Measuring the nexus between information literacy, creativity, and lifelong learning in media professionals

Shaukat, Rozeen; Asif Naveed, Muhammad; Asghar, Muhammad Zaheer; Järvenoja, Hanna; Muhammad Uzair Ul Hassan Article Measuring the nexus between information literacy, creativity, and lifelong learning in media professionals Administrative Sciences Provided in Cooperation with: MDPI – Multidisciplinary Digital Publishing Institute, Basel Suggested Citation: Shaukat, Rozeen; Asif Naveed, Muhammad; Asghar, Muhammad Zaheer; Järvenoja, Hanna; Muhammad Uzair Ul Hassan (2024) : Measuring the nexus between information literacy, creativity, and lifelong learning in media professionals, Administrative Sciences, ISSN 2076-3387, MDPI, Basel, Vol. 14, Iss. 12, pp. 1-16, https://doi.org/10.3390/admsci14120345 This Version is available at: https://hdl.handle.net/10419/321147 Standard-Nutzungsbedingungen: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden. 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If the documents have been made available under an Open Content Licence (especially Creative Commons Licences), you may exercise further usage rights as specified in the indicated licence. https://creativecommons.org/licenses/by/4.0/ Citation: Shaukat, Rozeen, Muhammad Asif Naveed, Muhammad Zaheer Asghar, Hanna Järvenoja, and Muhammad Uzair Ul Hassan. 2024. Measuring the Nexus Between Information Literacy, Creativity, and Lifelong Learning in Media Professionals. Administrative Sciences 14: 345. https://doi.org/ 10.3390/admsci14120345 Received: 24 September 2024 Revised: 16 December 2024 Accepted: 18 December 2024 Published: 23 December 2024 Copyright: © 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/). Article Measuring the Nexus Between Information Literacy, Creativity, and Lifelong Learning in Media Professionals Rozeen Shaukat 1, Muhammad Asif Naveed 2, Muhammad Zaheer Asghar 3,4,* , Hanna Järvenoja 4 and Muhammad Uzair Ul Hassan 5 1Office of Research Innovation and Commercialization, University of Management and Technology, Lahore 54770, Pakistan; r[email protected] 2Department of Information Management, University of Sargodha, Sargodha 40100, Pakistan; [email protected] 3Faculty of Educational Sciences, University of Helsinki, 00100 Helsinki, Finland 4Learning Educational Technologies (LET) Research Lab, Faculty of Education and Psychology, University of Oulu, 90570 Oulu, Finland; [email protected] 5Institute of Education, University of Sargodha, Sargodha 40100, Pakistan; druzair[email protected] *Correspondence: zaheer[email protected] Abstract: Information literacy (IL) plays an essential role in digital inclusion as it enables people to make use of the information available in multiple mediums on the Internet through digital devices. This study intends to examine the effect of IL on lifelong learning (LL) through the mediating role of creativity among news reporters in Pakistan using a quantitative research approach. The survey was conducted using an online questionnaire from the registered news reporters of press clubs in the four provinces and the federal territory of Islamabad, Pakistan. A total of 758 responses were received and analyzed using PLS-SEM. The results indicated that the IL of news reporters positively influenced their lifelong learning through both direct and indirect pathways. Furthermore, the nexus between IL and LL was influenced by the mediation of creativity. These findings have practical implications for academia and the media industry, highlighting the invaluable role of IL in enhancing lifelong learning and creativity to attain a sustainable competitive advantage. These results may inform educational programs for journalism students and existing journalists to impart IL skills. This research contributes to the available literature on workplace IL, especially in the context of media professionals. Keywords: information literacy; workplace; creativity; lifelong learning; news reporters; journalists; Pakistan 1. Introduction In the ever-changing digital information landscape, the role of the journalist has become more complex, multifaceted, and demanding (Naveed and Saadia 2024). The emergence and proliferation of digital media platforms has fundamentally transformed the way news is produced, consumed, and disseminated. Therefore, journalists have to navigate a landscape where the ability to critically evaluate, utilize, and disseminate digital information is paramount (Boss et al. 2022;MacMillan 2014). Information literacy (IL) refers to meta-literacy (Pelser and Swanepoel 2022), enabling reporters to recognize their information requirements and adeptly find, access, assess, and utilize necessary information in an ethical and legal way (ACRL 2000). It plays a pivotal role in empowering individuals, journalists, and communities to navigate the increasingly complex digital landscape. The CILIP (2018) extended its scope by defining it as “the ability to think critically and make balanced judgements about any information we find and use”. Furthermore, it enables