Research Article
Conceptualization and Practice of
Information Literacy Pedagogy at Universities in Kenya
Johnson Mulongo Masinde
Lecturer
University of Embu
Nairobi, Kenya
Email: masinde.johnson@embuni.ac.ke
Frankline Mugambi
Doctoral Researcher
Kenyatta University
Nairobi, Kenya
Email: mugambi.frankline@ku.ac.ke
Daniel Muthee Wambiri
Senior Lecturer
Kenyatta University
Nairobi, Kenya
Email: muthee.daniel@ku.ac.ke
Received: 26 May 2023 Accepted: 10 Jan. 2024
2024 Masinde, Mugambi, and Wambiri. This is an Open
Access article distributed under the terms of the Creative Commons‐Attribution‐Noncommercial‐Share Alike License 4.0
International (http://creativecommons.org/licenses/by-nc-sa/4.0/),
which permits unrestricted use, distribution, and reproduction in any medium,
provided the original work is properly attributed, not used for commercial
purposes, and, if transformed, the resulting work is redistributed under the
same or similar license to this one.
DOI: 10.18438/eblip30370
Abstract
Objective
– The aim of this study is to examine the
conceptualization and pedagogical approaches being used in Kenyan universities
to teach and learn information literacy to determine if they are effective in
addressing the information needs of the 21st century. The findings
of this study will act as a guide to educational stakeholders in the design,
review, and implementation of the information literacy curriculum. The findings
will also create awareness among librarians of the diverse concepts in information
literacy and hopefully inform their practice when delivering information
literacy instruction. Additionally, future researchers can leverage the
insights garnered from this study to advance their own works, thereby
contributing to the ongoing growth of knowledge in this field.
Methods – This study
employed descriptive research design to collect qualitative data from the
webpages of seven universities that were purposively selected: three being
private universities and four were public universities. The seven academic
libraries had an active online presence and adequate documentation of
information literacy. The data were analyzed using thematic analysis.
Results
– The research findings show a lack of consistency in the conceptualization
of information literacy. In addition, the
findings demonstrate a link between information literacy conceptualization and
practice. Many
of the online tutorials and information literacy documentations failed to
address all the aspects of information literacy.
Conclusion – In order to effectively
address 21st century information needs, academic libraries should reevaluate
their conceptualization of information literacy. This should be followed by a
comprehensive evaluation of their information literacy instruction to ensure
they cover all aspects of information literacy. It is essential for these
libraries to provide information literacy instruction to students throughout
their academic journey rather than just focusing on first-year students.
Moreover, structured assessments of students should be implemented to gain
feedback on the effectiveness of these instruction programs.
Background to the Study
Information literacy
has been presented as the foundation of lifelong learning, meaning it is a
prerequisite skill for everyone to fully participate in society (United Nations
Educational, Scientific and Cultural Organization [UNESCO] et al., 2005).
Information literate people have higher success rates in academics, workplaces,
and socially, as demonstrated by previous research (Ganesan & Gunasekaran,
2022; Nierenberg et al., 2021; Zhang et al., 2010). A report by the World
Economic Forum (2015) on 21st century workplace skills listed critical
thinking, problem solving, and information literacy skills among the most
significant skills needed for success in the workplace.
Despite the
recognized value of information literacy, there are varying definitions and
interpretations of what constitutes information literacy. While the term literacy has existed for close to two
centuries, critical interrogation of the term began in the
mid-20th century. The argument then was that defining literacy as an
ability to understand and interpret text left out many emerging forms of
communication, such as electronic communication and mainstream media (Leaning,
2019). By the 1980s new forms of literacies had emerged, among them media
literacy, visual literacy, computer literacy, and information literacy. The
conceptualization of information literacy at that time was as a tool that could
be used to equip learners with a skillset for effective utilization of
information resources (Whitworth, 2014).
The analogy in
all the new forms of literacy is that they aimed to address a skill gap
occasioned by new development in technology. Information literacy differed from
the other forms of literacies in that it sought (and still seeks) to relate the
impact of technological development with the ability to effectively utilize
information resources (Whitworth, 2014). Therefore, it is important to
emphasize that information literacy should not be narrowly construed as
acquiring technological skills, but rather as the advancement of competencies
for effectively using information resources, irrespective of the specific
technology employed for information storage and dissemination.
