Information Literacy Delivery in Tanzanian Universities: An Examination of its Effectiveness

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dc.creatorLwehabura, M. J. F.
dc.date2018-01-09T13:44:55Z
dc.date2018-01-09T13:44:55Z
dc.date2008
dc.date.accessioned2022-10-25T08:50:38Z
dc.date.available2022-10-25T08:50:38Z
dc.descriptionAfr. 1. Lib, Arch. & Inf. Sc. Vol. 18, No.2 (2008) 157 - 168
dc.descriptionThis paper presents the findings regarding information literacy (lL) delivery) in four Tanzanian universities in terms of IL content and delivery methods and their effectiveness. Based on a questionnaire survey of librarians and undergraduate students, the study found that the main IL teaching methods used include lectures, web pages and seminars, while content covered in IL sessions include information search skills, use of library facilities, information evaluation, and use of information sources. However, it is concluded that because of a number of factors, including lack of clear lL policy, inadequate time, the teaching of IL as stand-alone programme on voluntary basis, and non involvement of teaching staff, the current IL delivery approach is not effective for imparting adequate IL skills. A new IL delivery approach that addresses the identified weaknesses is therefore recommended.
dc.descriptionSokoine University of Agriculture
dc.formatapplication/pdf
dc.identifierhttps://www.suaire.sua.ac.tz/handle/123456789/2008
dc.identifier.urihttp://hdl.handle.net/123456789/90446
dc.languageen
dc.publisherAfrican Journal of Library and Information Science
dc.relationAfrican Journal of Library and Information Science;2
dc.subjectInformation literacy, teaching methods, evaluation, universities, Tanzania
dc.titleInformation Literacy Delivery in Tanzanian Universities: An Examination of its Effectiveness
dc.typeArticle

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