Human and Information Interaction

Feasibility Study of Implementing an Information Literacy Course at the Elementary Level

Document Type : Original Article

Authors

Abolfazl Asadnia 1
Hatam Faraji Dehsorkhi 2
Marziyeh Morovati 3
Seyed Alireza Hooshisadat 4

1 Assistant Professor, Department of Knowledge and Information Science, Faculty of Literature and Humanities, University of Shahid Bahonar Kerman, Iran

2 Assistant Professor, Department of Educational Science, Faculty of Literature and Humanities, University of Shahid Bahonar Kerman, Iran

3 Assistant Professor, Department of Knowledge and Information Science, Faculty of Literature and Humanities, University of Zabol, Iran

4 Department of Department of Educational Science, Faculty of Literature and Humanities, University of Farhangian Tehran, Iran

Abstract
Purpose: In the digital age, information literacy is vital for distinguishing accurate information from misinformation and navigating digital content. Despite theoretical emphasis on teaching information literacy in primary education, reviews in Iran reveal a significant research and implementation gap. This study assessed the feasibility of implementing an information literacy course in primary schools across six dimensions: technical, curricular, human, cultural, administrative, and financial.
Method: This quantitative descriptive-survey study involved primary school teachers in Kerman, Iran. Sample size was determined using the Krejcie and Morgan table and selected via cluster random sampling. Data were collected using a researcher-developed questionnaire with a four-point Likert scale. Content validity was confirmed by six experts using the CVR method, and reliability was established through Cronbach's alpha. Data were analyzed using one-sample t-tests.
Findings: Teacher, administrative, and cultural readiness were significantly above the theoretical mean, while technical and financial readiness were significantly below it. Curricular readiness was borderline, with no statistically significant difference from the theoretical mean.
Conclusion: The Iranian educational system shows considerable readiness in human capital, socio-cultural support, and administrative structures for implementing information literacy at primary level. However, severe deficiencies in technical infrastructure and financial resources, along with the absence of a formal curriculum, remain the main implementation barriers. It is recommended that the Ministry of Education, in collaboration with relevant organizations, provide technical infrastructure, allocate dedicated budgets, develop a formal curriculum, and enhance teacher training programs.

Keywords

Information Literacy
Feasibility Study
Primary Schools
Implementation Readiness
Curriculum
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Human and Information Interaction
Volume 12, Issue 4
Autumn 2025
Pages 63-81