Dissertation (MA Education)This study was intended to explore the status and impact of adult information literacy in Tanzania taking Babati District as the case. Specifically the study was meant to: identify sources of information in empowering adult information literacy; determine the extent to which adults are information literate; explore barriers for adult information literacy; examine the impact of adult information literacy programmes on welfare of the Community and to seek stakeholder’s opinions on the best ways of improving community’s access, choice and use of information among adults. The study was guided by two theories: the Adult Learning theory by Malcom Knowles (1980) and the Life Long Learning theory by Edwards (1997). The mixed methods approach accompanied by a cross-sectional survey design were used to provide a plan of this study. Questionnaire, interview, Focus group discussion and documentary review were used to collect data from 100 informants. Quantitative data were analyzed statistically by the use of SPSS computer software-version 20 while qualitative data were analyzed thematically. Results revealed that Adults do use Analogue cellular phones, smartphones as source of information and as tools for educating themselves. The other sources are meetings, seminars, television, radios, magazines and internet. Furthermore, it was observed that the status of Adult Information Literacy for the adults in Babati is on the average; however, adult information literacy has been found to have a positive impact in socio-economic, political and cultural development of the community in Babati district. It is therefore recommended that, investing in information centers in village areas can improve information infrastructures like communication networking and roads so as to simplify the access, choice and use of information to majority of the community.