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STRATEGIES FOR ENHANCING INFORMATION LITERACY AMONG
UNIVERSITY GRADUATES IN UGANDA
BY
FREDERICK NATHANIEL MUKUNGU
DIP. LIB (Mak), BLS, MA (Loughborough, UK)
A DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE AWARD OF THE DEGREE OF DOCTOR OF
PHILOSOPHY OF MAKERERE UNIVERSITY
DECEMBER 2011
0
CHAPTER ONE
INTRODUCTION TO THE STUDY
1.1 BACKGROUND OF THE STUDY
Information has become a very important resource in every sector of operation, and people
rely on it for their functioning and livelihood. The workplace of the present times and the
future therefore demands a new kind of university graduate, who knows when information is
needed and can access, manage and use the vast amount of information available to him or
her through multiple channels such as phones, Internet, email, printed documents, and web-
casts, etc (Cheuk, 2002:2). The society of the 21st Century depends on access to and use of
information for its decision making, growth and development. This has resulted into an
information explosion, produced in multiple media. However, as pointed out by the Council
of Australian University Librarians (CAUL, 2001:2), and others such as Council of Europe
(2010:2) and Aqili and Nasiri (2010:453) a lot of the information is unfiltered, thus raising
questions about its authenticity, validity and reliability. Therefore people need special skills
called information literacy (IL), for obtaining the specific information to meet their range of
personal and business needs. Consequently, university graduates need to be well-grounded in
information literacy in order to be prepared to face the challenges of today’s workplace, for
quality service provision and optimum production.
Clear links between economic, social and political development and information literate
societies are now recognized and accepted the world over. Tise (2004:1) points out that, a
comparison between any successful economy in the world and that of any developing
country enables one to appreciate this reality. Successful economies are a result of
recognising the role of IL as an essential resource for enhancing workplace productivity.
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According to the United States Department of Labour Secretary’s Commission on Achieving
Necessary Skills (SCANS), IL is one of the essential competencies for solid job performance
(Cheuk, 2002:1; Amalahu, 2009:3). Similar realisations are evident in Europe, Australia,
Singapore and South Africa, where IL is considered economically necessary (Cheuk,
2002:1).
Developing countries suffer from general low utilization of the most important resources of
the present time- information and knowledge- due to lack of IL skills (Pejova, 2002;1). Lack
of these skills and efficient use of information and knowledge causes a waste of other
resources and affects productivity in all spheres of life and work- education, research,
business, and administration, which results into poor societies. As Tise (2004:1) points out,
the global information explosion has made the acquisition of IL skills mandatory if the
peoples and nations of Africa are to develop and prosper. Uganda particularly needs this
because it has been rated among the 25 poorest countries in the world (World Bank, 2007:1).
It is for this reason that it is necessary to assess the state of IL among university graduates in
Uganda, identify gaps, and develop strategies for enhancing IL for better utilization of
information resources as a contribution towards the country’s development.
Recruiters of graduates highlight personal transferable skills (Nasser and Abouchedid,
2005:1). Such graduates are expected to address the social, political and economic challenges
facing the developing world (Tise, 2004). Graduates should be able to access the necessary
information in print and electronic media, timely and effectively to inform their decisions. As
the Bank of Montreal Chief Executive Officer advised the University of Toronto graduates
(Canada Newswire, 1999:1), “whatever you take to the twenty-first century workplace,
however great your technical skills, and however attractive your attitude and however your
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commitment to excellence, the bottom line is that to be successful, you need to acquire a high
level of Information Literacy”.
The world over, universities are making an effort to implement IL programs to enable their
students to cope with the current information proliferation, improve their educational
performance and enable their graduates to compete favourably in the information society. As
Tise (2005) observes, every university is responsible for its graduates in terms of their IL
level. Higher education institutions are accountable for the types of graduates they produce,
and are responsible for ensuring that graduates have the competencies by society (Reagan &
Tise, 2005:169).
In 2004, Uganda hosted the Standing Conference of African National and University
Libraries in Eastern, Central and Southern Africa (SCANUL-ECS) and undertook as its main
theme, “User Information Literacy: a challenge for national and university libraries”.
However several questions may be raised after this information. Did the participants of the
Conference communicate the outcome with the stakeholders such as the Faculty Deans,
Administrators, Faculty and students in their respective universities? Unless this is done it
would be difficult for the universities to know about IL and act accordingly. Secondly, do the
universities in Uganda realize the importance of embracing IL in their curricula as a key skill
expected to be possessed by their graduates? Do they impart these skills to their students,
who imparts them, and how are they imparted? Do employers consider IL skills when
recruiting these graduates? What are the employers’ IL expectations? It is hoped that the
results of this study will answer some of these questions.
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1.2 PROBLEM STATEMENT
From the analysis of the existing literature on IL in Uganda it can be concluded that the
Library and Information Science (LIS) professionals are aware of the concept of IL and its
importance in university and public libraries. However, no research had been done on the IL
performance of university graduates in Uganda at their workplaces. This is in support of what
Kirton and Barham (2005:1) observed that, while IL has been a subject of interest in
academic libraries for nearly 30 years, comparatively little has been written on IL in the
workplace. Crawford (2009:1) too observed that the use of IL at the workplace is a little
studied area within the library and information research. It is sad to note that, while the
number of university graduates has been increasing with the growing number of Universities
from one in 1988 to about 27 in 2008, Uganda has not fared well economically over the same
period, and is instead, rated among the poorest countries in the world (World Bank 2007:1).
