Information literacy for higher education institutions in Nigeria and Tanzania: efforts and prospects for educational reform in teaching and learning

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dc.contributor.authorLawal, V.
dc.contributor.authorUnderwood, P.
dc.contributor.authorLwehabura, M. J. F.
dc.contributor.authorStilwell, C.
dc.date.accessioned2018-01-09T13:55:43Z
dc.date.available2018-01-09T13:55:43Z
dc.date.issued2010
dc.descriptionInnovation, No.41, December 2010en_US
dc.description.abstractThis article reviews efforts made by higher education institutions in Nigeria and Tanzania in transforming student learning through information literacy (II). It examines the need for higher education institutions in the two countries to create the necessary foundations for strengthening information literacy programmes as a strategy for ensuring viable transformation in teaching and learning. The paper is based on a review of related literature and observations drawnfrom working experiences in higher education institutions in both countries. It examines some of the meaningful educational transformations takingplace in higher education institutions in Nigeria and Tanzania and makes recommendations for better standards to be developed in terms of curriculum structure and design, teaching methods, outcome assessment and a review of institutional policies and goals in order to encourage active teaching and learning.en_US
dc.description.sponsorshipUniversity of KwaZulu-Natalen_US
dc.identifier.urihttps://www.suaire.sua.ac.tz/handle/123456789/2009
dc.language.isoenen_US
dc.publisherInnovationen_US
dc.relation.ispartofseriesInnovation;41
dc.subjectInformation literacyen_US
dc.subjectHigher education transformationen_US
dc.subjectNigeriaen_US
dc.subjectTanzaniaen_US
dc.titleInformation literacy for higher education institutions in Nigeria and Tanzania: efforts and prospects for educational reform in teaching and learningen_US
dc.typeArticleen_US

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