Barriers to online library instruction in academic libraries: A qualitative study

Abstract

Online learning has greatly influenced higher education. In response many academic libraries have expanded their online instruction programs to improve information literacy in multiple learning environments. The barriers that limit the ability of academic librarians to deliver online instruction effectively are examined in this study, using semi-structured interviews with 18 participants who have considerable experience in academic librarianship and instructional design. Barriers are revealed, such as limited institutional support, resource constraints, pervasive negative attitudes toward both online learning as well as library instruction, insufficient student motivation, and inadequate professional preparation. These barriers signify longstanding issues—such as the undervaluation of librarians' educational roles and the lack of pedagogical training in library science curricula. However, changes in the higher education landscape, especially after the COVID-19 pandemic, have raised the urgency for planned responses. This research draws attention to the fact that, if the barriers that limit effective delivery of online instruction by academic librarians are going to be reduced, institutional investment has a key role; professional development opportunities need to be increased, and important curriculum in library science programs need to be reformed. Active advocacy that legitimizes and advances online library instruction will be an essential component of academic librarianship.