Research is therefore urgently needed in order to provide development planners with the
necessary empirical data on the IL performance of university graduates in Uganda for
creating interventions as a pre-requisite for high quality service delivery and optimum
production for development to deliver the country from its state of quagmire.
As the situation stands now, a number of questions are left unanswered, such as:
What IL challenges do university graduates face at workplaces?
What are the employers’ IL expectations from university graduates?
What IL skills are offered to graduates while they are students at universities?
What strategies can be used to enhance IL among university graduates in Uganda?
Is there any IL policy or body charged with enforcing IL in Uganda? These and other
questions need to be answered in order to develop strategies among university graduates for
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their contribution towards the development of Uganda. This is the gap the study attempted to
address.
Motivation for the research
The number of universities in Uganda has increased and the number of university graduates
risen, which is supposed to contribute to the development needs of the country (Ntiamoah-
Baidu, 2008:4). The main research question is “what strategies can be used to enhance IL
among university graduates in Uganda for effective use of information for quality service
delivery and improved production to bring about development in this country?” If university
graduates do not acquire information literacy skills the following challenges are envisaged:
It will be difficult for graduates to sort the appropriate information promptly and
know what to do or how to do it at the workplace.
There will be a waste of resources due to ignorance and lack of knowledge of how to
use them.
There will be poor service delivery due to lack of knowledge of best practices.
There will be low production due to lack of information on how to do things.
Uganda will remain among the undeveloped and among the poorest countries in the
world as it is the case today.
This was the motivating factor for this research so that a possible solution may be sought for
Uganda and other developing countries in a similar situation to enhance IL among university
graduates for their development. As observed by Rockman (2004:1), the issue is no longer
one of not having enough information; it is the opposite - too much information in various
formats. Uganda has already joined the World Wide Web, and the Government established a
5
Uganda Communications Commission in 1998 and an ICT in Ministry in 2006 in order to
explore access and use of ICT generated information. The number of fixed phone lines
increased from 166,552 in March 1008 to over 210,655 in March 2009, while mobile phone
subscribers increased from 5,704,506 in March 2008 to 9,865,446 in March 2009 (Uganda
Communications Commission 2009).
The purpose of universities is the preparation of students for their future employment
(Kavulya, 2004:196), personal growth and development which should contribute to the
development needs of the country (Ntiamoah-Baidu, 2008:4). Uganda needs graduates who
can face today’s challenges (Atwaru, 2009:1), people with broad knowledge and ability to
apply modern knowledge and best practices and skills to solve a wide range of problems and
yet not detached from the communities.
When this is done it is hoped that graduates with enhanced IL skills will
i. Use information seeking skills to access a wide range of information about what
to do and how to do it
ii. Have critical and evaluation skills to support high quality decisions (Foreman &
Thomson, 2009:64)
iii. Adapt to the workplace context of information seeking behaviour
iv. Improve the use of information for the development of more efficient processes
and procedures, hence lead to an efficient organisation.
v. Get information about best practices in performing their jobs.
vi. Handle information more efficiently in order to sort relevant data and avoid stress
associated with information overload.
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This would make them recognise the need for information whenever new information is
required in the work, be innovative, creative and apply best practices learnt to their current
situations for improving their service qualities and production for the development of
Uganda.
1.3 AIM
The aim of this study was to develop strategies for enhancing information literacy among
university graduates in Uganda in order to enable them to effectively use information at
workplaces for high quality service delivery and optimum production for development.
1.4 OBJECTIVES
The objectives of the study were to:
Identify IL skills offered to graduates while they are students at universities,
Assess the IL competencies among graduates at work places,
Identify the employers’ IL expectations from the graduates, and
Develop strategies for enhancing IL among university graduates in Uganda
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1.5 RESEARCH QUESTIONS
The following research questions guided this study:
i. What IL skills were offered to graduates while they were students at universities?
ii. What IL competencies do university graduates use at workplaces?
iii. What IL expectations do employers have from university graduates?
iv. What strategies can be used to enhance IL among university graduates in Uganda?
1.6 JUSTIFICATION
University graduates today are facing various challenges in their work places relating to
information access and effective use. Information has become such an important resource
that every work place requires relevant and current information, promptly delivered by its
employees to their bosses and colleagues. The IL expectations by work places and the IL
skills imparted to university graduates of Uganda have not been explored. This research has
attempted to identify the IL skills offered to university students in Uganda, and the
employers’ expectations.
This research responds to the call for further research in the area of IL among university
graduates in developing countries like Uganda for improved service delivery and optimum
production for development. In addition, this study considered both public and private
universities because the latter is becoming a big contributor to university education, hence
the quality of their graduates need to be considered along with those of public universities.
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Further more, although universities have traditionally equipped students with the skills to
access information, the on-going development of information and communication
technologies has made these skills obsolete every now and again, and created a continuous
need to provide students with specialised training and knowledge (University of Auckland,
2006:1). A strategy to achieve this goal needs to be worked out.
It has also been pointed out that in most of the IL programmes in the SCANUL-ECS skills of
how to use a library rather than how to recognize the need for information, locate, evaluate
and use it tend to predominate (Rosenberg 2005:xii). This justified the need to undertake a
study on IL among university graduates and find out strategies through which these skills can
be enhanced.
1.7 SIGNIFICANCE
From the academic perspective, the results of the study will help universities to assess the
effectiveness of their IL programs on graduates and consolidate what is retained, add new
aspects which are lacking, and find a new direction where retention lacks. The findings will
make university librarians and faculty realize their roles in teaching IL skills. The study also
seeks to introduce IL not as a discipline which is restricted to any one field of study, but as a
generic concept that should be taught across all fields.
