An evaluation of an information literacy training initiative at the University of Dar es Salaam

Abstract

PurposeThis paper reviews the implementation and impact of an Information Literacy Training course at the University of Dar Es Salaam in Tanzania. The purpose of the research which is described was to determine the effectiveness of different methods of assessment for teaching information literacy.
 MethodologyThe focus of the paper is an analysis of student learning through quizzes, exercises, reflective discussion and student presentations. The training lasted seven days and involved Masters Students from the Faculty of Education. Data was collected via quizzes, exercises and group reflection and presentations that related to each stage in the course. The data were used to see whether the overall method of training was effective and also to see whether these assessment tools were useful in themselves. The approach was primarily qualitative.
 FindingsThe course, judging from the various forms of feedback, was effective. Student feedback enabled us to learn about the ways in which each of our teaching methods contributed to the student learning experience. The integration of knowledge from information behaviour research, educational theory and current Library Science perspectives on information literacy also proved valuable in developing the curriculum.
 Practical implicationsThe students themselves appear, from the data collected, to have learnt from the course. The librarians who taught the course were able to use the feedback and experience to run subsequent courses. Hence it proved successful in terms of knowledge transfer and enabling the development of information literacy trainers.

Effect of information literacy training course on information literacy skills of undergraduate students of Isfahan University of Medical Sciences based on ACRL standards

“…Results in this section were aligned with Parirokh's findings that showed almost all the students’ have not adequate information literacy, and no significant difference was seen between information literacy skills of students before participating in the workshop. In addition, the results by Siamak, Alipur-Nodushan and Khaleghi[ 3 ] and Wema and Hepworth[ 15 ] that also examined the level of students’ information literacy in survey research method showed that that students’ information literacy is not in desirable level and is consistent with the results of this study. The results of Beyranvand and colleagues,[ 10 ] Hassanzadeh and Asadi,[ 11 ] Parirokh, Arastoopoor and Naderi,[ 12 ] Flaspohler,[ 14 ] Jorosi,[ 16 ] Jill and Aliki,[ 17 ] Lalor, Clarke and Sheaf,[ 18 ] and Kratochvil[ 19 ] that was in empirical and semi-empirical methods and through workshops compare and assess the students’ information literacy have indicated that the average of students’ information literacy was not in desirable level and before holding the course the students’ information literacy was not sufficient, the results of the present study was align to above mentioned findings.…”

“…He also mentioned that the collaboration of the library and university is fundamental for information literacy education. [ 15 ]…”

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

“…In recent years however, interest in IL and its contribution to teaching and learning has emerged and a number of studies in IL issues have been conducted. Such studies include those by Wema and Hepworth (2007); Lwehabura and Stilwell (2008); and Chilimo (2008). Currently, higher education institutions in Tanzania, universities in particular, practice various forms of programmes.…”

The use of OPAC query logs to support evidence-informed information literacy (IL) training at The University of Dar es Salaam

“…In attempting to ascertain the contributions of IL training to learners at UDSM, two studies were conducted: Wema and Hepworth, (2007) and Klomsri and Tedre, (2016). Wema and Hepworth, (2007) assessed the effectiveness of methods for teaching IL while Klomsri and Tedre, (2016) examined students’ levels of IL skills, perceptions and ways of improving pedagogical methods used to deliver IL training. Even though these studies laid a corner stone in understanding the effectiveness of IL training at UDSM, there is a need to take a different approach to see what IL skills users demonstrate when using one of the information retrieval systems, the OPAC.…”

“…In 2005 the University of Dar es Salaam Library introduced an IL programme to undergraduate and postgraduate students. The inception of the IL programme was part of the PhD study aimed at developing a programme and a framework for teaching IL in public university libraries in Tanzania (Wema and Hepworth, 2007). Since then, the IL programme has been implemented in the form of non-credit-based training courses to faculties, postgraduate and undergraduate students.…”