In subsequent
years, information literacy saw new developments in its conceptualization with
the most significant being the establishment of the American Library
Association’s (ALA) Presidential Committee on Information Literacy in the
United States of America (USA) in 1989, which was tasked with defining
information literacy and recommending a model for its integration into the U.S.
education system (ALA, 1989). The final report conceptualized information
literacy as a set of skills that enables a person to know when information is
needed, identify what type of information is needed to solve the problem at
hand, access the information and evaluate it, organize the information, and use
the information to solve the problem. The report identified libraries and
librarians as key resources in the delivery of the information literacy
curriculum. Attention is drawn to the fact that this approach relies heavily on
the ability of a person to exhibit the skills identified and therefore can be
termed an outcome-based pedagogical approach.
Tewell (2015)
noted that the USA’s understanding of information literacy heavily influenced
subsequent concepts and practice of information literacy. For example, Bruce (1997) retained
the same perspective of information literacy and only introduced a different
pedagogical approach that focused on how people experience information rather
than centering on the outcomes. Bruce’s method was widely adopted by
universities around the world by shifting their information literacy pedagogy
towards cognitive approach (Lloyd, 2010). In the United Kingdom (UK), the
Society of College, National and University Libraries (SCONUL) refined the
ALA’s 1989 concept of information literacy to include the ability to create new
knowledge as the seventh skill of an information literate person (SCONUL Advisory Committee on Information Literacy, 1999).
In subsequent
years the conceptualization of information literacy was revised. The Alexandria Proclamation on Information
Literacy and Lifelong Learning conceptualized information literacy as the
foundation of lifelong learning that enables people to access, evaluate, and
use information; create new knowledge; and promote social inclusion (UNESCO et al., 2005). The
interpretation of information literacy as a life goal expresses the desire to
take information literacy beyond educational institutions. The Association of
College and Research Libraries’ (ACRL, 2015) Framework for Information Literacy for Higher Education represented
a philosophical shift away from skills or outcomes and instead centred
threshold concepts and the role of information in society. It introduced
aspects of ethics and effective communication, which were new to definitions of
information literacy. With the rapid development in information communication
technology (ICT) and the Internet, the amount of information available
continues to grow at an accelerated rate and information literacy continues to
be refocused and realigned with the new information landscape (Stebbing et al.,
2019).
In its present
form, information literacy remains a complex subject that is difficult to
define. Education stakeholders have conceptualized information literacy
differently. Julien et al. (2018), in their survey on information literacy and
teaching methodologies in American academic libraries, found that information
literacy was conceptualized in its narrowest sense to mean a set of skills for
effective use of technology and electronic information resources. Stebbing et
al. (2019), in their study on the perceptions of faculty about information
literacy in Anglia Ruskin University in the UK, noted that faculty described
effective use of technology to access, use, and communicate information as the
primary perception of information literacy.
Despite the
recognized value of information literacy, development of effective information
literacy pedagogy remains a key challenge in higher education partly due to
conflicting conceptualization as to what constitutes information literacy. The
aim of this study is to examine the conceptualization and the pedagogical
approaches being used in Kenyan universities to teach and learn information
literacy to determine if they are effective in addressing the information needs
of the 21st century.
Problem Statement
An analysis of
the literature reveals that information literacy has been conceptualized
differently by different authors. For example, ACRL (2000) defined information
literacy as a set of skills to recognize when information is needed and how to
access, evaluate, and effectively use the information to solve a problem. The Alexandria Proclamation on Information
Literacy and Lifelong Learning stated that information literacy is the
basis of lifelong learning that enables people to access, evaluate, and use information;
create new knowledge; and promote social inclusion (UNESCO et al., 2005).
ACRL’s (2015) Framework for Information
Literacy for Higher Education introduced two new aspects: ethics and
effective communication. Julien et al. (2018) determined that information
literacy was conceptualized in its narrowest sense as a set of skills for
effective use of technology and electronic information resources.
The variation in
conceptualization of information literacy is expected to eventually lead to
different pedagogical approaches in teaching and learning information literacy.
The different concepts in information literacy also make it a complex
discipline. The pedagogy of information literacy in universities has been
characterized by one dominant concept of a skills-based approach as
conceptualized by the ALA’s (1989) Presidential Committee on Information
Literacy.
