Information literacy programme at the University of Namibia
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Date
2012
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Namibia
Abstract
The research was done to investigate the information seeking behaviour among students
at the University of Namibia. The study was conducted to fi nd out the reasons why
students do not attend the information literacy training off ered by the University of
Namibia library and to recommend ways in which information literacy can be integrated
into the curriculum. The study used both quantitative and qualitative data collection
methods by employing self-administered questionnaires distributed to participants and
using focus group interviews with library staff to ensure validity of the results. The fi ndings
showed varied reasons for low turnout by the students for training and chief among
these are poor communication of information to students concerning the days of training
and lack of information on the part of students concerning the signifi cance of training in
information literacy. The fi ndings also revealed that many students had the competence
to use the internet, although they lacked knowledge of particular websites and databases
which were relevant to their studies. The majority of students suggested more training as
measures that can be taken to improve information literacy at the university and pointed
out that students must be informed properly about training sessions. It was observed that
the training did not have a written curriculum and it was recommended that a curriculum
be developed to meet the needs of diff erent students. It was also recommended that
critical databases must be made available to students through distribution of pamphlets
and wall posters so that those students who are capable of using computers can access
these databases that are critical to their studies.
Description
Keywords
Information, Programme, Literacy, Library, Curriculum, Development
Citation
Iilonga, S. 2012. Information Literacy Programme at the University of Namibia. Journal for Studies in Humanities and Social Sciences 1(2):187-200.