reporters to engage in effective utilization of ICTs to address their information requirements, developing informed perspectives and active participation in various societal realms (e.g., the workplace, health, education, citizenship, and everyday life). In an era where access to Adm. Sci. 2024,14, 345. https://doi.org/10.3390/admsci14120345 https://www.mdpi.com/journal/admsci Adm. Sci. 2024,14, 345 2 of 16 information is no longer a luxury but a necessity, developing IL skills in reporters becomes imperative for fostering inclusive participation in the digital realm (Naveed and Kamran 2022). IL bridges the divide between individuals who simply have access to technology and those who can effectively harness its full potential. It also serves a powerful tool to combat misinformation and disinformation, thereby promoting digital equity and inclusion. In essence, IL is not merely a technical skill; it is a fundamental right and a cornerstone for achieving true digital inclusion (Lukianova and Ovcharuk 2024). Information literacy empowers journalists through sharpening their critical thinking skills, enhancing their investigative abilities, and opening up new avenues for creative storytelling by leveraging diverse multimedia platforms (Saadia and Naveed 2024). In addition, it empowers journalists to navigate the digital landscape with confidence, fostering a culture of lifelong learning (LL) and promoting media literacy within their communities (Naveed and Saadia 2024). Ultimately, information literacy provides foundation for digital inclusion among Pakistani journalists, enabling them to harness the full potential of digital technologies for effective storytelling, audience engagement, and professional development (MacMillan 2014;Mansoor 2024). In the organizational context, the recognition of IL in journalists as a vital set of skills, enabling the workforce for an effective utilization of information assets to attain a sustainable competitive advantage (Naveed and Rafique 2018;Ottonicar et al. 2020; Sasikala and Kumari 2013) and generate responsible journalism value (Forster (2017)), is crucial. Existing research has demonstrated the critical role of IL in informing reporters on environmental scanning, decision-making, and innovative reporting (Ahmad et al. 2020; Naveed 2022;Zhang et al. 2010). The creation of value through IL is totally dependent on how much the workforce in the field of journalism is digitally inclusive and its performance in situation analysis, information management, research and development, and information follow-up (C. S. Bruce 1999). IL enables workers in the news industry to adopt appropriate information behavior and effectively utilize information in decision-making and making balanced judgments about market trends (Inayatillah 2018;Naveed and Shah 2023;Suorsa et al. 2021). In conclusion, the news industry needs to be information-literate to identify market needs, generate business value, and achieve competitiveness (Wu 2018). The pursuit of the workforce in the field of journalism in learning new competencies and knowledge is a form of lifelong learning (Co¸skun and Demirel 2010), which is critical for creating positive attitudes and habits in acquiring new knowledge and applying it for organizational development in the news industry (Plaza and Robotham 2021). On the other hand, creativity refers to the generation of original, novel, distinctive, and invaluable ideas to achieve sustained growth and competitiveness (Leone 2020). Hence, creative and lifelong learners are crucial to achieve organizational performance and effectiveness (Kark et al. 2018;Kirkwood 2021). Interestingly, both LL and creativity undertake specific information activities and rely heavily on the adoption of the suitable information behavior in the workplace. Some inquiries have reported the capabilities of IL to enhance LL outcomes and creativity (Chang and Hsu 2015;Feng and Jih-Lian 2016;Naveed et al. 2023;Wu 2018). From a theorization viewpoint, clear and substantial empirical evidence is needed on how IL influences LL through creativity among reporters. Therefore, understanding the interrelationships between IL, LL, and creativity warrants further enquiry. Building on the preceding argument, the present study aimed to empirically examine the interrelationships between IL, LL, and creativity among news reporters in Pakistan. News reporters were selected as a unit of analysis due the diverse, research-intensive, and time-sensitive nature of their work, coupled with their involvement in the business of information (Anwar and Asghar 2016). Their role requires them to concurrently acquire, search for, consume, generate, and disseminate information. Consequently, news reporters must adopt suitable information behavior to craft credible news stories and prevent misinformation (Haider et al. 2022). Moreover, there is a lack of research investigating IL in the journalists’ workplace globally (Haider et al. 2022;Naveed et al. 2023;Naveed and Saadia 2024). Understanding the connections between