Towards a post-digital constructivist pedagogy for library and information science education

Abstract

Library and Information Science (LIS) education is
increasingly challenged by the complexity of contemporary
information environments, where digital technologies are
deeply embedded in social, institutional, and knowledge
practices. While LIS curricula have expanded to include
digital tools and systems, pedagogical approaches often
remain largely content-driven and technically oriented. This
creates a disconnect between academic preparation and the
demands of post-digital information work. This paper argues
that LIS education must move beyond tool-based instruction
towards a more integrated and reflective pedagogical
approach. Drawing on post-digital theory and constructivist
learning principles, the paper proposes the Post-Digital
Constructivist LIS Pedagogy Model (PDCLP Model) as a
conceptual framework for rethinking teaching and learning in
LIS. The model is structured around five interconnected
dimensions: active knowledge construction, hybrid learning
environments, collaborative knowledge practices, critical
information literacy, and reflective professional development.
Together, these dimensions reposition LIS education as an
active, socially embedded, and critically engaged process.
The paper contributes to LIS scholarship by offering a
theoretically grounded and practice-oriented framework that
aligns pedagogical design with the realities of contemporary
information systems and user contexts. It concludes by
outlining implications for curriculum development, teaching
practice, and institutional reform. The study highlights the
need for LIS education to shift from a focus on technical
competence to the development of critical, adaptive, and
reflective information professionals capable of operating in
complex post-digital environments.