Reimagining Librarianship: Policy Frameworks for Integrating Library Professionals into Teaching and Digital Literacy Initiatives
M.S. GIRISH RATHOD
*
Government First Grade College Ayanur, Affiliated to Kuvempu University, Shivamogga, Karnataka, India.
*Author to whom correspondence should be addressed.
Abstract
This study explores how library professionals can be integrated into formal teaching and digital literacy initiatives in India, especially in the context of the National Education Policy (NEP) 2020. The digital transformation of higher education has expanded the role of librarians from resource managers to educators and digital literacy advocates. However, Library and Information Science (LIS) education in India lacks structured pathways for librarians to assume formal teaching roles, limiting their impact on student learning and institutional innovation. Using a mixed-method approach—comprising surveys, interviews, policy analysis, and international case studies—the research explores institutional barriers, policy gaps, and global best practices. Findings reveal that while librarians possess the expertise to lead digital literacy initiatives, systemic reforms in accreditation, curriculum design, and institutional recognition are essential. The study aims to assess institutional barriers, examine supportive policy frameworks, and identify global best practices that can inform Library and Information Science (LIS) education reforms. The study proposes a policy roadmap and instructional framework to support librarian-teacher integration. By embedding librarians into teaching structures, academic institutions can enhance digital fluency, foster interdisciplinary learning, and advance inclusive, future-ready education.
Keywords: Academic libraries, digital literacy, interdisciplinary learning, LIS education reform, NEP 2020, policy frameworks, teacher-librarian integration