The findings will shade light on the actual state of IL among university graduates and what
needs to be done to enhance it in order to meet the current needs of the labour market as
expressed from the employers’ expectations. It will also help the graduates to know the
employers’ IL expectations and try to learn them.
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From the employers’ perspective, the results will show the employers’ role in reviewing
university curricula, and help work places to exploit the IL skills among graduates for
appropriate use of information resources and proper utilization of other resources for
improved service delivery and increased production. It will also make work places improve
their Management Information Systems (MIS). Employers will contribute to the proper
training of students at universities through highlighting their expectations.
The study will make NCHE aware of IL labour market needs so that it recommends
appropriate curriculum review and implementation in university programmes. The
involvement of the NCHE in recommending IL will make its implementation and integration
in university curricula more effective than the past efforts of imparting it.
The publication of the results of this study will contribute to the existing knowledge by
showing the contextual and empirical performance of graduates from universities in Uganda
in IL skills application, their strengths, weaknesses and recommendations to improve areas of
need.
Furthermore, it may result in increased use of information and knowledge resources hence
increased production for increased general national product and wealth; and the development
of appropriate IL programs in universities and workplaces. This may consequently result in
improved service provision and optimum production by the university graduates in Uganda
for its development.
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1.8 SCOPE
The study limited itself to four universities, two public and two private chartered universities.
Given the limited period of study and the method of data collection which was intended to be
used – interviewing, the researcher thought that respondents from four universities would
provide adequate evidence to draw reasonable conclusions from. Currently there are 27
universities, four public and 23 private (New Vision, 2008; National Council for Higher
Education, 2008). The researcher also did a pilot study in two other universities, a public and
private. The number of respondents was, therefore, assumed to be representative of the
universities and development partners. Each of the universities offers various programmes
but the study limited itself to only graduates from the faculties of Education and Social
Sciences.
1.9 CONCEPTUAL FRAMEWORK
1.9.1 Introduction
The concepts or variables identified for consideration in this study were:
- Enhanced IL skills among graduates,
- IL programs at universities,
- Information infrastructure,
- Employers’ expectations and IL programs at workplaces,
- IL competencies among graduates at workplaces, and
- Strategies for enhancing IL among graduates.
The main variable of primary interest or the dependent variable (DV) was enhanced IL skills
among graduates as indicated in Figure 1. This study assumes that the remaining concepts
above, save one (strategies for enhancing IL among graduates), are independent variables
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(IV) which influence the dependent variable. However, these independent variables depend
on a moderating variable (MV) which forms the strategies, yet to be established, for
enhancing IL among graduates. The relationships among these variables are shown in the
diagrammatic representation of the conceptual framework below and explained in sub-
sections 1.9.2 to 1.9.7. These variables formed the basis of the questions in the data
collection instrument.
This study proposes strategies as a moderating variable upon which the independent variables
– IL programmes at universities and workplaces, information infrastructure, employers’
expectations, and IL competences among graduates at workplaces - depend in influencing the
dependent variable – enhanced IL skills among graduates - in order to enhance IL skills
among university graduates. The strategies are marked as the research gap with question
marks ??? in conceptual framework figure.
The above variables and research questions formed the basis of the questions for the data
collection. A brief description of these variables follows.
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Conceptual Framework
Source: Researcher 2006
1.9.2 Information literacy skills among graduates
The Council of Australian University Librarians (2001:1) define IL as “an understanding and
set of abilities enabling individuals to recognize when information is needed and have the
capacity to locate, evaluate, and use effectively the needed information”. It adds that an
information literate person has learnt how to recognize the need for information, and is able
to access the information, manipulate it, and creates new knowledge; understands the cultural
and legal implications of using information, and recognizes that lifelong learning requires an
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IL Programs at universities (IV)
Information Infrastructure (IV)
Enhanced IL skills among Graduates (DV)
Strategies for enhancing IL among university
graduates??? (MV)
Employers IL expectations and IL programs at workplaces (IV)
IL competencies among graduates at workplaces (IV)
information literate person. The section that follows describes the independent variables
which influence IL skills among university graduates, and how they relate with each other.
1.9.3 IL programs at universities
IL programs in universities and other educational institutions form the background of IL
among graduates. Where there is an effective IL program, integrated in the curriculum and
involving the collaboration of librarians and faculty, the graduates are more likely to be
information literate. IL programs in the universities also need to be supported by a well
developed information infrastructure in the university library, and communications network.
Its enforcement is also enhanced by an assessment policy or IL enforcement body in the
university, or library and information professionals’ body in the country. IL programs in
universities are also influenced by employers IL expectations from the graduates, and by IL
programs at workplaces.
1.9.4 Information infrastructure
This is the availability of information resources in all media- print and electronic, with
information and communication technology networks which enhance IL (Virkus, 2003:64).
Developments in the information infrastructure increases the use of information, hence the
rise in IL of citizens (Shanhong, 2004:2). The success of the IL programs at university and
workplaces is backed by the strength of the information infrastructure. The existence of the
information infrastructure also depends on the effectiveness of the IL programs in both
universities and at workplaces. Information infrastructure also influences the IL competence
of graduates at workplaces.
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Developments in the information infrastructure increases the use of information, hence the
rise in IL of citizens (Shanhong, 2004:2). In Uganda the information institutions and sources
include university libraries, the National Library of Uganda, public libraries, Internet cafes,
Tele-centres, workplace information centres, telephones, conferences. The success of the IL
program at university and other levels of education is also backed up by the strength of the
information infrastructure. The availability of information resources enhances IL (Virkus,
2003:64). The use of the information infrastructure also depends on the effectiveness of the
IL programs in both universities and at workplaces.
