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Periodical article Periodical article Leiden University catalogue Leiden University catalogue WorldCat catalogue WorldCat
Title:Teaching and learning of information literacy in some selected institutions of higher learning in KwaZulu-Natal and Malawi
Authors:Chipeta, GeorgeISNI
Jacobs, Daisy
Mostert, Janneke
Periodical:South African Journal of Library and Information Science
Geographic terms:Malawi
South Africa
Subjects:higher education
information literacy
External link:http://sajlis.journals.ac.za/pub/article/view/1273
Abstract:Information literacy (IL) is a set of abilities that enable individuals to recognize when information is needed and to subsequently locate, evaluate, and utilize the required information. It enables people to interpret and make informed judgements as users of information sources, and also to become producers of information in their own right and thereby more active participants in society. Information literacy is the basis of lifelong learning. It is common across all disciplines, all learning environments, and all levels of education. The present study, which was conducted among academic and library staff and students at the University of Zululand (Unizul) and the Durban University of Technology (DUT) in KwaZulu-Natal (South Africa) and Mzuzu University (Mzuni) in Malawi, reports on the offering and teaching of IL in these institutions of higher learning. The findings reveal that IL is offered and taught as a module at Unizul and as a course at Mzuni by their respective Departments of Library and Information Science, though not across all faculties. At DUT, IL is only offered and taught by the library during the Library Orientation programme, campus wide. Problems encountered in the teaching and learning of IL include inadequate time, lack of computer skills, inadequate venues and equipment for teaching and students' practicals, and lack of cooperation. The study recommends that IL should be incorporated in the university curricula of all three institutions, and that the DUT should introduce a dedicated module or course in information literacy and embed it in the students' course materials. The three universities should also advertise to academic staff, students and decisionmakers the importance of having modules or courses in IL. Bibliogr., sum. [Journal abstract]