| Peer-Reviewed

The Library Information Science (LIS) Educator as a Catalyst in the Implementation of Information Literacy for Lifelong Learning in Nigeria

Received: 4 March 2022     Accepted: 14 April 2022     Published: 22 April 2022
Views:       Downloads:
Abstract

In the 21st century, information has become as significant as such natural resources as oxygen, water and land. It is against this background that the objectives of this study are identifying strategies for teaching students the importance of information literacy and the role of LIS educators in establishing a higher institution literacy programme that would provide students (undergraduates and postgraduates alike) a good knowledge of anti-plagiarism, research and project-writing, information retrieval skills, self-directed learning, deepened understanding of library information resources, and the effective utilization and application of information resources for credible research outcome. The study adopted the survey research method to examine the role of library and information science educators as catalyst in the implementation of information literacy for lifelong learning in higher institutions. Multi-stage sampling technique including purposive and simple random sampling technique was used to sample respondents for the study. Empirical studies were reported for support of propositions, and a structured instrument was utilized for data collection. The data collected was analyzed using frequency count and percentages and descriptive statistics of mean (x̄) and standard deviation (±). The result showed that the respondents are aware and knowledgeable about the role and strategies of librarians in teaching information literacy. However, the result showed that the respondents do not fully know the extent of information literacy skills and acknowledgment of authors of works consulted during research.

Published in American Journal of Education and Information Technology (Volume 6, Issue 1)
DOI 10.11648/j.ajeit.20220601.14
Page(s) 19-25
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Information Literacy Skills, Librarians, Library and Information Science, Lifelong Learning

References
[1] Abolade, O. 2000. Models for selecting educational technologies to improve students learning'. Education and Information Technologies 8. 9-23.
[2] American Library Association (ALA) 1989. Presidential Committee on Information Literacy: Final report. Chicago: American Library Association. Retrieved March 17, 2021 from http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm.2000.
[3] American Library Association 2000. Information Literacy Competency Standards for Higher Education. Retrieved Aug. 01, 2005 from www.ala.org/acrl/ilstandardlo.html
[4] Association of College and Research Libraries. 2000. Information Literacy Competency 128 Standards for Higher Education: Standards, Performance Indicators, and Outcomes, ACRL. Retrieved June 22, 2009 from www.ala.org/acrl/ilstandardlo.html
[5] Audunson and Nordilie. 2003. The Use of Electronic Information Sources by Israeli College Student. The journal of Academic Librarianship 4. 255-257.
[6] Bawden, D. 2001. Information and digital literacies: a review of concepts. Journal of Documentation 57. 2: 218-259.
[7] Bernard, M. B., Borokhovski, E., Schmid, R. F., Tamin, R. M. & Abrami, Ph. C. (2014). A meta-analysis of blended learning and technology use in higher education: from general to applied. Journal of Computing in Higher Education, 26 (1): 87-112.
[8] Boekhorst, A. K. 2003. Becoming information literate in the Netherlands. Library Review 52. 7: 298-309.
[9] Bruce, C. S. 2002. Information literacy as a catalyst for educational change: a background paper. White Paper prepared for UNESCO, the U.S. National Commission on Libraries and Information Science, and the National Forum on Information Literacy, for use at the Information Literacy Meeting of Experts, Prague, The Czech Republic. Retrieved January 10, 2006 from http://www.nclis.gov/libinter/infolitconf&meet/papers/bruce.fullpaper.pdf
[10] Candy, P. C. 2002. Lifelong learning and information literacy. White paper prepared for UNESCO the U.S. National Commission on Libraries and Information Science, and the National Forum on Information Literacy for use at the Information Literacy Meeting of Experts, Prague, The Czech Republic. Retrieved July 12, 2009 from http://www.nclis.gov/libinter/infolitconf&meet/papers/candy-fullpaper.pdf
[11] CILIP (2005). Information literacy: definition. London: CILIP. [online]. http://www.cilip.org.uk/get-involved/advocacy/learning/information-literacy/pages/definition.aspx
[12] Dorner, D. G. and Gorman, G. E. 2006. Information literacy education in Asian developing countries: cultural factors affecting curriculum development and programme delivery IFLA Journal 32. 4: 281-93.
[13] Doyle, C. 2001. Information literacy in an information society: A concept for the information age. Syracuse, NY: ERIC.
[14] Gee, J. P. Hull, G. and Lankshear, C. 1996. The new work order: behind the language of the New capitalism. St. Leonards: Allen and Unwin.
[15] Hillenbrand, C. (2005). Librarianship in the 21st century-crisis of transformation? Australian Library Journal, 54: 2, 164-181.
[16] Jones, K. S., Walker, S., & Robertson, S. E. (2000). A probalistic model of information retrieval: development and comparative experiments. Information Processing and Management, 36 (2000) 809-840.
[17] Kapitzke, C. 2003 Information literacy: A positivist epistemology and a politics of out formation. Educational Theory 53: 37-53.
[18] Lock, S. 2003. Information Skills in Higher Education: A SCONUL Position Paper Retrieved May 7, 2007 from http://www.sconuI.ac.uklgroups/informationliteracy/papers/Seven.pilIars.html.
[19] Ojedokun, A. A. 2007. Information literacy for tertiary education students in Africa, Ibadan Third World Information Services Ltd., 3.
[20] Stern, C. M. 2002. Information literacy “unplugged”: Teaching information literacy worldwide without technology. White paper prepared for UNESCO, the U.S. National Commission on Libraries and Information Science, and the National Forum on Information Literacy, for use at the Information Literacy Meeting of Experts, Prague, The Czech Republic. Retrieved July 24, 2021 from http://www.nclis.gov/libinter/infolitconf&meet/papers/stern-fullpaper.pdf
[21] Todd, R. 2003. Learning in the Information Age. School Opportunities, Outcomes and Options. Retrieved Aug. 01, 2005 from http://www.iasl-slo.org/conference200-virtualpap.html
[22] Webber, S. & Johnston, B. (2003). Assessment for information literacy: vision and reality. In Martin, A. & Rader, H. (Eds) Information and literacy: enabling learning in the 21st century London Facet Publishing. ISBN1-85604-463-7. 101-111.
[23] Zurkowski, P. 1974. The information service environment: Relationships and priorities National Commission on Libraries and Information Service. Washington, DC. Pasadas, C. ERIC Clearinghouse on Information Resources. Retrieved March 16, 2009 from http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/36/a8/87.pdf.
Cite This Article
  • APA Style