1.9. 5 Employers IL expectations and IL programs at workplaces
Some employers in the workplaces are aware of the importance of IL skills among
employees for their operations that they have IL expectations when recruiting university
graduates, and have developed IL programs which help in identifying required skills for their
staff. These expectations and IL programs influence IL programs at universities, the IL
competencies among graduates, and the development of information infrastructure at the
work places. These too, when affected by the moderating variable, will lead to enhanced IL
skills among graduates.
1.9.6 IL competencies among graduates at workplaces
These arise from the IL programs offered to students at university. They are also influenced
by the employers IL expectations, IL programs at workplaces, and the information
infrastructure at the workplace. When these are subjected to the moderating variable the
result will be enhanced IL skills among graduates.
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1.9.7 Strategies for enhancing IL
A strategy is a plan to achieve a particular purpose (Hornby, 2000:1284). Strategies for
enhancing IL among university graduates in Uganda shall be drawn during the course of
investigating the state of IL among university graduates at work places, employers IL
expectations, IL programs at universities and IL educators (Faculty Deans and University
Librarians), and examining the existing infrastructure; and noting the suggestions from the
respondents for IL enhancement. The researcher will analyse the data, draw conclusions, and
make proposals for strategies for enhancing IL among graduates.
1.10 DEFINITION OF TERMS
This section identifies the specific concepts and terms of the research topic which will be
analysed in the research. Some concepts have already been defined in the section 1.10 about
the concepts related to the research topic.
1.10.1 University graduates refer to people who have successfully completed degree
programmes in Education and Social Sciences degrees in accredited universities, public or
chartered, in Uganda from 2005 to 2009.
1.10.2 Universities refer to the highest level of educational institutions where students study
for degrees and do academic research (Hornby, 1995:1304). Uganda has got 4 public
universities and over 23 private universities of which 5 are chartered. This study is done in
four universities (two public and two chartered private) namely; Makerere University,
Mbarara University of Science and Technology, Uganda Martyrs University Nkozi and
Islamic University in Uganda.
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1.10.3 Respondents in this research refer to the university librarians, deans of the faculties of
Education and Social Sciences, graduates from the universities under study, and their
respective employers.
1.10.4 Information literacy. The study has taken the most adapted definition of IL from the
American Library Association Presidential Committee on Information Literacy: Final Report
(1989:1) which states that, ‘an information literate person must be able to recognize when
information is needed and have the ability to locate, evaluate, and use effectively the needed
information’ (CAUL, 2001; Owusu-Ansah, 2005; Karisiddappa, 2004). In addition, the key
terms which make it up – Information and literacy – have also been defined here in order to
establish the position taken in the study.
1.10.5 Information
For this study, information has been defined as a collection of recorded facts, data or
knowledge, and electronic data.
1.10.6 Literacy
The basic meaning of literacy is “the ability to read and write” (Hornby, 1998:687); or use
language in its written (or recorded) form, has been adopted by this study.
1.11 OUTLINE OF DISSERTATION
This dissertation is presented in six chapters. The first chapter presents the background to the
study, the research problem, objectives and research questions, the justification and
significance of the study, conceptual framework and definition of terms. Chapter two
presents a theoretical foundation for the research by reviewing literature in areas related to
the concept of information literacy in order to identify research gaps in the subject among
17
university graduates in Uganda; while Chapter three reviews literature on IL in Uganda.
Chapter four explains the methodology used in the research. Chapter five discusses the
findings. Chapter six presents the conclusion and recommendations of the study.
1.12 SUMMARY
This chapter established a framework for the research. It gave a background to the study; the
subject of information literacy among university graduates and the research problem. It gave
an introduction to the concept of information literacy and the need to develop formal IL
programmes in universities for producing graduates who will make quality service provision
and optimum production. The motivation for the research, the consequences of not taking an
action now, and the likely results of acting promptly are highlighted.
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CHAPTER 2
LITERATURE REVIEW
2.1 INTRODUCTION
The purpose of the literature review was to review some of the existing literature on IL
among university graduates, and see how other scholars have investigated the research
problem in relation with the above aspects, and identify research gaps in relation to IL among
university graduates at work places in the Ugandan context for possible rectifications.
Various documents such as books, journals, references sources, electronic information, and
other media were reviewed in order to be informed by previous scholarship which helped in
understanding the subject of study better, and in the analysis of the research results.
A more specific Ugandan context is discussed in chapter three.
The objectives of the literature review in this study were to:
- Understand the concept of information literacy and its related terms
- Discover research already done on the subject
- Explore research gaps in the context of Uganda.
Literature is reviewed under the following sections:
2.2 Information literacy and associated terms
2.3 Information literacy programmes at workplaces
2.4 Information infrastructure
2.5 Stake holders in information instruction
2.6 Information literacy among university graduates
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2.7 Information literacy as a tool for evaluating authenticity, validity and reliability of
information.
2.8 Strategies for enhancing information literacy
2.9 Research gaps in information literacy among university graduates in Uganda.
2.2 INFORMATION LITERACY
Before the review of literature on the concept of IL, it is better to understand the terms the
form it, that is information and literacy
2.2.1 Information
Information has been defined variedly according to the format or media used to package or
transfer it, as well as the discipline that defines it (Lau, 2006:6). The Oxford Advanced
Learners Dictionary (2001:614) defines it as, “facts or details about somebody or something,
recorded knowledge, or packaged human experience.” Case, (2002) in one of six
synonymous definitions of information calls it “a resource that takes different formats,
packaging, transfer media, and various methods of delivery”. Both these definitions refer to
recorded knowledge or facts in documents which can be accessed and were therefore
adopted.
