Keywords

information literacy, Singapore, STEM education, higher education, AI Literacy

Abstract

This study explores the applicability of Singapore’s information literacy (IL) strategies within Central Floridian higher education environments. Singapore’s national IL framework, supported by its Ministry of Education, integrates information and communication technology (ICT), professional development, and lifelong learning initiatives through a standardized, systemwide approach. In contrast, IL instruction in the United States is largely decentralized, often limited to one-time sessions or elective courses. To investigate the feasibility of adapting Singapore’s practices, surveys were distributed to faculty and librarians across Florida’s twelve public universities, yielding responses that highlighted varying levels of IL integration, limited institutional support, and minimal professional training related to AI and emerging literacies. Following the survey, a focus group with academic librarians examined perceptions of feasibility, barriers, and potential facilitators for implementation. Descriptive findings revealed strong agreement on the importance of IL in fostering critical thinking and student autonomy, yet participants emphasized widespread unawareness of Singapore’s model and persistent barriers such as lack of time, funding, faculty collaboration, and standardized policies. Both the survey and focus group underscored the need for professional development in AI, data, and media literacy, as well as greater institutional coordination. The study concludes that adapting elements of Singapore’s structured frameworks and emphasis on educator training could guide the development of a cohesive, sustainable IL model for higher education in Florida. These findings offer practical insights for faculty, librarians, and policymakers seeking evidence-based strategies to enhance student learning and research outcomes.

Thesis Completion Year

2026

Thesis Completion Semester

Spring

Thesis Chair

Randles, Christopher

College

College of Medicine

Department

Chemistry

Thesis Discipline

Chemistry Education

Language

English

Access Status

Open Access

Length of Campus Access

None

Campus Location

Orlando (Main) Campus

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Rights Statement

In Copyright