IL, LL, and creativity among news reporters Adm. Sci. 2024,14, 345 3 of 16 would assist media houses in recognizing IL’s efficacy in the workplace. Practically, this research has the ability to inform concrete actions that can enhance the effectiveness and adaptability of Pakistani journalists in the digital age. By emphasizing the pivotal role of IL in fostering digital inclusion, the findings of this research provide media organizations with a roadmap for investing in training programs that equip journalists with essential skills for confident navigation in the digital information landscape. Moreover, educational institutions can leverage these insights to refine journalism curricula, ensuring that graduates are equipped with the knowledge and competencies necessary for success in today’s media environment. Ultimately, policymakers can utilize this study’s findings to advocate for policies and initiatives that promote media literacy and digital access, thereby fostering a more informed and engaged citizenry. Overall, this study serves as a practical guide for stakeholders across the journalism ecosystem to collaborate in building a more resilient and inclusive media industry in Pakistan. The research objectives specifically addressed in this study are as follows: Research Objectives (RQs): 1. To explore how IL affects lifelong learning among media professionals; 2. To analyze the influence of IL on creativity; 3. To assess the effect of creativity on lifelong learning; 4. To evaluate the mediation of creativity in the relationship between IL and lifelong learning. 2. Research Review and Hypothesis Formulation 2.1. Workplace Information Literacy (WIL) There has been a phenomenal increase in WIL research since the realization of information as a driving force for generating business value in the media industry (Ahmad et al. 2020;Forster 2017;Naveed and Shah 2023;Naveed et al. 2023). The exponential growth of information available through multiple formats called for information-literate and learned reporters to achieve a sustainable competitive advantage and innovation (C. Bruce 2003;Kirk 2004;Saadia and Naveed 2022). Solmaz (2017) considered IL as paramount for informed learning, enabling collaborative information use in the socio-technical system of the news industry. Furthermore, Ahmad et al. (2020) discovered that journalists in the sphere of the Internet and web development perceived IL as a way of staying informed, solving problems, developing websites, and engaging with learning communities. Malafi et al. (2017) reported that IL improves operational efficiency, informs decision-making, saves time, increases profit, and improves customer service, motivation, and information governance. A research study by Ahmad et al. (2020) reported IL as a positive predictor of organizational innovation using the responses of 184 CEOs from varied enterprises. Haider et al. (2022) discovered IL’s positive influence on practices of personal information management among electronic media reporters. A review of WIL research published from the South-Asian region by Saadia and Naveed (2022) revealed a lack of related studies in the media industry. 2.2. Information Literacy and Lifelong Learning IL lays the groundwork for reporters’ lifelong learning as it refers to the skill set related to information capabilities, and lifelong learning is a good habit (Horton 2006). Furthermore, Horton (2006) argued that these constructs appeared to have a strategical and reinforcing interrelationship and are largely self-motivated, self-empowering, self-directed, and selfactuating for professional development. Although the relation between these two constructs has been under debate since the beginning of the 21st century (Gardner 2000;IsfandyariMoghaddam and Kashi-Nahanji 2011), few studies have provided empirical evidence in the media industry. IL capabilities overcome barriers and improve the lifelong learning process (Co¸skun and Demirel 2010;Kozikoglu and Onur 2019;Solmaz 2017). Recent research by Naveed et al. (2023) also discovered that the IL of journalists positively influences their LL. In view of this argument, it is inferred that IL capabilities positively influence LL in varied Adm. Sci. 2024,14, 345 4 of 16 workplace contexts. No research is available examining the connection between these two constructs using news reporters as unit of analysis despite their primary engagement with the information business. Thus, the first hypothesis was developed as given below: Hypothesis 1 (H1). IL positively affects LL. 2.3. Information Literacy and Creativity The process of creativity undertakes certain information-related tasks and is dependent on how effectively people need, seek, and make use of credible information in the media industry (Chang and Hsu 2015;Wu 2018). Therefore, creativity requires reporters to possess competencies for efficient and effective recognition of their information requirements and seeking (Jaussi and Randel 2014). Building on the preceding discussion, it is quite logical to draw an inference that IL positively influences creativity skills. Empirical evidence from some workplace studies also supports this inference (e.g., Bagheri and Baviran 2022; Chang and Hsu 2015;Ghazizadeh et al. 2017;Naveed et al. 2023;Wu 2018). However, this empirical evidence must be further corroborated in media industry contexts for the purpose of theorization. Therefore, the interrelationship between IL and creativity among reporters justifies further discovery. Thus, the following hypothesis was proposed: Hypothesis 2 (H2). IL positively affects creativity. 