Introduction
Information literacy (IL) has been one of the most extensively researched concepts within Library and Information Science (LIS), interrogated as a phenomenon and practice, through a range of methods. Numerous bibliometric studies have been conducted to map the field, and they indicate the overwhelming use of quantitative methods (e.g., Kolle, 2017). However, these mapping studies, especially until more recently, have not focused on the content of IL research, and have restricted analysis to a short time span and a narrow range of databases.
A relatively popular research method, introduced in IL research by Doyle (1992) to develop an IL definition and competence outcomes, is the Delphi method. Delphi is employed for facilitating structured group communication and soliciting expert opinions via rounds of surveys. It applies particularly well to complex issues and exploratory studies in emerging research areas, and can contribute to theory and practice. Therefore, it is well suited to IL research, including potentially to information (literacy) experience since it allows qualitative exploration of subjective judgments and individual experiences. By integrating views from different disciplines – thus bridging the theory-practice gap and silos within IL – Delphi can be beneficial to IL coherence and progress. Several studies have explored Delphi in LIS (e.g., Lund, 2020); however, they have not focused on its application to IL research.
Objectives
This research aims to develop a critical understanding of how IL research is operationalised and executed by means of the Delphi method and its current state of usage in IL research. Specifically, it seeks to determine what IL issues and which research contexts are studied using Delphi. It also explores the key characteristics of IL Delphi studies: the types of Delphi utilised; the profile and ways of recruiting experts; the number of rounds and of experts in each round; and the types of findings.
Methodology
A systematic review of IL research studies that have utilised Delphi was undertaken, using studies retrieved from five databases (Web of Science, Scopus, Library and Information Science Source, ProQuest Library and Information Science Collection, and LISTA). 799 articles were retrieved by querying the databases for peer-reviewed articles in English, with a non-defined temporal span, vetted for relevance to IL research and actual usage of Delphi. 38 articles were identified for analysis, using critical literature review and descriptive statistical analysis.
Outcomes
While Delphi is not a common research method for IL studies (averaging 2 studies per year), it was used to study various issues, including digital literacy, health IL, and IL standards, models and concepts, mainly in the contexts of education, health care and librarianship. Modified Delphi was the most common type, and information experts and information science researchers the most common populations, recruited through employment and publication in scholarly journals. Studies with 2 rounds were most frequent, averaging 17 panelists. The most common finding retrieved is competence and skill framework, followed by opinion and tool development. The paper may serve as a useful base for IL theory and practice, providing guidance for future IL research, both content- and methodology-wise.
References
- Doyle, C. S. (1992). Outcome measures for information literacy within the National Education Goals of 1990. Final Report to National Forum on Information Literacy. Summary of Findings. National Forum of Information Literacy, 1–18.
- Kolle, S. (2017). The electronic library global research on information literacy: A bibliometric analysis from 2005 to 2014. The Electronic Library, 35(2), 283–298.
- Lund, B. D. (2020). Review of the Delphi method in library and information science research. Journal of Documentation, 76(4), 929–960.
Dijana Šobota
University of Zagreb, Croatia