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Perspectives on Information Literacy in the Accounting Curriculum

Advances in Accounting Education: Teaching and Curriculum Innovations

ISBN: 978-1-78441-588-4, eISBN: 978-1-78441-587-7

Publication date: 5 January 2015



Explore perceptions of the importance of information literacy among different stakeholders, and gain a better understanding of its role in the accounting curriculum.


Literature review, stakeholder surveys, and written feedback.


The perceptions of academics, employers, and alumni uniformly highlighted the importance of information literacy for continuous learning in an evolving environment. The feedback included open-ended questions where the alumni emphasized the importance of the area over the different stages of their careers. While there may be differences in perspectives of academics and employers/alumni on information literacy, with the latter more likely to hold a pragmatic perspective related to career advancement, the overall consensus highlights the need for a systematic approach to the area. Student feedback suggested that the learning process occurred over stages in the college curriculum. Overall, the results of this exploratory study indicate the value of planning the course curriculum systematically to enable students to develop information literacy skills incrementally and in relation to their specific areas of specialization.

Practical implications

Highlights the value of information literacy in deeper and lifelong learning.

Social implications

Students are better equipped for continuous learning to meet the challenges of changing environment.


Although information literacy is an important pedagogic area, accounting academic research does not appear to have addressed its implications for student learning.



Joseph, G., George, A. and Strickland, S. (2015), "Perspectives on Information Literacy in the Accounting Curriculum", Advances in Accounting Education: Teaching and Curriculum Innovations (Advances in Accounting Education, Vol. 16), Emerald Group Publishing Limited, Leeds, pp. 89-111.



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