Information Literacy Evaluation: A Case Study of the Africa University, Mutare, Zimbabwe
Nevermore Sithole *
Africa University, Jokomo / Yamada Library, P.O.Box 1320, Mutare, Zimbabwe.
Collence Takaingenhamo Chisita
Harare Polytechnic, School of Information Sciences, Zimbabwe.
Nelson Jagero
Chuka University, Faculty of Human Resource and Education, P.O.Box 109 Chuka, Kenya.
*Author to whom correspondence should be addressed.
Abstract
Aims: The study evaluated the effectiveness of the information literacy skills course on the utilisation of various information sources at the Africa University. The objective of the study was to identify whether the teaching of information literacy skills at Africa University is having a positive impact on the students’ use of diverse information resources provided by the University Library in support of the University’s teaching, learning and research activities.
Methodology: Survey research design was utilised by researchers. Research site is Africa University and target population consists of users who include students and lecturers. Multi-method approach was made use of by the researchers. A questionnaire was distributed to 150 students in 6 Faculties. 76 questionnaires were returned within the study period.
Results: Respondents stated that information literacy skills and knowledge acquired from this course are essential to pursue their studies in the University and beyond. Findings also indicate that some students do not recognise that the information literacy skills they are learning are transferable and applicable to most areas of their studies.
Conclusion: The study concludes that despite information literacy skills’ training at Africa University utilisation of electronic information sources is still low among undergraduate students.
Keywords: Information literacy, higher education, digital literacy, research literacy, Zimbabwe