Information Literacy Delivery in Nigerian Primary Schools: A Case Study of Enugu State, Nigeria

Abstract

This paper discusses the findings regarding information literacy (IL) delivery in primary school libraries in Enugu State, Nigeria. The discussion is based on IL content and delivery methods, as well as their effectiveness. The study was an instrumentation research in which experiment was used to test effect of a developed IL curriculum. In order to ascertain the effect of the curriculum, pre-test was given to the whole subjects prior to the commencement of the teaching. Subjects, received teaching covering the whole topics for second term-a period of 12 weeks. A post- test was thereafter given and the hypothesis tested was that: There is no significant difference between the information literacy skills of pupils participating in library period programme and those not participating, The hypothesis was tested using t- test statistics. The study made use of mean score, standard deviation and charts to present and analyse data. Observations showed that pupils exhibited tremendous development as regard their literacy and communication skills, library use skills, and critical thinking skills during the cause of the treatment. The study also found that pupils taught with library period curriculum did significantly better in the project given than those not taught. It was therefore concluded that the library period programme (LPP) might have been responsible for the higher performance of the experimental group. This had some implications for educational policy makers, school administrators, school librarians and class teachers. It was therefore recommended that all stakeholders need to promote information literacy in order to make pupils lifelong and comfortable learners.