    Helen Uzoezi Emasealu. (2022). The Library Information Science (LIS) Educator as a Catalyst in the Implementation of Information Literacy for Lifelong Learning in Nigeria. American Journal of Education and Information Technology, 6(1), 19-25. https://doi.org/10.11648/j.ajeit.20220601.14

    Copy | Download

    ACS Style

    Helen Uzoezi Emasealu. The Library Information Science (LIS) Educator as a Catalyst in the Implementation of Information Literacy for Lifelong Learning in Nigeria. Am. J. Educ. Inf. Technol. 2022, 6(1), 19-25. doi: 10.11648/j.ajeit.20220601.14

    Copy | Download

    AMA Style

    Helen Uzoezi Emasealu. The Library Information Science (LIS) Educator as a Catalyst in the Implementation of Information Literacy for Lifelong Learning in Nigeria. Am J Educ Inf Technol. 2022;6(1):19-25. doi: 10.11648/j.ajeit.20220601.14

    Copy | Download

  • @article{10.11648/j.ajeit.20220601.14,
      author = {Helen Uzoezi Emasealu},
      title = {The Library Information Science (LIS) Educator as a Catalyst in the Implementation of Information Literacy for Lifelong Learning in Nigeria},
      journal = {American Journal of Education and Information Technology},
      volume = {6},
      number = {1},
      pages = {19-25},
      doi = {10.11648/j.ajeit.20220601.14},
      url = {https://doi.org/10.11648/j.ajeit.20220601.14},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20220601.14},
      abstract = {In the 21st century, information has become as significant as such natural resources as oxygen, water and land. It is against this background that the objectives of this study are identifying strategies for teaching students the importance of information literacy and the role of LIS educators in establishing a higher institution literacy programme that would provide students (undergraduates and postgraduates alike) a good knowledge of anti-plagiarism, research and project-writing, information retrieval skills, self-directed learning, deepened understanding of library information resources, and the effective utilization and application of information resources for credible research outcome. The study adopted the survey research method to examine the role of library and information science educators as catalyst in the implementation of information literacy for lifelong learning in higher institutions. Multi-stage sampling technique including purposive and simple random sampling technique was used to sample respondents for the study. Empirical studies were reported for support of propositions, and a structured instrument was utilized for data collection. The data collected was analyzed using frequency count and percentages and descriptive statistics of mean (x̄) and standard deviation (±). The result showed that the respondents are aware and knowledgeable about the role and strategies of librarians in teaching information literacy. However, the result showed that the respondents do not fully know the extent of information literacy skills and acknowledgment of authors of works consulted during research.},
     year = {2022}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - The Library Information Science (LIS) Educator as a Catalyst in the Implementation of Information Literacy for Lifelong Learning in Nigeria
    AU  - Helen Uzoezi Emasealu
    Y1  - 2022/04/22
    PY  - 2022
    N1  - https://doi.org/10.11648/j.ajeit.20220601.14
    DO  - 10.11648/j.ajeit.20220601.14
    T2  - American Journal of Education and Information Technology
    JF  - American Journal of Education and Information Technology
    JO  - American Journal of Education and Information Technology
    SP  - 19
    EP  - 25
    PB  - Science Publishing Group
    SN  - 2994-712X
    UR  - https://doi.org/10.11648/j.ajeit.20220601.14
    AB  - In the 21st century, information has become as significant as such natural resources as oxygen, water and land. It is against this background that the objectives of this study are identifying strategies for teaching students the importance of information literacy and the role of LIS educators in establishing a higher institution literacy programme that would provide students (undergraduates and postgraduates alike) a good knowledge of anti-plagiarism, research and project-writing, information retrieval skills, self-directed learning, deepened understanding of library information resources, and the effective utilization and application of information resources for credible research outcome. The study adopted the survey research method to examine the role of library and information science educators as catalyst in the implementation of information literacy for lifelong learning in higher institutions. Multi-stage sampling technique including purposive and simple random sampling technique was used to sample respondents for the study. Empirical studies were reported for support of propositions, and a structured instrument was utilized for data collection. The data collected was analyzed using frequency count and percentages and descriptive statistics of mean (x̄) and standard deviation (±). The result showed that the respondents are aware and knowledgeable about the role and strategies of librarians in teaching information literacy. However, the result showed that the respondents do not fully know the extent of information literacy skills and acknowledgment of authors of works consulted during research.
    VL  - 6
    IS  - 1
    ER  - 

    Copy | Download

Author Information
  • Department of Library and Information Science, Faculty of Education, University of Port Harcourt, Port Harcourt, Nigeria

  • Sections