Constructing a competence index for teaching librarians in academic libraries in Malaysian higher education

Teaching librarians have played a central role in delivering instructional information literacy since the early development of academic libraries, however, the transition from desk-oriented services to formal classroom teaching has raised ongoing concerns regarding professional credibility, role clarity, and competency development. This study addresses existing gaps and inconsistencies in the delivery of instructional information literacy by teaching librarians in Malaysian academic libraries by identifying essential instructional competencies and developing a structured, contextually competence index. Guided by a constructivist research paradigm, this qualitative study employed a two-round modified Delphi method. The conceptual framework integrated internationally recognised information literacy frameworks for higher education with Knowledge, Skills, and Abilities (KSA) attributes to capture both professional competencies and human attributes required for effective instruction. The research methodology was organised into three sequential phases: the identification of predetermined competency themes, Delphi rounds, and expert validation. Data were analysed using thematic analysis to identify recurring patterns and core constructs underlying instructional competence. The findings revealed three key constructs forming the proposed competence index: five overarching competency themes, fourteen human attributes, and six instructional information literacy modules comprising 108 competency items. In the final phase, content validity was established using the Content Validity Index (CVI), in which eight experts evaluated the items, resulting in the acceptance of 105 items. The study offers a novel, empirically competence index that integrates global information literacy standards with the local context of Malaysian higher education while explicitly incorporating human attributes into instructional competency frameworks. Theoretically, the study refines existing competency models by bridging instructional, professional, and human dimensions. Practically, it provides a standardised guideline for instructional module design, competency assessment, and professional development for teaching librarians. Empirically, it contributes data-driven insights from experienced practitioners, strengthening the alignment between scholarship, practice, and policy in library and information science. Ultimately, the proposed competence index serves as a strategic roadmap for enhancing instructional information literacy and positioning teaching librarians as integral partners in higher education teaching and learning.