The Role of Information Literacy Instruction in Enhancing Creative Thinking Among Elementary School Girls

Document Type : Research َ Article

Authors

1 MSc. Student in Information Management, Department of Knowledge and Information Science, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran

2 Assistant Professor, Department of Knowledge and Information Science, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran

Abstract

Purpose: The purpose of this study is to examine the impact of information literacy instruction on the creative thinking of elementary school girls. Given the pivotal role of creative thinking in solving complex problems, fostering intellectual independence, enhancing learning skills, and preparing individuals for life in an information-driven world, this research aims to provide robust empirical evidence on the effectiveness of information literacy education in strengthening students’ cognitive and creative abilities.
Method: The research follows an applied objective and employs an experimental design with a pre-test, post-test, and control group. The study sample comprises fifth- and sixth-grade female students from Mohammadieh, Qazvin Province, selected through convenience sampling. Creative thinking was assessed using the Torrance Test of Creative Thinking (Figural Form A), while information literacy was measured using Yazdani’s standardized questionnaire. Data analysis was conducted using covariance analysis (ANCOVA) and Mann-Whitney U.
Findings: The results indicate that information literacy instruction significantly enhances students' creative thinking. A comparison of pre- and post-test scores revealed a statistically significant improvement in creative thinking components among the experimental group compared to the control group. In the fluency component, students exposed to information literacy training generated more ideas with greater fluidity and coherence. Conversely, no such improvement was observed in the control group, where scores even slightly declined in some cases. For flexibility, the experimental group demonstrated an enhanced ability to consider diverse perspectives and generate multiple solutions for a given problem. Their mental adaptability in processing new information improved, enabling them to establish more meaningful connections across different domains of knowledge. In contrast, the control group exhibited minimal changes in this component. Originality also showed notable improvement among students who received information literacy instruction. These students demonstrated more innovative and novel ideas beyond conventional thinking patterns. This suggests that information literacy training not only strengthens research skills but also nurtures individual creativity. The elaboration component exhibited the most significant enhancement in the experimental group. These students were able to expand their ideas with greater detail, articulate them more precisely, and construct a more coherent thought structure. Such progress was absent in the control group. Analysis of covariance further confirmed the significant impact of information literacy instruction on creative thinking development. The effect size of 0.683 indicated a substantial influence, accounting for a major portion of the observed improvement in creative thinking.
Conclusion: The findings suggest that integrating information literacy instruction into elementary education can serve as an effective pedagogical strategy for fostering creative thinking. It is recommended that educational policymakers implement structured programs to enhance information literacy in primary schools. Proposed initiatives include teacher training workshops, interactive and game-based classroom activities, and interdisciplinary curriculum development. Information literacy instruction can provide an essential foundation for developing students' creative thinking skills and cognitive capabilities, equipping them to navigate the complexities of today’s information-driven world.

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References

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  • Receive Date: 08 April 2025
  • Revise Date: 21 April 2025
  • Accept Date: 27 April 2025
  • Publish Date: 12 May 2026

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