strategies, assessment, curriculum integration, and the use of artificial intelligence (AI) tools. In the second round, they evaluated 26 synthesised statements derived from a thematic analysis of the initial responses. The results reveal strong consensus on the need for a developmentally aligned and cross-curricular IL framework, encompassing skills from basic information seeking to independent inquiry and ethical information use. While school librarians are seen as key facilitators of IL, their efforts are often limited by time constraints, insufficient resources, and a lack of formal collaboration with teaching staff. Participants also expressed concern over students’ increasing reliance on generative AI tools, which may impede critical thinking and encourage superficial engagement. The study underscores the need for national IL standards, stronger institutional support for school librarians, and greater attention to the pedagogical and ethical implications of AI in education.