Information Literacy Management for Improving the Quality of Islamic Higher Education: An Integrative Literature Review

Barlian Fajri; Mohammad Adil; Syedbukhori Alidrus; Muhammad Abdul Muid; Adi Sucipto

doi:10.38073/jimpi.v5i2.6248

Authors

Barlian Fajri Institut Agama Islam Tihamah, Cirebon
Mohammad Adil Institut Agama Islam Tihamah, Cirebon
Syedbukhori Alidrus Madrosah Alfalahiah Islamiah, Songkla
Muhammad Abdul Muid Universitas Islam Internasional Darullughah Wadda'wah, Pasuruan
Adi Sucipto Politeknik Pembangunan Pertanian Bogor, Bogor

DOI:

https://doi.org/10.38073/jimpi.v5i2.6248

Keywords:

Information Literacy Management, Islamic Higher Education, Academic Quality, Institutional Governance, Integrative Literature Review

Abstract

The growing complexity of digital information environments has increased the importance of information literacy in higher education. However, information literacy initiatives are frequently implemented as isolated library services rather than integrated components of institutional quality management. This study aims to examine the position of information literacy within quality management, synthesize institutional strategies for its development, and propose an integrated management framework for Islamic higher education. Employing an integrative literature review guided by Whittemore and Knafl's methodological framework, the study analyzes literature concerning information literacy competencies, institutional governance, academic collaboration, curriculum integration, and educational quality. The synthesis identifies three interconnected dimensions of information literacy: competency development, institutional management, and academic quality improvement. It further highlights four interdependent management functions—planning, organizing, implementation, and evaluation—as essential processes for coordinating information literacy initiatives. Drawing on these findings, the study proposes an Integrated Information Literacy Management Framework comprising five components: institutional governance, collaborative management, instructional integration, information literacy competencies, and academic quality outcomes. The framework incorporates institutional feedback mechanisms and recognizes digital infrastructure, professional development, and institutional context as enabling conditions. This study contributes to Islamic educational management by conceptualizing information literacy as a shared institutional responsibility rather than an exclusively library-based activity. The proposed framework provides a theoretical foundation for integrating information literacy into academic governance, curriculum development, and continuous quality improvement, while requiring further empirical validation.

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