2.4. Creativity and Lifelong Learning The production of new, valuable, and distinctive ideas (Kaufman 2018) is the result of creativity. The relationship between creativity and LL also appears to be strategic and reinforcing. Both creativity and LL are transversal skills that contribute to the development of each other (Lucas and Venckut ˙ e 2020;Su 2009). Media studies institutions also require the integration of creativity into the curriculum so that a creative and lifelong learner may be produced (Arp and Woodard 2004). Although the positive relationship between creativity and LL is debated in the existing literature, there is a lack of substantial empirical evidence for this inference in the media industry. Furthermore, no such research examining the interrelationship between creativity and LL skills in news reporters has been found as of yet, which also warrants further examination. Hence, the third hypothesis was posited as follows: Hypothesis 3 (H3). Creativity positively influences LL. 2.5. Information Literacy and Lifelong Learning: Mediation of Creativity IL establishes a basis for both LL and creativity as they rely heavily on information activities and the adoption of suitable information behavior to be successful in the media industry (Naveed et al. 2023). Empirical evidence suggests that IL skills enhance LL (Feng and Jih-Lian 2016;Kozikoglu and Onur 2019) and creativity (Chang and Hsu 2015;Naveed et al. 2023;Wu 2018). On the other hand, creativity is a transversal skill contributing to the development of LL (Lucas and Venckut ˙ e 2020;Su 2009) and needs to be integrated into education and LL (Arp and Woodard 2004). The interrelationship between creativity and LL among reporters lacks empirical evidence. Given the three-way association between these constructs, it is predicted that creativity has a mediating role in the relationship between IL and LL. Moreover, no research exists so far examining the mediating role of creativity in the connection between IL and LL. Thus, the fourth hypothesis is stated as given below: Hypothesis 4 (H4). Creativity mediates the relationship between IL and LL. Adm. Sci. 2024,14, 345 5 of 16 3. Research Design and Methods 3.1. Research Model This study aimed to explore the interrelationships of IL, LL, and creativity among news reporters as given in the research model explaining the hypothesized connections among these research constructs (Figure 1). Adm. Sci. 2024, 14, x FOR PEER REVIEW 5 of 17 creativity in the connection between IL and LL. Thus, the fourth hypothesis is stated as given below: Hypothesis 4 (H 4 ). Creativity mediates the relationship between IL and LL. 3. Research Design and Methods 3.1. Research Model This study aimed to explore the interrelationships of IL, LL, and creativity among news reporters as given in the research model explaining the hypothesized connections among these research constructs (Figure 1). Figure 1. Hypothetical research model. 3.2. Design and Method This research employed a quantitative research design along with a survey method to conduct the proposed investigation. A structured questionnaire was deployed for data collection from news reporters. The structured questionnaire contained a total of 37 statements associated with IL (19 items), LL (8 items), and creativity (10 items). All of these statements were measured on a five-point Likert-type scale ranging from strongly agree to strongly disagree (e.g., 5 = strongly agree; 4 = agree; 3 = neither agree nor disagree; 2 = disagree; and 1 = strongly disagree). Questions on demographic variables such as age, sex, work medium, education, work experience, and region were also asked. 3.3. Measurement Instruments 3.3.1. Information Literacy The perceptions of these news reporters related to IL were assessed using items generated based on standards of IL developed by ACRL for journalists in 2012. Examples of such statements include “I can identify what type of information sources can fulfill my information need”, and “I can derive main ideas and facts from information sources to create stories”. The internal reliability analysis, such as the Cronbach alpha (CA) and composite reliability (CR) for the IL measure, indicated higher values, that is, CA = 0.938 and CR = 0.944, respectively. This indicated that the measure used in this study had higher internal consistency, as the value of CA was closer to one (Mathews et al. 2019). The CR Information Literacy Lifelong Learning Creativity Skills Education Work Experience H 2 H3 H4 H1 Figure 1. Hypothetical research model. 