Journal of Applied Information Science

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

An Exploration of High School Teachers Information Literacy in the Cape Coast Metropolis, Ghana


Affiliations
1 Sam Jonah Library, University of Cape Coast, Cape Coast, Ghana
2 University of Ghana, Legon, Ghana
     

   Subscribe/Renew Journal


The concept of information literacy has gained ischolar_mains in many developed countries. In developing countries and for that matter Ghana, the concept is new and evolving at a slower pace. The educational system in Ghana has not integrated information literacy skills into its educational system thus both pre-tertiary and tertiary institutions. Due to this, information literacy skill is not a taught subject in most educational institutions.

Research Problem: Ghanaian second cycle institutions do not factor information literacy skills in any of their continuous professional training for teachers. For that matter, most teachers are challenged in the use of information literacy skills in the teaching and learning process in the classroom.

Purpose: this study therefore set out to explore how teachers use information literacy skills as an opportunity to stay abreast with the rapid technological changes associated with the use of diverse information resources for teaching. In view of these, the study investigated and focused on determining the level of awareness of information literacy skills of teachers, ascertain the extent of training in information literacy skills for teachers, determine the kind of strategies teachers employed in using different information resources for teaching and also to determine some barriers that militate against the development of information literacy among teachers.

Methodology/approach: mixed method approach was used for the study. Quantitative and qualitative instruments and observations were used to collect data from the teachers and head teachers respectively.

Finding: the study provided that most of the teachers had information needs, they were aware of the gaps that existed in their subject areas and used diverse information resources available to them to fill these gaps. Teachers had a high preference for internet sources to keep abreast with information in their subject areas and also update their teaching notes. It was also evident that no training was organized for teachers in IL. However, it was found out that teachers possessed moderate levels of IL skills and employed various strategies to find information from the various sources available to them. Inadequate resources were a major challenge that affected IL development among teachers.

Originality/value: the study adds up to the information literacy skills of high school teachers and how they exploit the opportunities in information literacy to support the teaching and learning activities in the classroom.

Keywords

Cape Coast Metropolis, Ghana, Information Literacy Skills, Senior High School Teachers.
Subscription Login to verify subscription
User
Notifications
Font Size


  • American Library Association, 2010. Presidential Committee on Information Literacy. “Final Report”. Chicago: American Library Association 1989.

  • Association of College, Research Libraries and American Library Association, 2000. Information literacy competency standards for higher education. ACRL.

  • D. Bawden, and L. Robinson, “Promoting literacy in a digital age: Approaches to training for information literacy,” Learned Publishing, vol. 15, no. 4, pp. 297-301, 2002.

  • M. Bent, and R. Stubbings, (2011). The sconul seven pillars of information literacy core model for higher education. Available: http://bit. ly/29b3ps4

  • T. Bothma, E. Cosijn, I. Fourie, and C. Penzhorn, (2014). Navigating information literacy: Your information society survival toolkit (4th ed.). Pearson Holdings South Africa, Cape Town.

  • C. S. Bruce, “Information literacy: A framework for higher education,” The Australian Library Journal, vol. 44, no. 3, pp. 158-170, 1995.

  • L. M. Duke, and A. D. Asher, eds., (2012). College libraries and student culture: What we now know. American Library Association.

  • T. S. Duke, and J. D. Ward, “Preparing information literate teachers: A met synthesis,” Library & Information Science Research, vol. 31, no. 4, pp. 247-256, 2009.

  • M. B. Eisenberg, C. A. Lowe, and K. L. Spitzer, (2004). Information literacy: Essential skills for the information age. Greenwood Publishing Group, 88 Post Road West, Westport, CT 06825.

  • S. Corrall, and H. Hathaway, (2000). Seven pillars of wisdom? Good practice in information skills development. SCONUL.

  • H. Johnson, “Introduction in: Seven pillars of wisdom? Good practice in information literacy skills development,” Proceedings of a conference held at the University of Warwick, June 6-7 2000, S. Corrall and H. Hathaway (Ed.). p. 3-4. London: SCONUL.

  • B. N. Jorosi, and G. G. Isaac, “Teaching information literacy skills in community junior secondary schools in Gaborone,” Information Development, Botswana, vol. 24, no. 1, pp.123-134, 2008.

