Aim/Purpose: The research work investigated the information seeking process of undergraduates in a specialised university in Nigeria, in the course of a group assignment. Background: Kuhlthau’s Information Search Process (ISP) model is used as lens to reveal how students interact with information in the affective, cognitive and physical realms. Methodology: Qualitative research methods were employed. The entire seventy-seven third year students in the Department of Petroleum and Natural Gas and their course lecturer were the participants. Group assignment question was analysed using Bloom’s Taxonomy while the information seeking process of the students was garnered through dialogue journaling on WhatsApp Messenger. Contribution: The research explicates how students’ information seeking behaviour can be captured beyond the four walls of a classroom by using a Web 2.0 tool such as WhatsApp Messenger. Findings: The apparent level of uncertainty, optimism, and confusion/doubt common in the initiation, selection, and exploration phases of the ISP model and low confidence levels were not markedly evident in the students. Consequently, Kuhlthau’s ISP model could not be applied in its entirety to the study’s particular context of teaching and learning due to the nature of the assignment. Recommendations for Practitioners: The study recommends that the Academic Planning Unit (APU) should set a benchmark for all faculties and, by extension, the departments in terms of the type/scope and number of assignments per semester, including learning outcomes. Recommendation for Researchers: Where elements of a guided approach to learning are missing, Kuhlthau’s ISP may not be employed. Therefore, alternative theory, such as Theory of Change could explain the poor quality of education and the type of intervention that could enhance students’ learning. Impact on Society: The ability to use emerging technologies is a form of literacy that is required by the 21st century work place. Hence, the study demonstrates students’ adaptation to emerging technology. Future Research: The study is limited to only one case site. It would be more helpful to the Nigerian society to have this study extended to other universities for the purpose of generalisation and appropriate intervention.

The main objective of this study is to determine lecturers" perception of students" information literacy skills versus students" actual information literacy levels in a specialised federal university in Nigeria. Mixed qualitative methods of open-ended written interviews with lecturers and analysis of students" written assignment was employed. Twelve open-ended interview protocols were administered to twelve (12) lecturers in various departments in both Colleges of Science and Technology in addition to two librarians who teach the Use of Library and Study Skills Course. In the same vein, individual assignments of the entire 50, third year student of Electrical Electronic Engineering Departments were examined using a rubric prepared by the researchers (founded on the ACRL information literacy standards). The study presented herein is limited to only one department in the university and may not be used for the purpose of generalisation. It was discovered through the findings that students" information literacy level is quite low even in third year while the lecturers present an elevated impression of students" information literacy levels, rating them as excellent/advanced. The study recommends Quality Education in Developing Countries (QEDC)(2008) strategies and QEDC theory of change to serve as point of evaluation and genuine intervention in teaching and learning. The study also recommends regular information literacy education in-service programmes for the teaching staff to aid in enhancing their teaching capacity. The Nigerian Library Association (NLA) should work to develop an information literacy education policy and enforce it in Nigerian universities. The research unravels the status-quo of information literacy in the particular context and explicates the need for the ideal information literacy education. This paper fulfils the need to study the information literacy levels of undergraduates and the possible intervention programs.

The paper reveals one of the themes that emerged from a research work at the University of the Western Cape, South Africa. The research was on the information behavior of Nigerian undergraduates in the world of Web 2.0, using a specialized university as a case study. Of the themes that emerged, of interest in this paper are the nuances of individual lecturers and its impact on students" information behavior and creativity. The research work employed mixed methods of qualitative and quantitative research. However, the aspect of data gathering that revealed the essence of this article are dialogue journaling on WhatsApp Messenger with 77 third year students of petroleum engineering department on group assignments and large group discussions with 15 of the 77 students. Kuhlthau"s Information Search Process (ISP) Model was employed as a lens in studying the student"s information behavior in the process of writing assignment while Blooms Taxonomy was used to rank the assignment as either Lower Order Thinking Skills (LOTS) or Higher Order Thinking Skills (HOTS). The assignment was ranked LOTS because students were requested to read and summarize certain chapters of a textbook. The time allotted for the group assignment was about a week which did not give room for students to collaborate effectively, thereby undermining the pedagogy of group assignment. Due to the poor conduct of the assignment, students did not seem to conform to the Kuhthau"s ISP model. Also, students expressed how some lecturers expect them to regurgitate what they have been thought without giving room for individual language, expression, and creativity, hence inhibiting their ISP process. Rather than employing Kuhlthau"s ISP model to explore students information seeking process, the research recommends Theory of Change by Quality Education in Developing Countries (QEDC) (2008) and the theory and practice of critical education by Shor (2012).