3.2. Design and Method This research employed a quantitative research design along with a survey method to conduct the proposed investigation. A structured questionnaire was deployed for data collection from news reporters. The structured questionnaire contained a total of 37 statements associated with IL (19 items), LL (8 items), and creativity (10 items). All of these statements were measured on a five-point Likert-type scale ranging from strongly agree to strongly disagree (e.g., 5 = strongly agree; 4 = agree; 3 = neither agree nor disagree; 2 = disagree; and 1 = strongly disagree). Questions on demographic variables such as age, sex, work medium, education, work experience, and region were also asked. 3.3. Measurement Instruments 3.3.1. Information Literacy The perceptions of these news reporters related to IL were assessed using items generated based on standards of IL developed by ACRL for journalists in 2012. Examples of such statements include “I can identify what type of information sources can fulfill my information need”, and “I can derive main ideas and facts from information sources to create stories”. The internal reliability analysis, such as the Cronbach alpha (CA) and composite reliability (CR) for the IL measure, indicated higher values, that is, CA = 0.938 and CR = 0.944, respectively. This indicated that the measure used in this study had higher internal consistency, as the value of CA was closer to one (Mathews et al. 2019). The CR value was marginally higher than that of CA since CR is considered an alternative to CA (Naveed et al. 2023). CA has faced criticism for its lower bound value, which may underestimate true reliability, while CR provides a marginally higher value. However, this difference is generally minor and holds limited practical significance (Naveed et al. 2023; Peterson and Kim 2013). Adm. Sci. 2024,14, 345 6 of 16 3.3.2. Creativity The items related to creativity skills were chosen from the creativity scale developed by Muñoz-Doyague et al. (2008) for the measurement of the creativity of these news reporters. There were 10 statements associated with creativity skills. The instances of such statements include “I suggest new and better ways to achieve goal or objectives”, and “I develop ideas, methods or processes that are both original and especially useful to the organization”. The measures also show higher internal consistency for this measure as there were high values for CA = 0.894 and CR = 0.913 based on the data set of this study. 3.3.3. Lifelong Learning There were eight statement related to lifelong learning developed by Gardiner and Kline (2007). Instances of such statements include “I have a passion for learning”, and “I learn because to achieve my career goals”. This measure was also internally consistent and acceptable, with the values of CA = 0.868 and CR = 0.897 (Naveed et al. 2023;Peterson and Kim 2013). 3.3.4. Population and Sampling All the news reporters who were registered with the press clubs in each of the four provinces (e.g., Baluchistan, Khyber Pakhtunkhwa Sindh, and Punjab) and Islamabad (federal capital) were considered as the population of the proposed research. The sample size was 371, calculated based on the 95% confidence interval and 5% margin of error. 3.3.5. Data Collection and Analysis The registered news reporters in each press club were approached using a link, containing the questionnaire and covering letter, created in Google Forms for data collection with written permission from their respective administration. The link was shared through the administration of each press club in their listed servers and WhatsApp groups. The news reporters were asked for their voluntary participation in the survey. These news reporters were also ensured about the privacy and anonymity of their data. Three follow-up reminders were also sent to the news reporters to increase the response rate. The researchers received a total of 758 survey responses from the news reporters in approximately two– three months. The received responses were carefully screened for data completeness and accuracy prior to data analysis. The connections, both direct and indirect, between IL, LL, and creativity were measured through calculating PLS-SEM in SmartPLS version 3.3.3. First of all, the reliability and validity of the reflective measures used in this research were analyzed through measurement modeling. Afterwards, SEM (structural equation modeling) was performed for measurement of the direct and indirect relations between IL, LL, and creativity. 