Information may be presented in a number of formats including printed words and figures,
illustrations, photographs, charts, graphs, tables, multimedia, sound records, computer
graphics, or animation (Eisenberg, Lowe & Spitzer, 2004:6), radio, television (TV)
broadcasting, cable, CD ROMs, digital, and other forms of recording. In all these definitions
the fact of recording or packaging is very important. It makes the information stable and
20
unchanged so that whoever wants to access it any time will find it unaltered. It is different
from the oral communication which is abstract and its facts can change from time to time.
It has been stated in the Information For All Programme (IFAP) Report (2005:7), the ability
to find and apply the right information can help tackle some of the world’s most critical
issues such as poverty, health, quality education, disaster prevention, governance and
environmental care. Right from prehistoric times, when the people who lived then led a life
of a hunter and gatherer of wild foodstuff, but relied on information concerning the natural
environment. The information used concerned the behaviour and seasonal migration of their
prey. The people could tell the weather and seasons by observation. As a result of interacting
with the natural environment, and gaining experience, these people accumulated a body of
knowledge from which they could observe and explain their observations. They could eat,
detect, live and harmonise their lives with their environment.
With the coming of the printing machines in the 15th century, the audio-visual cameras and
recorders, and today’s modern information and communication technological developments
and the recording of information in various media over the years, especially after the world
wars, people became aware that information was a crucial resource in the economic, political,
social life of nations; and needed building up by developing national and research policies,
and protection by copyright laws. Today, prosperity and economic growth have become
increasingly dependent on the society’s capacity to produce and communicate information
and create a knowledge base among its people. That is why the Western world such as USA,
Europe, Eastern Asia and South Africa are ahead of the rest of the world due to their
production and dependence on information.
21
The question that arises is, how much information do we produce and use in Uganda. Do we
have adequate information resources and information infrastructure for the university
graduate in Uganda to access? This is a gap that needs to be established.
2.2.2 Literacy
The basic meaning of literacy is “the ability to read and write” (Hornby, 1998:687); or use
language in its written (or recorded) form. The term is widely used to describe the state of
being able to read and comprehend information (Bawden, 2001:3) in its varied media. Many
advertisements on availability of commodities, jobs or services are made and require literacy
to access this information. Literacy today has the idea that people need to interpret what they
read and place it in a specific cultural context particularly in economic terms (Angeley &
Purdine 2001:1). UNESCO (2005:21) has published a working definition of literacy as , the
ability to identify, understand, interpret, create, communicate and compute, using printed and
written materials associated with varying contexts. IL is often seen as an entry level skill for
participation in the economy. IL has recognised that literacy is a primary tool for anyone in
today’s workforce” (Rhodes Island Department of Human Services, 2009). Uganda’s literacy
rate is 66.8 United Nations Development Programme (UNDP Report 2009).
Bawden (2001:3) states that, a literate person is able to read and understand their local
language. This sometimes is not the case in many countries. For example today in Uganda,
the teaching of the local language in schools is only getting emphasised in the new primary
school syllabus (Uganda Primary Schools Teachers’ Guide, volume two, 2001). Previously,
most of the instruction in schools in Uganda has been done in English which is a foreign
language, or in Luganda which is only spoken in the Central Southern region of the country,
among over twenty native languages. Worse still, most of the other languages exist in oral
22
form, without an orthography or written works which can be used to teach them in schools. If
one was to follow Bawden’s definition, the literacy in Uganda may come down to less than
or about 30%. It is not surprising to find that even some university graduates in Uganda say
that they do not know how to read and write in their local languages. It has been reported that
even with highly rated literate societies like Britain, more than 20% of her adults are
functionally illiterate by this definition (Bawden 2001:4).
Literacy includes listening, speaking, reading, writing, numeracy, and critical thinking. It
means being able to make effective use of information (Bawden (2006:4). This kind of
comprehensive literacy, being able to read, write and understand information from various
media is the operational definition of literacy for this study. With the ever-changing
developments in the ICT, however graduates need to update their levels of literacy in every
phase of educational and technological development.
It has been stated that literacy and mastery of writing are basic prerequisites for ensuring that
the world is not divided between producers and receivers of information (Malbert, 2005:8).
There is therefore a need to do further research on writing in Uganda to check whether there
literacy not only in reading but not in writing.
2.2.3 Information literacy
A lot of effort has been dedicated to defining the term IL according to the needs of society,
emergency of new information and communication technologies, and increasing volume of
information. As earlier pointed out, the term IL is reported to have been first used in 1974 by
Paul Zurkowski. Since then a number of individuals and organizations have developed
various definitions. The definition by the Council of Australian University Librarians
23
(CAUL) has already been indicated in the conceptual framework in chapter one. Cheuk
(2002:2) states that ‘IL in the workplace context is defined as a set of abilities for employees
to recognize when information is needed and locate, evaluate, organize and use information
effectively, as well as the abilities to create, package and present information effectively to
the intended audience’.
