Teaching of Information Literacy Skills in Nigerian Universities: A Theoretical and Practical Perspectives from Federal University Minna, Nigeria

Abstract

This study is a theoretical and practical examination of the role of information literacy in teaching and learning process. The study appreciates the tremendous challenges facing both staff and students in the face of declining academic productivity. A questionnaire was used to collect data for this study. Interviews and focus group discussion (FGO) were also used to complement the information collected with questionnaire. Frequency, count and simple percentage were used to analyse the data collected. The results showed that most of the staff and students had no clear understanding of information literacy. Factors identified to enhance information use included availability of information resource which ranked highest (75.5%), qualified instructors (60.5%), adequate training (57.3%), infrastructure (57.5%) and appropriate lecture method (40%). We suggest that early training of both staff and students be emphasized; also, government should make more funds available for the acquisition of resources necessary for information literacy training and learning.

Key Words: Teaching, information, literacy, skills, University.