4. Results 4.1. Demographic Characteristics Of the 758 respondents, about half of these news reporters (n= 387, 51.05%) belonged to the age group of 25–35 years, followed by those who were in the age bracket of 36–45 years (n = 149, 19.66%). There were 131 (17.28%) participants aged more than 45 years. Only 91 (12.01%) participants were aged up to 25 years. There were 441 (58.18%) males and 317 (42.82%) females. About two-thirds of these news reporters (n = 499, 65.83%) were associated with electronic media, whereas the rest of these news reporters belonged to print media (n = 259, 34.17%). Concerning their educational levels, a little more than two-thirds of these news reporters were graduates (n = 491, 64.77%). This was followed by those having postgraduate (n = 151, 19.92%) and undergraduate (n = 116, 16.31%) levels of education. Moreover, most of these news reporters had 11–15 years of work experience (n = 321, 42.34%), followed by those who had work experience between 6 and 10 years ( n = 217 , 28.63%) and 15+ years (n = 121, 15.96%). There were only 99 (13.06%) participants who had up to five years of work experience. More than one-third of these news reporters Adm. Sci. 2024,14, 345 7 of 16 belonged to Lahore (n = 271, 35.75%), Islamabad (n = 258, 34.03%), and Karachi (n = 191, 25.20%). Only 21 (2.77%) and 17 (2.24%) survey participants belonged to Peshawar and Quetta, respectively as shown in Table 1. Table 1. Demographic characteristics the survey respondents (N = 758). Characteristics Categories Frequency (n) Percentage (%) Age (Years) Up to 25 91 12.01 25–35 387 51.05 36–45 149 19.66 45+ 131 17.28 Sex Male 441 58.18 Female 317 42.82 Medium Electronic 499 65.83 Print 259 34.17 Education Undergraduate 116 16.31 Graduate 491 64.77 Postgraduate 151 19.92 Work Experience (Years) Up to 5 99 13.06 6–10 217 28.63 11–15 321 42.34 15+ 121 15.96 Region Lahore 271 35.75 Karachi 191 25.20 Peshawar 21 2.77 Quetta 17 2.24 Islamabad 258 34.03 4.2. The Measurement Model This study aimed to examine the interrelationships between IL, LL, and creativity among the news reporters using partial least square structural equation modeling (PLSSEM). PLS-SEM was useful in this research due to three reasons. First, it helped us to find the complex cause–effect and mediating relations among constructs. Second, it helped us to develop theories from a small data set. Third, it provided a robust model efficiency (286) in terms of outer model testing and inner model testing. Prior to examining the connections among these constructs, the reliability and validity of measures were meticulously verified by applying measurement model analysis in SmartPLS (version 3.3.9). Table 2indicates the reliability and validity of the measures used in this research. Factor loading, Cronbach’s alpha, rho_A, and composite reliability were used as the reliability indicators. The loading strength of each factor was 0.62 or above, which indicated the appropriateness of these items as the threshold value for factor loading is 0.60 (Hair et al. 2019). Likewise, the values for the Cronbach’s alpha, rho_A, and composite reliability indicators were 0.86 and above, which were also higher than the threshold value of 0.70 (Iqbal et al. 2021). These figures indicated that these measures met the reliability requirements. The convergent validity of these measures was ensured through the application of an average variance extracted (AVE). According to Sarstedt et al. (2017), the threshold value for AVE is 0.50. Table 2 indicates that the values of AVE for all these constructs were either equal to or higher than 0.50. Thus, these measures fulfilled the reliability and validity requirements for data collection (see also Figure 2). The measurement of discriminant validity in PLS-SEM was performed through the heterotrait–monotrait (HTMT) approach as suggested by Henseler et al. (2014) because it is more appropriate than the approach recommended by Fornell and Larcker (1981) due its unsuitability and unreliability for the measurement of discriminant validity (Henseler et al. 2014). The HTMT method is described as the correlation between items across Adm. Sci. 2024,14, 345 8 of 16 different constructs compared to the correlations among items within the same construct. The threshold value of HTMT for discriminant validity is less than 0.90 according to the criterion suggested by Henseler et al. (2014). Table 3shows that these constructs met the criterion of discriminant validity. Table 2. Reliability and validity analysis. Scales Factor Loading Cronbach’s Alpha rho_A Composite Reliability Average Variance Extracted (AVE) Information Literacy (IL) 0.938 0.938 0.944 0.500 IL1 0.658 IL2 0.693 IL3 0.663 IL4 0.715 IL5 0.678 IL6 0.730 IL7 0.721 IL8 0.668 IL9 0.670 IL10 0.685 IL11 0.713 IL12 0.665 IL13 0.670 IL14 0.651 IL15 0.697 IL16 0.653 IL17 0.726 IL18 0.701 IL19 0.687 Creativity (C) 0.894 0.897 0.913 0.513 C1 0.745 C2 0.761 C3 0.775 C4 0.715 C5 0.735 C6 0.709 C7 0.692 C8 0.62 C9 0.681 C10 0.72 Lifelong Learning (LL) 0.868 0.869 0.897 0.521 LL1 0.715 LL2 0.731 LL3 0.784 LL4 0.676 LL5 0.684 LL6 0.734 LL7 0.736 LL8 0.708 Table 3. Discriminant validity. Constructs Creativity Information Literacy Lifelong Learning Creativity (C) 0.716 Information Literacy (IL) 0.688 0.687 Lifelong Learning (LL) 0.68 0.691 0.722 Adm. Sci. 2024,14, 345 15 of 16 Hair, Joseph F., Jeffrey J. Risher, Marko Sarstedt, and Christian M. Ringle. 2019. When to use and how to report the results of PLS-SEM. 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