A great deal of effort has been dedicated to defining the term information literacy according
to the needs of society, emergence of new information and communication technologies
(ICTs), and increasing volume of information. The term information literacy was first used in
1974 by Paul Zurkowski, the then President of the Information Society Association, who
suggested that “people trained in the application of information to their work can be called
information literates” (Eisenberg, Lowe & Kathleen, 2004:3; Karisiddappa, 2004:3; Lee,
2002:1; and Owusu-Ansah, 2005:367). Since then a number of individuals and organizations
have developed various definitions. The most adapted definition is from the American
Library Association Presidential Committee on Information Literacy: Final Report (1989:1)
which states that, ‘an information literate person must be able to recognize when information
is needed and have the ability to locate, evaluate, and use effectively the needed information’
(Council of Australian University Librarians, 2001; Karisiddappa, 2004; and Owusu-Ansah,
2005). Eisenberg, Lowe and Spitzer (2004:187) give a chronology of the development of
information technology, dating from 1974.
Information literacy has been sometimes referred to as information skills (Johnson, 2001:1)
especially in the United Kingdom. ‘The Big Project’ led by the Manchester Metropolitan
University and the University of Leeds (Virkus, 2003:14), found that in many instances both
terms are used to describe what is essentially the same concept, and therefore can be said to
24
be synonymous. Several other terms have been used for IL, e.g. info literacy, infomacy,
information empowerment, information fluency, information competency, information
handling skills and documentary literacy (Brophy, 2001:177; Khan, 2008:I; Virkus,
2003:19).
Tise (2004:6) states that IL belongs to a family of literacies, and lists 15 of them: computer
literacy, critical literacy, cultural literacy, digital literacy, electronic literacy, hyper literacy,
Internet literacy, IT literacy, library literacy, lifelong literacy, media literacy, multimedia
literacy, network literacy, skills-based literacy and visual literacy. Bawden (2001) refers to
studies that identified more than 34 examples for the use of the term literacy to mean
competency and attempts to relate IL to the full context of all the relevant literacies. It has
also been observed that since the Internet is a common information and communication tool,
IL is often understood as a digital literacy. IL involves teaching and learning about the whole
range of information sources and formats (Information for All Programme Report, 2005:12-
13).
IL and Information and Communication Technology
Today we live in an Information and Communication Technology (ICT) environment
(Virkus, 2003:1). It is no longer enough to be simply print literate in the twenty-first century.
The complex world in which we now live requires fluency in many literacies (IFLA 2009:1).
The environment of the twenty-first century has made it necessary for all educational
institutions and employment sector to acquire computers and establish management
information systems. Computer, communication and other technologies have been applied in
information handling to acquire, organize, disseminate and access information (Amalahu,
Oluwasina & Laoye, 2009:3).
25
Computerization and other ICTs entail training information users on how to use the new
electronic information services and facilities. This has resulted sometimes in IL being
associated with ICTs since this is the area in which users require most training (Msuya,
2005:6). However, IL relates to knowledge of using all information media, ICT inclusive,
print, audio-visual, photographic, microforms, digital, and oral.
Some authors trace the concept of IL from Zurkowski (1974) (Owusu-Ansah, 2005;
Karisiddappa, 2004:3; Eisenberg, Lowe & Spitzer, 2004:6; and Lee, 2002:1). Eisenberg,
Lowe & Spitzer (2004:6) contend that Zurkowiski’s and other definitions of the 1970s
developed in response to the rapidly increasing amounts of information available. They also
state that, during the 1980s, there was recognition that computers and related technologies
were becoming powerful tools for retrieval and manipulation of information, hence the need
to train in using them for accessing information, as a further justification for IL. Others claim
that IL has been in existence over a long period of time and associate it with early library
instruction, and traditional literacy (Rockman, 2004:4; Grassian and Kaplowitz, 2001:14,
Nishimura, 1999, and Rockman, 2004).
However, Horton (2008:1) maintains that IL cannot be traced to the work of a single author,
nor to a single study or stream of research; nor to a single driving force or cause. He contends
that the idea reflects a convergence of thinking from many developments, disciplines, sectors
and areas of research such as;
i. the Founding Resolution for the United Nations Literacy Decade (2003-2012)
ii. A paper written by Paul Zurkowski in 1974 referred to above
iii. The changing definitions, theories and standards of educational reform
movements which began during the 1960s
26
iv. The changing definitions, theories and standards that expanded the very use of
literacy to mean more
v. The computer and Internet revolutions
vi. The media revolution
vii. The Presidential Committee on IL established by the American Library
Association
viii. The long-standing challenges faced by school librarians and teachers to work
together to find better ways of teaching students
ix. The development of e-learning and distance education technologies (Horton,
2008:2)
This definition is justified by those who state that the implementation is not a monopoly of
librarians alone but with the collaboration of faculty, administrators, students and employees.
2.2.4 IL and library instruction
Millet, 2007, argues that IL and library instruction are equated because the two topics are
closely aligned in the profession. However as Lau (2006:8) points out, while library
instruction emphasizes the location of library materials, the concept of IL focuses on both,
information seeking strategies and user competences. This includes recognition of the need
for information, information analysis, evaluation and synthesis; and recognition of legal and
social issues. That is, IL focuses on information use rather than bibliographic skills.
2.2.5 IL adopted in various professions
Although the concept of IL emanated from the library profession, it has been embraced by
those within and outside the profession throughout the world (Eisenberg, Lowe & Spitzer,
2004:35). Singh and Stern (2009:545) state that, “if universities are to prepare graduates to
27
be world-class professionals, then the academy must place information literacy skills at the
core of instruction in every discipline. Prof. Kirumira, Dean of the Faculty of Social Sciences
at Makerere University, during an interview with the researcher in June 2009, pointed out
that an effective lecturer should be information literate, able to recognise the need for
information for updating his/her notes, and is computer literate and able to access electronic
information.
