The purpose of the present study is to examine the effect of information literacy skills instruction on the lifelong learning readiness of users in Iranian public libraries. To this end, 30 active users of two libraries were randomly placed in control and experimental groups. Information literacy skills were taught to the experimental group over one and a half months. The results revealed that information literacy instruction led to a significant increase in readiness for self-directed learning and readiness to overcome deterrents to participation. According to the findings, information literacy skills instruction made a significant difference to the information literacy of users in Iranian public libraries. The results of this study encourage public libraries to plan for the implementation of information literacy instruction in order to make public libraries lifelong learning centres.

The aim of this study understands teacher perceptions of the localization of curriculum of primary school. on the social Study Lessons. The methodological approach of this study is to investigate phenomenology as a qualitative method. The potential contributors were the native teachers of the Kalat city (Laeenno) in the 1397 which 19 participant were selected..  Data were collected using face-to-face interviews and were analyzed by Glaserian seven phases. Reliability was achieved through three criteria: being acceptable, being trustful and verifiability. The findings show that the current performance of students end up in lack of incentive, leaving school, shallow learning, the inefficiency of current performance of teachers,  interruptions in communication, One-way interaction, and the challenges of localization is denial of the cultural diversity of politicians, non-native content (centralized knowledge), Lack of in-service courses, the time challenge, recruiting non-native teachers, the lack of comprehensive studies of sub-cultivated areas, immigration, executive challenge, School space and lack of a template from native syllables, and the consequences of localization for teachers is contentment of teaching, Creating and improving communication and promoting native culture, and the consequences of localizing for students is: protecting from native culture, Creating a motivation to learn and absorb and stay in the classroom and school. Finally, teachers' strategies about localization of Klein’s nine elements in the curriculum of social studies were identified.

Background: In Islam, expectations are very high in respect to a desirable teacher, especially because the teacher is a model for the next generation, so the purpose of this study is to identify the moral codes of teachers according to the Islamic perspective. Method:The approach of the present study is qualitative and its method is synthesis research. The research population is all articles (63 articles) that have been presented from 2010 to 2020 in the field of moral components of educators from the perspective of the Holy Quran and the educational life of Imams (A) and the Prophet Mohammad (S). The research sample includes 26 articles, which have been purposefully selected based on thematic monitoring and theoretical data saturation. Research data were collected from qualitative analysis of the studied documents. Results: The results showed that the moral codes of teachers from the perspective of Islam can be organized in two main dimensions including: contextual dimension (including personality components, insight, religious commitment, socio-political factors and neatness) and professional dimension (including components of professional commitment, knowledge enhancement, professional principles, interactions, content management, teaching and evaluation). Conclusion:According to the principles of Islam, the components of teachers' professional ethics were organized in two contextual and professional dimensions, so the managers of educational organizations can provide in-service courses for teachers to teach the components of ethics and also design a moral code of ethics taking into account the moral components of teachers in Islam.

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