Md Arman Hossain|Eero Sormunen
An inquiry-based teaching intervention to embed information literacy instructions into a library and information science curriculum in Bangladesh
introduction paper describes novel pedagogical practice reports effectiveness improving library information science students information literacy knowledge addition addresses association students information communication technology ict selfefficacy information literacy learning method spss version 27 employed statistical analyses data oneway analysis covariance ancova conducted examine differences intervention group n 35 control group n 36 independent samples ttests carried see differences various groups pearsons correlations conducted measure relationships among dependent variables analysis spss version 27 employed statistical analyses data oneway analysis covariance ancova conducted examine differences intervention group n 35 control group n 36 independent samples ttests carried see differences various groups pearsons correlations conducted measure relationships among dependent variables results students attended novel guidedinquiry based information literacy instructions scored higher posttest participated regular class lectures addition students intervention group learned course subject contents well controls students ict selfefficacy influence overall learning information literacy knowledge conclusion considering short duration intervention learning outcomes information literacy satisfactory gathered experiences implementing novel studentcentred pedagogical practice developing country help educators researchers take initiatives