Embracing the teaching of Information Literacy Skills (ILS) at the Zimbabwe Open University

Presenter: Tonderayi Chanakira, ZOU Part Time Lecturer

Department of Information Science & Records Management

Email: tonderai.chanakira@gmail.com

Paper presented at the 47th ZimLa Conference, June 24 – 28, 2013, Peacock Villa Hotel, Mutare.

Conference Theme: “Informing Zimbabwe: Developing Zimbabwe: Libraries Powering Development”

MotivationThe presentation discusses the evolution of Information Literacy (IL)

in the global context & how it is being taught in the ZOU context. The impact of the teaching of ILS on ZOU students since it was introduced in 2009 by the Department of Information Science & Records Management is also discussed. The ILS is also taught to ZOU students & staff by ZOU librarians from the Department of Library & Information Services (LIS) whose approach is different from the module teaching approach adopted by the other department. The discussion also seeks to find out whether ZOU Part Time Tutors have received any training in pedagogy skills of the teaching of ILS. The discussion will also highlight on issues of plagiarism as some of the challenges that ZOU students are facing due to non exposure to ILS teaching. The presentation concludes by making recommendations on the way forward on how best the ZOU can implement strategies that can result in the teaching of ILS programme being improved to embrace & benefit all stakeholders that are targeted by the programme.

The ZOU Business StrategyThe ZOU mode of learning is imparted to students through the

concept of Open Distance Learning (ODL). This has seen the ZOU leadership streamlining its strategic planning in the following context:

Vision:- To become a world class open & distance learning university

Mission:- The ZOU exists to empower people through lifelong learning thereby enabling them to realize their full potential in an affordable and flexible manner while executing their endeavours.

Core Values:-• Dedication to the highest level of excellence• Creation of an innovative culture, Promotion of integrity• Adherence to higher levels of ethical standards• Delighting stakeholders. (www.zou.ac.zw)

Research Tools UsedThe study used the following research approaches:Case Study research design approach focusing on

ZOU

The research paradigm used was a mixture of quantitative & qualitative (mixed research)

Triangulation data collection methods were employed (interviews; questioners; tutor observation & experience)

Purposive sampling was used for data analysis

Problem Context AnalysisZOU Paradox?

The teaching of ILS at the ZOU is taught using a two front uncoordinated approach namely:-

• Theoretical Module approach led by the Department of Information Science & Records Management using tutors only targets students in this department & excludes other faculties. Its not all embracing

• The practical ILS computer lab sessions; office; workshop approach led by the LIS department using librarians targeting ZOU staff & students. This approach is central to Harare region only and is yet to be spread to other ZOU regions. The practical sessions are not coordinated with the other department.

• Plagiarism challenges due to a lack of ILS skills on some ZOU students

• Not all ZOU tutors have the pedagogy skills to teach ILS

ILS EvolutionILS is a new concept being taught in African

universitiesSouthern Universities context = ILS is taught at

University of Botswana; University of Zimbabwe, ZOU; University of Namibia & a host of universities in South Africa

Historical origin of ILS is traced to beginning of 19th century & is associated with early library instruction courses in European universities (Evans, 1914): (Grassian & Kaplowitz, 2001)

In the 1970s Faculty librarian partnerships were forged to assists first year varsity students in learning ILS. (Rockman, 1978)

Evolution of ILS: Leading OrganisationsAmerican Library Association formed an IL

Committee (1989)National Forum on IL comprised a coalition

of over 90 business, education; technology; media etc (1990)

California State University largest system of higher education in North America with over 400, 000 students (1995)

The American Psychological Association Board of Educational Affairs recognizes the teaching of IL as a specific learning requirement for undergraduate students (Murray, 2002)

Information Literacy Curriculum DevelopmentThe African Varsity Context

Most universities in Europe have developed a standard IL curriculum

In Southern Africa, UB, UZ UNAM; ZOU & a host of South African universities have their own ILS curriculum

The ILS curriculum targets first year varsity students in most of the universities mentioned.

Librarians have played a central/leading role in championing/advancing the development of the teaching of ILS through partnering with Faculties at universities such as UZ; UB; UNAM, South Africa universities & ZOU.

What is Information Literacy?

