Technology-enhanced Information Literacy training for students at the Makerere University Library

Abstract

The rapid evolution of technology and rise of emerging technologies is transforming information literacy (IL) training. Globally, institutions are adopting technology-enhanced online platforms to deliver scalable, accessible IL training, from mobile apps to learning management systems (LMS). At Makerere University Library, the number of students trained in IL is growing annually but remains a small fraction compared to the total student population. This study explored the development of a framework for conducting effective online IL trainings for students at the Makerere University Library. Guided by Kolb’s Experiential Learning Theory, the study, through three objectives; explored the perceptions and needs of students undertaking information literacy trainings, established the technologies used to conduct information literacy trainings, and developed a framework for conducting effective online information literacy trainings.

The study adopted a fully mixed sequential equal status explanatory design to utilize the strength of both quantitative and qualitative research methodology, with the unit of analysis being Makerere University students and librarians. Stratified sampling was used to categorize the student population by college in order to ensure adequate representation from each college. For the quantitative component of the study, a sample of 375 students was purposively selected from a total student population of 11,201. The qualitative component comprised 15 librarians purposively selected from a population of 31 librarians. The sample size was determined using Krejcie and Morgan’s simplified heuristic approach. Quantitative data was collected with the aid of a self-administered structured questionnaire, and the Cronbach’s alpha values measured to ensure reliability of the instrument and content validity and face validity used to determine validity of the instrument. Data was analyzed for mean, median, mode, standard deviation and variance using statistical package for the social sciences, (SPSS). For qualitative data analysis, field notes were gathered from the interviews with library staff and the audio recordings transcribed verbatim and imported into Microsoft Excel for systematic coding.

Findings from the three objectives depict that firstly, students undertaking training and their instructors perceive information literacy as important and that students perceive instructors as knowledgeable and supportive during training. Secondly, findings depict that some forms of technology are currently used in information literacy training at the Makerere University Library, and that these technologies are easy to access, navigate and that they enhanced the learning experience of users. And finally, the findings present key considerations that informed the development of a framework for conducting effective information literacy training online, guided by the ADDIE Model’s five phases. Each of the five phases integrated learner-centred, technological and institutional components, interconnected by OER, partnerships, and analytics as crosscutting enablers. The study recommends procuring more computers and bandwidth for training, incorporating IL in curricula, prioritizing mobile, offline-capable platforms, OER integration, librarian training, librarian recruitment to ensure scalability of training across entire university, and telecom partnerships to ensure sustainability and inclusivity in Uganda’s low-resource context through zero-rating the university domain.