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

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dc.contributor.authorLwehabura, M. J. F.
dc.date.accessioned2018-01-09T13:44:55Z
dc.date.available2018-01-09T13:44:55Z
dc.date.issued2008
dc.descriptionAfr. 1. Lib, Arch. & Inf. Sc. Vol. 18, No.2 (2008) 157 - 168en_US
dc.description.abstractThis 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.en_US
dc.description.sponsorshipSokoine University of Agricultureen_US
dc.identifier.urihttps://www.suaire.sua.ac.tz/handle/123456789/2008
dc.language.isoenen_US
dc.publisherAfrican Journal of Library and Information Scienceen_US
dc.relation.ispartofseriesAfrican Journal of Library and Information Science;2
dc.subjectInformation literacy, teaching methods, evaluation, universities, Tanzaniaen_US
dc.titleInformation Literacy Delivery in Tanzanian Universities: An Examination of its Effectivenessen_US
dc.typeArticleen_US

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