In Kenya,
information literacy has been integrated with the curriculum for first-year
undergraduate programs as well as in post-graduate studies. The Kenyan
Commission for University Education standards on information literacy
envisioned collaboration between the faculty and the university library in
teaching information literacy (CUE, 2014, pp. 105–106). While information
literacy has always been considered the preserve of the academic library, there
is little empirical evidence that the diverse conceptualizations of information
literacy have influenced the professional practice of information literacy
instruction in universities.
This study will
attempt to fill this gap by examining the link between the different information
literacy conceptualizations and the pedagogical approaches being used in Kenyan
universities to teach and learn information literacy. The objectives of this
study are:
- to establish the dominant concepts of information literacy in
Kenyan universities;
- to determine which pedagogical methods are being used in teaching
information literacy in Kenyan universities; and
- to establish the relationship between conceptualization of
information literacy, if any, and the pedagogical methods being used in teaching
information literacy at Kenyan universities.
The significance of a study is in its worthiness to the current body of
knowledge. The findings of this study will act as a guide to
educational stakeholders in the design, review, and implementation of the
information literacy curriculum. The findings will also create awareness among librarians on the diverse
concepts in information literacy and hopefully inform their practice when
delivering information literacy instruction. Additionally, future researchers
can leverage the insights garnered from this study to advance their own works,
thereby contributing to the ongoing growth of knowledge in this field.
Methodology
This study
adopted descriptive research design because it presented the opportunity to
collect qualitative data.
Location of the Study
There are 69
public and private universities operating in Kenya (CUE, 2021); 37 are public
while 32 are private. For the purpose of this study, seven universities were
purposively selected, including three private universities and four public
universities.
Target Population
The target
population constituted academic library websites from the selected
universities.
Sampling Technique and Sample Size
The study
employed a purposive sampling technique to select seven academic libraries with
an active online presence and adequate documentation of information literacy.
Data Analysis
Instructional
tutorials and other documentation (library guides, policies and procedures, librarian
and educator blogs, library workshops and events documentation, university
policies and guidelines, university news and press releases, and information literacy guides provided through the academic
libraries’ websites) were analyzed using
thematic analysis. A thematic analysis is a form of qualitative research that
focuses on identifying passages of text interconnected by a common idea or
theme, permitting the investigator to index the text into categories or
groupings, consequently generating a pattern of thematic ideas (Gibbs, 2007,
Chapter 4). The thematic analysis identifies themes in the data that are
important or interesting and uses them to address the research problem.
There are various ways to
approach thematic analysis. This study utilized Braun and Clarke’s (2012) six-step
framework of analysis, which has been described as the most effective method in
that it offers a rich and practical framework for conducting a thematic
analysis (Maguire and Delahunt, 2017). The first step
involved familiarization with the documents, which was done by carefully
reviewing the documents to gain a thorough understanding of their content and
context. Subsequently, the codes were generated by identifying and labeling key
features in the text. These codes were then organized and clustered into
preliminary themes, revealing recurring patterns and concepts. The themes were
further refined and redefined through a continuous process of reviewing and
defining, ensuring that each theme accurately captured the essence of the data.
Data reduction techniques were employed to condense similar codes into broader,
more meaningful themes. In addition, the themes were named and defined to
provide clear descriptions, permitting the lucidity.
Ethical Considerations
The purpose of
ethical considerations in research is to warrant that no individual suffers
from harmful effects due to research activities (Cooper & Schindler, 2003). This
research endeavored to protect the anonymity and confidentiality of
participating academic libraries by employing deidentification throughout the
data collection process, analysis, and reporting stages.
Results
Through website review of the seven selected academic
libraries, the following results were obtained. Each library had its own
definition of information literacy, as detailed in Table 1. These libraries
identified information literacy as a set of skills. The central concept was
that information literacy is conceptualized as both a proficiency of procedural
competencies and conceptual knowledge of when and how to apply those
competencies when interacting with information.
