The present investigation was intended to examine the effect of information literacy (IL) on teaching effectiveness, creativity, and research productivity in a workplace context among academicians of all QS-ranked universities in Lahore, Pakistan. The present study opted for a quantitative approach and survey research design to conduct this research. A total of 356 responses were gathered from survey participants using a stratified convenient sampling technique. Both descriptive and inferential statistics were applied in SPSS for data analysis. The outcomes revealed that these academicians rated themselves as information-learned, effective, creative teachers. The journal articles were the most produced form of research productivity by these academicians. IL of academicians positively correlated with their teaching effectiveness, creativity, and research productivity. In addition, IL positively influenced teaching effectiveness, creativity, and research productivity. This research generated functional understandings for academicians, university authorities, and HEC to understand better workplace IL and its effect on universities’ execution in obtaining advantages and initiating advanced-level practical sessions for academicians to enhance their information education. The present investigation would be a valuable input to the prevailing research on the academic workplace perspective, as no such comprehensive study in this context by investigating these variables appeared previously.
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