The opportunities and challenges of integrating information literacy as a credit-bearing module into first-year academic programmes

Abstract

Rationale of Study – This study aimed first to establish the level of knowledge about IL content of the existing IL programmes and to explore the perceptions regarding opportunities and challenges of integrating IL as a credit-bearing module into first-year level academic programmes at the UNIVEN.

Methodology – This study adopted a convergent research design using both quantitative and qualitative approaches. The purposive sampling technique was used to include eight deans of schools and six information librarians. In contrast, stratified random sampling was adopted for selecting adopter and non-adopter academics within the eight schools in UNIVEN. Online Google Form questionnaires, and interview guides were used to collect quantitative and qualitative data, respectively.

Findings – The findings reveal that adopter academics have some knowledge regarding the IL programmes as they have endorsed the offered IL content. Notwithstanding the challenges of limited resources, results suggest that integrating the IL programme into the academic programmes improves students' academic literacy skills.

Implications – This study acknowledges the need for IL programmes to be integrated into all first-year-level academic programmes. There is a need to develop strong IL institutional policies that take cognisance of contextual conditions, including indigenous languages.

Originality – This study is the first of its kind to be conducted at UNIVEN. It is envisaged that findings might strengthen the IL programme at UNIVEN.