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Teaching and fostering information literacy programmes: a survey of five university libraries in Africa

Baro, Emmanuel

Abstract:
Information Literacy (IL) is recognized as an essential skill for the information society. The aim of the paper is to examine the various information literacy practices in university libraries in Africa, to identify the barriers facing IL programmes in Africa, and to provide suggestions on how best to improve IL practices. A survey of five leading university libraries in Africa showed them mainly practicing IL training by means such as library tours/orientation sessions, introductory information skills classes, and teaching advanced information skills (e.g. database searching). There are, however, many barriers: a lack of interest by students, professors, and library management; inadequate human resources to teach IL; lack of facilities; low use of distance education for teaching IL, and an absence of IL policies. This column argues that university authorities in Africa and other developing countries must see the need to provide the necessary facilities such as: computers with Internet connectivity in university libraries, regular power supply, training for librarians on IT, and most of all, librarians should collaborate with other stakeholders in their institutions to ensure IL policy formulation and implementation in their institutions.

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Document Title: Teaching and fostering information literacy programmes: a survey of five university libraries in Africa
Journal: The Journal of Academic Librarianship


Document Type:Journal Article (Peer Reviewed)
Subject Area:Teaching and Learning
Country:African Continent
Keywords:ICT (Information & Communication Technology), Information Literacy, Information Needs, Information Retrieval, Information Technology, Libraries, Library and Information Services LIS, Teaching


Date Added:28 August 2012


Emmanuel E. Baro, Tarela Keboh, (2012)Teaching and fostering information literacy programmes: a survey of five university libraries in Africa, The Journal of Academic Librarianship, doi:10.1016/j.2012.07.001