Volume 30, Issue 3 (10-2024)
Research on Information Science and Public Libraries 2024, 30(3): 240-256 |
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Koohi Rostami M, Arabi A, Mansoori L, Nildarar S. Educational Needs of Arabic-Speaking Communities in Iran in the Area of Public Library Services. Research on Information Science and Public Libraries 2024; 30 (3) :240-256
URL: http://publij.ir/article-1-2534-en.html
URL: http://publij.ir/article-1-2534-en.html
Department of KIS, Shahid Chamran University of Ahvaz, Ahvaz, Iran , m.rostami@scu.ac.ir
Abstract: (1331 Views)
Objective: This study identifies and ranks the educational needs of Arabic-speaking communities in Khuzestan, Iran, focusing on public libraries as centers for lifelong learning and cultural engagement. It emphasizes the need for culturally responsive library programs to address language barriers, support cultural preservation, promote social integration, and empower economically. The research advocates for transforming libraries into community hubs that enhance cultural identity, foster inclusion, and improve quality of life for Arabic-speaking residents.
Methods: This mixed-method research employed a sequential qualitative-quantitative approach, emphasizing the importance of qualitative findings. The qualitative phase involved thematic analysis of data collected through focus group discussions across five targeted counties. Based on these findings, a survey was conducted using stratified random sampling, gathering quantitative data from 517 participants.
Results: The study's findings reveal prioritized educational needs, including identity-based, artistic, entrepreneurial, linguistic, religious, scientific, and social skills. These priorities highlight the unique socio-cultural needs of Khuzestan's Arabic-speaking communities, aiming to enable public library administrators to design community-specific educational programs. By addressing these needs, libraries can enhance their role as inclusive spaces fostering social integration and cultural preservation.
Conclusions: The originality of this study lies in its exploration of multicultural library services tailored for minority groups. If applied by policymakers and public library administrators, these findings can guide the development of educational programs that align with the Arabic-speaking community's needs, thus promoting social cohesion and lifelong learning. This framework could serve as a model for public library services in other ethnically diverse regions of Iran.
Objective: This study identifies and ranks the educational needs of Arabic-speaking communities in Khuzestan, Iran, focusing on public libraries as centers for lifelong learning and cultural engagement. It emphasizes the need for culturally responsive library programs to address language barriers, support cultural preservation, promote social integration, and empower economically. The research advocates for transforming libraries into community hubs that enhance cultural identity, foster inclusion, and improve quality of life for Arabic-speaking residents.
Methods: This mixed-method research employed a sequential qualitative-quantitative approach, emphasizing the importance of qualitative findings. The qualitative phase involved thematic analysis of data collected through focus group discussions across five targeted counties. Based on these findings, a survey was conducted using stratified random sampling, gathering quantitative data from 517 participants.
Results: The study's findings reveal prioritized educational needs, including identity-based, artistic, entrepreneurial, linguistic, religious, scientific, and social skills. These priorities highlight the unique socio-cultural needs of Khuzestan's Arabic-speaking communities, aiming to enable public library administrators to design community-specific educational programs. By addressing these needs, libraries can enhance their role as inclusive spaces fostering social integration and cultural preservation.
Conclusions: The originality of this study lies in its exploration of multicultural library services tailored for minority groups. If applied by policymakers and public library administrators, these findings can guide the development of educational programs that align with the Arabic-speaking community's needs, thus promoting social cohesion and lifelong learning. This framework could serve as a model for public library services in other ethnically diverse regions of Iran.
Methods: This mixed-method research employed a sequential qualitative-quantitative approach, emphasizing the importance of qualitative findings. The qualitative phase involved thematic analysis of data collected through focus group discussions across five targeted counties. Based on these findings, a survey was conducted using stratified random sampling, gathering quantitative data from 517 participants.
Results: The study's findings reveal prioritized educational needs, including identity-based, artistic, entrepreneurial, linguistic, religious, scientific, and social skills. These priorities highlight the unique socio-cultural needs of Khuzestan's Arabic-speaking communities, aiming to enable public library administrators to design community-specific educational programs. By addressing these needs, libraries can enhance their role as inclusive spaces fostering social integration and cultural preservation.
Conclusions: The originality of this study lies in its exploration of multicultural library services tailored for minority groups. If applied by policymakers and public library administrators, these findings can guide the development of educational programs that align with the Arabic-speaking community's needs, thus promoting social cohesion and lifelong learning. This framework could serve as a model for public library services in other ethnically diverse regions of Iran.
Objective: This study identifies and ranks the educational needs of Arabic-speaking communities in Khuzestan, Iran, focusing on public libraries as centers for lifelong learning and cultural engagement. It emphasizes the need for culturally responsive library programs to address language barriers, support cultural preservation, promote social integration, and empower economically. The research advocates for transforming libraries into community hubs that enhance cultural identity, foster inclusion, and improve quality of life for Arabic-speaking residents.
Methods: This mixed-method research employed a sequential qualitative-quantitative approach, emphasizing the importance of qualitative findings. The qualitative phase involved thematic analysis of data collected through focus group discussions across five targeted counties. Based on these findings, a survey was conducted using stratified random sampling, gathering quantitative data from 517 participants.
Results: The study's findings reveal prioritized educational needs, including identity-based, artistic, entrepreneurial, linguistic, religious, scientific, and social skills. These priorities highlight the unique socio-cultural needs of Khuzestan's Arabic-speaking communities, aiming to enable public library administrators to design community-specific educational programs. By addressing these needs, libraries can enhance their role as inclusive spaces fostering social integration and cultural preservation.
Conclusions: The originality of this study lies in its exploration of multicultural library services tailored for minority groups. If applied by policymakers and public library administrators, these findings can guide the development of educational programs that align with the Arabic-speaking community's needs, thus promoting social cohesion and lifelong learning. This framework could serve as a model for public library services in other ethnically diverse regions of Iran.
Type of Study: quantitative |
Subject:
Libraries Services
Received: 2024/02/12 | Accepted: 2024/05/25 | Published: 2024/10/1
Received: 2024/02/12 | Accepted: 2024/05/25 | Published: 2024/10/1
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