Table 1
Definitions of Information Literacy
|
Library |
Information Literacy Definition |
|
Lib 01 |
“Information literacy is a set of skills that enables one to be aware
of how to engage with the world of information, how to find meaning in the
information you discover, how to articulate what kind of information you
require, how to use information ethically and how to evaluate information for credibility and authority.” |
|
Lib 02 |
“Information literacy is the ability to find, evaluate, organize, use,
and communicate information in all its various formats, most notably in
situations requiring decision making, problem solving, or the acquisition of
knowledge.” |
|
Lib 03 |
“To be information literate, a person must be able to recognize when
information is needed and have the ability to locate, evaluate, and use
effectively the needed information.” |
|
Lib 04 |
“Information literacy is a set of skills that enables a person be able
to recognize when information is needed and have the ability to locate,
evaluate, and use effectively the needed information to solve a
problem.” |
|
Lib 05 |
“Information literacy is a set of competencies that equip one with the
ability to locate, evaluate, and use information effectively to become
independent life-long learner.” |
|
Lib 06 |
“Information literacy is a set of
abilities requiring individuals to recognize when information is needed and
have the ability to locate, evaluate, and use effectively the needed
information.” |
|
Lib 07 |
“Information literacy skills enable one to effectively use information
technologies, such as personal computers, e-mail, software programs, the
Internet and other information access tools. Other aspects of information
literacy involve the evaluation of the information you obtain using the
Internet and online electronic resources.” |
Conceptualization of Information Literacy
Through further
analysis of documentation describing information literacy found on the academic
libraries’ websites, three categories of information literacy concepts were
identified.
Information Literacy is a Process of Using Information Communication Technology (ICT) Tools
The emphasis in
this concept is that information literacy aims to equip information users with
skills to use ICT tools such as the Internet, web browsers, databases, and
software such as those used off campus to access and organize information,
especially electronic information sources. One of the selected academic library
websites provided detailed documentation including online tutorials on
scholarly databases with structural procedures on how to access the databases
when on campus and also remotely. The documentation also provided a range of
search techniques that users could employ while searching the scholarly
databases. Users were also advised on the importance of evaluating information
sources before using the information. Ethical issues such as plagiarism were
also addressed.
The instruction
program was also actualized through face-to-face information literacy
instruction where users were invited to attend on scheduled dates. However,
emphasis was placed on first-year students. Overall, the information literacy
skills addressed included: locating information sources (focusing mostly on
online scholarly databases); general online search strategies, including how to
search the catalogue; evaluation of information sources; and ethical issues in
information, especially plagiarism.
Information Literacy is a Set of Information Skills (Skills-Based Approach)
The skills-based
approach as conceptualized by the ALA’s (1989) Presidential Committee on
Information Literacy in the USA was found to be the predominant concept. Five
of the selected seven universities provided structured documentation addressing
skill gaps on identifying information need, for example through analyzing the
assignment or research topic; formulating research questions and keywords;
locating information sources; applying search strategies including the use of
Boolean operators; evaluating the information sources and content; and using
the newly acquired information to generate new knowledge or solve a problem.
Ethical issues such as proper citations and plagiarism were also addressed.
Information Literacy is a Library Usage Skill
On one of the selected academic library websites,
content provided under their information literacy tab was mostly on how to
access library resources. Detailed documentation was provided on the physical
information sources available within the library, how to search the library
catalogue, the layout and organization of the library, an overview of the
library classification system in use, procedures for borrowing, library opening
hours, and library rules and regulations. Brief documentation on citing and plagiarism
was also provided. Ironically, there was no mention of online information
sources despite a list of subscribed online scholarly databases appearing on
the website. There was also no mention of information evaluation.
Practice of Information Literacy
This study investigated the practice of information
literacy in academic libraries through instructional tutorials and other documentation.
Curriculum on Information Literacy
Analysis of the
selected academic libraries revealed an unstructured curriculum on information
literacy. Although most of the items on information literacy were not
structured in an organized manner, there were tutorials and documents
addressing all aspects of information literacy. For example, separate tutorials
addressed access to physical resources and access to electronic resources;
identification of information need and use of newly acquired information to
solve a problem or create new knowledge were less well represented.
Delivery of Information Literacy Instruction
Analysis of the
41 online tutorials and information literacy guides obtained from the seven
selected academic libraries showed that the goals of information literacy
instruction were realized through two main approaches: (1) face-to-face
instruction facilitated by a librarian or faculty member and (2) online
tutorials. Of the seven academic libraries, five offered both face-to-face and
online information literacy instruction. One library provided an information
literacy module for students to download and read independently. For all
instruction offered, there were clear learning outcomes. Ethical dimensions
were mainly addressed separately with independent tutorials on citations and
plagiarism.
Analysis of the
available documentation on information literacy also suggests that information
literacy was already integrated with the university curriculum; for example,
reference was made to course names such as “Information Literacy and IT
Skills,” “Information Literacy Skills,” and “Information Literacy and Digital
Skills.”