Information Literacy encompasses the following:-

i. Ability to know when information is neededii. Ability to find the informationiii. Ability to evaluate the information iv. Ability to use the information that has been found to

effectively solve a research need. (S Mutula, 2011)

Other literacies :-I. Computer literacyII. Digital literacyIII. Media LiteracyIV. Network literacyV. Academic literacy (Ibid)

ILS Definitions cont..understanding how the information is organized

identifying the best sources of information for a given need

locating those sources

evaluating the sources critically and sharing the information

the knowledge of commonly used research techniques

critical & independent thinking (Bothma et al., 2008. Navigating Information Literacy, Cape Town: Ceri Prenter)

Why is Information Literacy Important?There is too much information to deal with and

as such IL helps researchers in dealing with the following:

Information explosion Information fatigueRespect to intellectual property rightsRespect to copyrightsAssist in identifying authoritative informationAbility to distinguish biased; outdated and false informationPlagiarism = avoiding intellectual shop lifting!

Teaching of ILS at ZOUFindings:UZ influence ILS teaching introduced in 2009 ILS teaching done using (Module LIS 102/RAM 209)LIS Dept also teaches “ebrary and e-resources training

sessions” practical lessons targeting students from all faculties = 35 have received lab training in the Harare region thus far

“poor quality of students” who lack ILS (S Mutula, 2011)“poor quality graduates” entering work places with no ILS

background (Donnely & Craddock 2002)Plagiarism challenges = failure to cite sources used is a

major concern, lack of critical & independent thinking when presenting academic assignments

ZOU ILS Module

Module Units1. Introduction = ILS concepts2. ILS Proclamation, Declaration & Models3. Organization of Information4. Introduction to ICTs5. Evaluation & Citing Information Sources6. Economic, Legal & Social Issues for use of

Information7. Developing an IL policy for the Organization

The ILS Pedagogy Dilemma

Pedagogy Definition:

Pedagogy is defined as the principles, practice, or profession of teaching. (www.thefreedictionary.com/pedagogy visited on 07/05/13).

Most ZOU tutors are lacking in Pedagogy ILS teaching skills = 90%

Those trained in ILS pedagogy skills did so through their full time employment work places

RecommendationsTo date, the teaching of the ILS programme at the ZOU is

only beneficial to LIS and RAM students, and yet all students require such skills across all ZOU Faculties. The University of Botswana, University of Namibia and the University of Zimbabwe as well as other international universities have adopted a mandatory curriculum-based ILS course for first year intake students by making it an examinable mandatory subject for first year students. This ensures that all students are obliged to undertake this course to empower them with long life learning skills throughout their academic life at university and beyond. The ZOU should adopt a similar route and revisit its ILS programme in consultation with other ZOU stakeholders to cater for everyone from the basic level as some lack computer literacy skills due to lack of access and exposure.

Recommendations cont…

The Department of Library Services (LIS) should take the lead in facilitating the construction of state of the art computer labs in all the 11 provinces of the ZOU learning base constituencies in Zimbabwe with the view of targeting ZOU students to be taught practical ILS sessions for the purpose of assisting them in their study programmes.

The ZOU should strike strategic partnerships with likeminded stakeholders with the intention of sharing knowledge regarding the teaching of the ILS programme in universities. The Zimbabwe Universities Library Consortium (ZULC) is a typical forum that the ZOU could use as a member through its LIS department. Not forgetting the ZOU alliance with the Zimbabwe library Association (ZimLA)!

ConclusionThe rationale of teaching Information Literacy Skills (ILS)

in tertiary institutions is to foster a critical and independent thinking mind within the student’s intellectual varsity up bring. The teaching of ILS to students should assist them in their studies as they will be able to extract and organize the information they would have found and integrate the information they would have discovered into existing knowledge in their long life learning such that they are also able to use the information for specific purposes such as solving problems to solve challenges. The ZOU has not been left behind in incorporating and embracing the teaching of ILS to its students but it should spread the gospel of ILS teaching to embrace other faculties of the ZOU so that the process of teaching ILS becomes all embracing for the benefit of every ZOU student.

References Bothma et al. (2008) Navigating Information Literacy. Cape Town: Ceri Prenter.

Chanakira, T (2006) . “ICTs: Librarians must be Proactive” published in The Herald newspaper 30/05/2006

Mutula, S. (2011). “The Future of Learning and Information Literacy”. Paper presented at the Best Practices in Leading and Managing Exceptional Libraries & Information Centres Africa Conference, 2 December 2011, Radisson Blu Hotel, Sandton, JHB

Mbambo – Thata Buhle. (2007). Building a Digital Library at the University of Zimbabwe: A Celebration of Teamwork and Collaboration. INASP: Oxford.

  Phiri, Josephine, D (2010). Information Literacy Skills Module LIS 102/RAM 209.

Harare: ZOU

• www.ils.umd.edu/academics visited 07/05/13

• www.thefreedictionary.com/pedagogy visited 07/05/13  www.zou.ac.zw visited 10/05/13

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