Information literacy instructional practices: survey of university libraries in Zambia.

dc.contributor.authorChisanga, Alexander
dc.date.accessioned2024-02-09T14:05:33Z
dc.date.available2024-02-09T14:05:33Z
dc.date.issued2023
dc.descriptionThesis of Master of Library and Information Science
dc.description.abstractiv 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 cross-sectional 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
dc.identifier.urihttps://dspace.unza.zm/handle/123456789/8385
dc.language.isoen
dc.publisherThe University of Zambia
dc.titleInformation literacy instructional practices: survey of university libraries in Zambia.
dc.typeThesis
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