As asserted by the ALA Presidential Committee of IL, IL is a necessary skill for everyday
life, for the business world and for democracy (American Library Association Presidential
Committee on IL, 1889:1). In the USA, the National Forum of Information Literacy (NFIL)
is a coalition of 65 national organisations of government, business and education, and has
since 1989 promoted the concept of IL as an imperative for the Information Age to spread the
concept to all professions (Eisenberg, Lowe & Spitzer, and 2004:15). NFIL is inclusive and
open to representatives from any organisation recognising the relevance of IL to its work.
This then leaves the library and information science profession with the role of only a
promoter of IL rather than holding the monopoly of the concept. The information age has
made every profession rely on information, in varied media and exponential supply, for much
of its transactions, hence the need for IL skills in order to access and sort the right
information to solve problems at hand.
It has been observed that while there may be disparities in learning styles and in the nature
and development of literacy in different countries, the principle of IL is common to all
disciplines, to all learning environments and to all levels of education. IL enables learners to
master content and extend their investigations, become more self-directed, and assume
greater control over their own learning (IFAP Report, 2005:13).
28
IL is one of the three priority areas of the United Nations Educational, Scientific and Cultural
Organisation’s (UNESCO) Information for All Programme (IFAP), the other two being
infoethics, and the preservation of information (IFAP Report, 2005:10). IFAP engages in
promoting IL and supports projects in this area to enhance social development, workforce
performance and economic well-being (IFAP Report, 2005:13). There is need to establish
how much Uganda as a member nation of UNESCO has embraced the objectives of IFAP,
especially in promoting IL for enhancing social development and workforce performance.
This provides another area of research.
2.2.6 IL outside the library profession.
It has been observed that outside the Library profession, the term IL is almost unknown and
not well understood (Kirton & Barham 2005:1; Cheuk 2002:1; Jones 1998). O’Sullivan has
(2001:1) identified terms such as time management, information management, networking,
teamwork, data mining, analysis, online searching skills, computer skills, managing
resources and budgets as the way organisations describe skills for IL; and are the terms
which feature in job descriptions, selection criteria, and performance appraisal (Kirton &
Barham 2005:1). Such terms too need to be considered when developing IL programmes.
2.2.7 IL Standards
Several IL standards have been developed by the library and information professions to guide
the development of IL programmes. This study focused on four relevant IL standards from
which one was adopted. These were: Information Literacy Competency Standards for Higher
Education, Information Literacy Standards, the Model of Seven Pillars of IL, and Kulhthau’s
Model of Information Search Process as expanded below:
29
a. Information Literacy Competency Standards for Higher Education by
Association of Colleges and Research Libraries
These standards were endorsed by the American Association for Higher Education in 1999
and approved by the Board of Directors of the Association of College and Research Libraries
(ACRL) in 2000. Under the standards, the definition of IL by the ALA Presidential
Committee on IL Final Report of 1989 in upheld.
They provide that an Information Literate student is able to:
i. Determine the nature and extent of the information needed.
ii. Select the most appropriate investigative methods or retrieval systems for
accessing the needed information.
iii. Evaluate information and its sources critically and incorporates information into
his or her knowledge base and value system.
iv. Individually or as a member of a group, use information effectively to accomplish
a specific purpose.
v. Understand many of the economic, legal, and social issues coming the use of
information.
Information Literacy Standards of the Council for Australian University Librarians.
The first edition of these standards derives from the US IL standards for Higher Education.
There standards were reviewed by the University of South Australian for the Council for the
Council of Australian University Librarians (Caul 2000) Permission to use and vary the US
standards was granted by ACRL. The major difference between the US and Australian
30
versions is the addition of two standards to the ACRL standards as shown below. The CAUL
Standards provide that an Information Literate person:
i. Recognises the need for information and determines the nature and extent of the
information needed.
ii. Accesses needed information effectively and efficiently
iii. Evaluates information and its sources critically and incorporates selected information
into their knowledge base and value system.
iv. Classifies, stores, manipulates and redrafts information collected or generated.
v. Expands, reframes or creates new knowledge by integrating prior knowledge and new
understandings individually or as a member of a group.
vi. Understands cultural, economic, legal, and social issues surrounding the use of
information and accesses and used information ethically, legally and respectfully.
vii. Recognises that lifelong learning and participative citizenship requires information
literacy.
The two new standards are number four and seven respectively. These CAUL standards are
considered to be more inclusive for both students and others including graduates, unlike the
ACRL’s which is limited to students.
The Model of Seven Pillars of IL
The Standing Conference of National and University Libraries (SCONUL) developed this
model in 1999. The Seven Pillars Model suggests a progression of skills among university
students, from recognising the need for information; distinguishing ways in which an
information gap is addressed; constructing strategies for locating information; locating and
accessing information; comparing and evaluating information from different sources;
31
organising, applying and communicating information to others; to synthesising and creating
knowledge (Lee, 2002:2). The Seven Pillars of IL model (1999:1) combines ideas about the
range of skills involved with both the need to clarify and illustrate the relationship between
information skills and IT skills, and the idea of progression in higher education.
The principles behind this model and the above standards are similar except for details,
number of standards and sense of ownership.
Kuhlthau’s Model of Information Search Process (ISP)
The Model of Information Search Process (ISP) by Kuhlthau (1999) was developed in a
series of studies of the experience and behaviour of library users involved in extensive
research projects, and more recently, people in the work place using information for complex
work-related tasks. It suggests six search stages: initiation, selection, exploration,
formulation, collection and presentation. This model is relevant to this study in two ways:
(1) information searching is an aspect of information literacy and
(2) its consideration of people in the work place using information for work-related tasks.