  • L. Merchant, and M. Hepworth, “Information literacy of teachers and pupils in secondary schools,” Journal of Librarianship and Information Science, vol. 34, no. 2, pp. 81-89, 2002.

  • C. Laverty, and B. Reed, “Inspired teachers: Providing a classroom context for information literacy theory and practice,” D. Cook & N. Cooper (Eds.), Teaching information literacy to social sciences students and practitioners: A casebook of applications. Chicago: Association of College and Research Libraries, 2006.

  • Lifelong Learning Council Queenland Inc., (2016). Available: http://www.llcq.org.au/01_cms/details.asp?ID=12

  • S. Miller, and N. Murillo, “Why don’t students ask librarians for help? Undergraduate help-seeking behavior in three academic libraries,” College Libraries and Student Culture: What We Now Know, pp. 49-70, 2002.

  • J. Pulkkinen, and T. V. Wyk, “The challenge of the information society for African teachers,” The federation for information processing, 2002. Available: http://link.springer.com/chapter/10.1007%252F978-0-387-35615-0_18

  • H. B. Rader, “Teaching and assessing information skills in the twenty-first century: A global perspective,” Library Trends, vol. 51, no. 2, Fall 2002.

  • SCONUL, “The SCONUL seven pillars of information literacy: A research lens for higher education,” SCONUL Working Group of Information Literacy 2011. Available: http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html

  • M. Stockham, and H. Collins, “Information Literacy Skills for Preservice Teachers: Do They Transfer to K-12 Classrooms?,” Education Libraries, vol. 35, pp. 59-72, 2012.

  • S. Virkus, “Information literacy in Europe: A literature,” Inf. Res, vol. 8, no. 4, pp. 1-56, 2003.

  • D. Williams, and L. Coles, L., “Teachers’ approaches to finding and using research evidence: An information literacy perspective,” Educational research, vol. 49, no. 2, pp. 185-206, 2007.

  • D. Williams, and C. Wavell, (2006). Information literacy in the classroom: Secondary school teachers’ conceptions. Available: http://www.rgu.ac.uk/files/ACF4DAA.pdf


Abstract Views: 465

PDF Views: 6




  • An Exploration of High School Teachers Information Literacy in the Cape Coast Metropolis, Ghana

Abstract Views: 465  |  PDF Views: 6

Authors

G. Tachie-Donkor
Sam Jonah Library, University of Cape Coast, Cape Coast, Ghana
P. S. Dadzie
University of Ghana, Legon, Ghana

Abstract


The concept of information literacy has gained ischolar_mains in many developed countries. In developing countries and for that matter Ghana, the concept is new and evolving at a slower pace. The educational system in Ghana has not integrated information literacy skills into its educational system thus both pre-tertiary and tertiary institutions. Due to this, information literacy skill is not a taught subject in most educational institutions.

Research Problem: Ghanaian second cycle institutions do not factor information literacy skills in any of their continuous professional training for teachers. For that matter, most teachers are challenged in the use of information literacy skills in the teaching and learning process in the classroom.

Purpose: this study therefore set out to explore how teachers use information literacy skills as an opportunity to stay abreast with the rapid technological changes associated with the use of diverse information resources for teaching. In view of these, the study investigated and focused on determining the level of awareness of information literacy skills of teachers, ascertain the extent of training in information literacy skills for teachers, determine the kind of strategies teachers employed in using different information resources for teaching and also to determine some barriers that militate against the development of information literacy among teachers.

Methodology/approach: mixed method approach was used for the study. Quantitative and qualitative instruments and observations were used to collect data from the teachers and head teachers respectively.

Finding: the study provided that most of the teachers had information needs, they were aware of the gaps that existed in their subject areas and used diverse information resources available to them to fill these gaps. Teachers had a high preference for internet sources to keep abreast with information in their subject areas and also update their teaching notes. It was also evident that no training was organized for teachers in IL. However, it was found out that teachers possessed moderate levels of IL skills and employed various strategies to find information from the various sources available to them. Inadequate resources were a major challenge that affected IL development among teachers.

Originality/value: the study adds up to the information literacy skills of high school teachers and how they exploit the opportunities in information literacy to support the teaching and learning activities in the classroom.

Keywords


Cape Coast Metropolis, Ghana, Information Literacy Skills, Senior High School Teachers.

References