Assessment
Although most of
the academic libraries were not explicit on assessment, the presence of quizzes
in Lib 01, Lib 04, Lib 05, and Lib 07, as well as exercises in Lib 03, provided
clues to gauging students’ understanding of the information literacy concepts.
Collaboration Between Librarians and Faculty
In a student
themed environment, there was clear evidence of collaboration between
librarians and faculty in delivering information literacy skills. For example,
Lib 03 had a common unit, “Information Literacy and IT Skills,” where the
students learned about search strategies. In Lib 06, librarians visited the
common unit course “Information Literacy and Digital Skills” to facilitate
learning about online search strategies and plagiarism. While in Lib 04, students in the course “Hospitality Research
Methods” visited the library for guided instruction with a librarian on
information sources for literature reviews.
Relationships Between Conceptions and Practice of Information Literacy
Analysis of the
research findings suggests that deliberate effort to realize the articulated
knowledge outcomes of information literacy through information literacy
instruction was made. There is evidence that learning outcomes were aligned
with the definitions of information literacy, although emphasis was put on
actions rather than skill acquisition. Two aspects of information literacy, (1)
identification of information need and (2) effective use of information to
create new knowledge or solve a problem, were not adequately covered in the
tutorials or documentation provided. For example, only Lib 05 addressed
specific ways students could use information to solve problems and generate new
knowledge. Information literacy instruction at Lib 02 mainly
centred on teaching learners how to access academic databases and electronic journals. Students
were taught how to carry out research for their coursework, retrieve academic
articles, and properly cite sources for their output. While these skills were
vital for success in their classes, there was minimal emphasis on nurturing
real-world skills. Another limitation was that the target audience was mostly
first-year students.
Discussion
The research
findings demonstrate a lack of consistency in the conceptualization of
information literacy. The definitions as highlighted in Table 1 provide
evidence of rich and diverse interpretations of information literacy as
outlined in the problem statement. This reveals the dilemma that libraries face
when designing information literacy instruction programs. Despite the diversity
in information literacy conceptualization, generally information literacy is
viewed as a continuum, a process with multiple stages from identifying
information need to knowledge creation or problem solving.
The study
findings have demonstrated a link between information literacy
conceptualization and practice. For example, learning outcomes were directly
linked to the definition of information literacy. This implies that any
misconceptions of information literacy will automatically lead to ineffective
information literacy pedagogy. It is therefore imperative for academic
libraries to reevaluate their understanding of information literacy and align
them with 21st century information needs.
Many of the
online tutorials and information literacy documentation failed to address all
aspects of information literacy, for example the aspect of using information
gained to solve a problem at hand was not adequately addressed. Further, many
focused on the application of information literacy within the academy. This
suggests the need for a holistic approach toward information literacy, which
may necessitate revision of information literacy instruction programs and
require integrating more content to ensure that the skills acquired are
applicable outside academia.
Assessment of
students’ understanding of information literacy concepts is another component
that is lacking in the current practice. Assessment is critical in providing
feedback on the effectiveness of the information literacy instruction programs.
Collaboration
between librarians and faculty is highly encouraged, since faculty are deemed
the “gatekeepers” of the classroom and are therefore likely to foster a
conducive environment of continuous learning among students. Faculty,
especially those teaching research methods, need to incorporate aspects of
information literacy into their curriculum and partner with librarians to
facilitate acquisition of information literacy skills.
The study faced challenges in data collection due to
inactive and inadequate online documentation of information literacy in Kenyan
academic libraries. To overcome this limitation, the researchers adopted
purposive sampling to select a sample of academic libraries with robust online
documentation of information literacy. Additionally, the study's scope was
narrowed to seven universities out of 69 in Kenya, affecting the
generalizability of findings.
Recommendations
In order to
effectively address 21st century information needs, academic librarians should
reevaluate their conceptualization of information literacy. This should be
followed by a comprehensive appraisal of their information literacy instruction
to ensure they cover all aspects of information literacy. It is essential for
these libraries to provide information literacy instruction to students
throughout their academic journey rather than just focusing on first-year
students. Moreover, structured assessments of students should be implemented to
gain feedback on the effectiveness of these instruction programs.
Author Contributions
Johnson
Masinde: Background of the study, Problem statement,
Methodology Frankine Mugambi: Results, Discussion Daniel Wambiri: Conclusion/Recommendations,
Abstract. Writing – review & editing
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