Information literacy towards lifelong learning: a suvey of final-year education students' information seeking behaviour at the University of Cape Coast, Ghana

Abstract

Information literacy skills are necessary for developing lifelong learning skills, and the University of Cape Coast is the pacesetter for information literacy instruction in Ghana’s tertiary education system. The university has run an information literacy course for over two decades. The course has had challenges but has become entrenched in the institution as a compulsory subject for all first-year undergraduates. However, since its introduction, no studies have been conducted so far in Ghana that assess the long-term impact and the interconnectedness of information literacy, lifelong learning, and the information-seeking behaviour of students to ascertain whether the objectives of the course are met. This study, therefore, scrutinized the information literacy course taught, and its influence on the information-seeking behaviour and lifelong learning abilities of the final-year education students at the University of Cape Coast. The study employed a mixed-method approach due to the varying and numerous benefits it offered. This study aligned itself with the pragmatic paradigm. The design-based approach which aims at improving educational practices was adopted for the study. Final-year students at the College of Education Studies at the University of Cape Coast formed the population for the study. A proportionate sample of 278 respondents completed a questionnaire to elicit quantitative data. For qualitative data, 28 respondents comprising of main programme representatives and assistant representatives were purposely selected for interviews which were thematically analysed. Twenty-four (24) research projects were analysed using document analysis while the Information Literacy course content was analysed using content analysis. Also, eight lecturers/demonstrators from the Information Literacy Unit were interviewed. The Association of College and Research Libraries (ACRL) Model and the Information Problem-solving Model (Big6 Model) were theories used to frame the study and were assessed for suitability in mapping out the information literacy, information-seeking behaviour and lifelong learning skills of students. The study brought to light that intervening variables like feelings, affective and cognitive structures as well as technological factors and student’s exposure to the course promoted their information literacy, information-seeking behaviour and lifelong learning skills. This also affected their use of library services designed to assist them in their academic endeavour. The study showed that respondents perceived the information literacy skills course taught at the University of Cape Coast positively, that the course helped respondents acquire information literacy skills, and that respondents had developed an appreciable competence in information literacy skills. The study confirmed that information literacy skills had a positive influence on students’ information-seeking behaviour and lifelong learning. The study outcomes led to the proposal of a model of progression for instruction in information literacy for the University of Cape Coast. The synthesis of the ACRL model and the Big6 model in the study developed new concepts for a conceptual framework, the study recommends its adoption for research and the teaching of information literacy purposes. The study also recommends the adaptation and implementation of the proposed Advanced Information Literacy Training Skills Model for research and policy development purposes. It was concluded that refresher training in the final year and continuous engagement with students in the interim years should be encouraged as these interventions would improve the information literacy competence level of the students.