Information literacy instructional practices: survey of university libraries in Zambia.
Date
2023
Authors
Chisanga, Alexander
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
Information literacy (IL) instruction is the fundamental professional practice in university libraries,
and university librarians are primary providers of IL instructions, generally. Information literacy
is designed to teach library patrons how to quickly and effectively locate information that they
need from the library. Such patrons include students, researchers and other information users.
Therefore, university librarians have a role to play in imparting students with fundamentals of IL
skills such as developing a search strategy, critical thinking and familiarizing with search
techniques. Once library users are equipped with IL skills, they would be able to
identify knowledge sources available within the academic world, and even be ready
to use knowledge tools for retrieving relevant content. This study intended to investigate the
existing IL practices by professional librarians in university libraries in Zambia. A quantitative
method based on descriptive research design was used. Data was collected through a crosssectional survey method. The population of the study consisted of 62 (9 public and 53 private) HEI
recognised universities in Zambia. A sample of 60 head librarians was purposively selected as
participants for the study and covered through census survey. The questionnaire developed by
Julien et al., (2018) was adopted according to the need of the study. Descriptive and inferential
statistics were applied to analyse the data. The results of the study revealed that most university
libraries were using basic level IL instructional practices. The most preferred methods of IL
instructions were group library orientations and one-on-one computer practical. These practices
were mostly done at the beginning of the year of study. In addition, results indicated that the extent
to which IL methods were applied, were not informed by the new ACRL Framework for
Information Literacy for Higher Education. Results further indicated that professional librarians
had the same view concerning the opportunities for improvement of the IL instruction methods.
The study recommended that universities should integrate IL instructions at undergraduate and
post graduate levels as credit or no-credit courses to help students, researchers and other
information users become life long and independent learners.
Keywords: information literacy; IL instruction; IL practices; University libraries - Zambia
Description
Thesis