Nevertheless, it is also limited as it only treats some aspects but not the whole subject of IL.
Adopted model - Information Literacy Standards
The preferred model for this study was the Information Literacy Standards (ILS) by the
CAUL because of its comprehensiveness and being international with the US and Australian
experiences. Universities in Uganda are adopting best practices from across the globe due to
the widening employment spectrum of their graduates beyond their national boarders. This is
in line with the mission of the Uganda National Council for Higher Education (NCHE)
which aims “to set standards and regulations to ensure that all public and private tertiary
32
institutions in Uganda will create, sustain and improve the relevance and quality of higher
education for all qualified Ugandans and to meet the local, national and global higher
education challenges of the twenty first century”.
This is in support of Lau’s (2006:20) recommendation, to adopt international IL standards.
The Standards are also general and can be said to encompass IL skills in both university and
the work place contexts. It will be used to assess the state of IL among university graduates
in Uganda by incorporating its indicators in the questions for the data collection instruments
under the research questions.
2.3 IL PROGRAMMES
The International Federation for Library Associations and Institutions (IFLA) provides a
pragmatic framework for developing an IL programme, including IL defining concepts and
key terms, making IL standards, obtaining institution determination, making an action plan,
developing personnel, looking at educational theories, and implementing the programme
(Lau, 2006:5). As noted by Lau (2006:6), “it is important to know the different concepts that
are related to IL to identify a clear direction for an IL programme”. Various literacies related
to IL are pointed out by Tise, (2004:6; Bawden, 2001:1) have been noted in chapter one,
page 2. Bawden (2001:1-2) identifies and defines five terms related to IL, some of them with
synonyms by which they are used, namely: computer literacy, library literacy, media literacy,
network literacy and digital literacy. Lau (2006:7) names more or less the same concepts
related to IL, namely information technology (computer literacy by Bawden), media literacy,
network literacy, digital literacy, and Internet literacy. An IL program involves organising
instruction in the competence of all the skills of all the necessary literacies.
33
IL programmes have sometimes been drawn with the help of a national IL organisation or
framework such as the National Forum on Information Literacy in the USA; National
Information Framework for Scotland; Council of Australian University Librarians. There is a
need to establish if there is a related forum that can be used to develop and promote IL
among university graduates in Uganda such as the Uganda Library and Information
Association (ULIA), or Consortium of Uganda University Libraries (CUUL), National
Council for Higher Education (NCHE), Uganda National Council for Science and
Technology (UNCST), and if not, one or all can be suggested to perform this role. The
NCHE is the government and Ministry of Education arm entrusted with accrediting all
university programmes. There is need to appeal to the NCHE to make IL a necessary cross-
cutting course for all universities in Uganda.
2.4 IL PROGRAMES AT UNIVERSITIES
Most universities have integrated IL programs in their curricula in order to equip their
students with IL skills. Information Literacy (IL) is a key component and contributor to long
life learning, which is central to the mission of higher and other educational institutions
(Karisiddappa, 2005; Council of Australian University Librarians, 2001; Association of
Colleges and Research Libraries, 2000). IL extends learning beyond formal classroom
settings and supports individuals in self directed learning in all arenas of life (Council of
Australian University Librarians, 2001). Information professionals working in all types of
libraries should have as one of their main goals the facilitation of users’ efforts to acquire
information competencies. IL skills are vital to the success of lifelong learning, employment,
and daily interpersonal communication of any citizen (Lau, 2006:1).
34
Where there is an effective IL program, integrated in the curriculum and involving the
collaboration of librarians and faculty, the graduates are more likely to be information
literate. CAUL (2001), Parker (2003:224) and Dulle (2004) point out that the total integration
of IL into the curriculum, and collaboration of librarians and faculty to deliver lectures in the
context of subjects, is often considered the most effective method for students to develop
their IL skills. Singh and Stern (2009:545) state that this can best be done when librarians
and classroom faculty infuse information literacy into and across the curriculum.
Rader (2001:1) points out that librarians, teachers, technologists, and policy makers have
begun to address the need for IL skills training and teaching at all levels of education. Many
IL initiatives have been documented throughout the world with particularly strong examples
in North America, Australia, Northern Europe, and South Africa. However, in East Africa
and Uganda in particular little has been documented, especially on IL among workers
especially university graduates. Training members of the existing workforce in effective
information handling still needs to be addressed in a major way. More recently, employers
and policy makers have addressed the need for IL as part of workforce development to
ensure that workers develop appropriate technology and information skills to handle their job
responsibilities productively and effectively. This is in support of Eisenberg, Lowe and
Spitzer’s observation that, although the concept of IL emanated from the library profession, it
has been embraced by those within and outside it throughout the world.
Rader recommends further that in order to ensure that students at all levels of learning
acquire IL skills, librarians and educators/teachers/faculty do among others, the following:
become facilitators of life-long learning rather than keepers of information; develop
curricular which integrates IL skills into all instruction programmes; survey employers
35
regarding information needs for current and future employees; work with employers to
ensure that students have the required information skills for the workplace when they
graduate; Work with employers as business partners to help them establish goals for work
place environment.
Lau (2006:20) observes that institutional commitment is important for the success of an IL
programme. Getting institutional support requires one to identify the IL program, share with
the leadership, plan the program, become acquainted with institutional culture, be prepared
for challenges and do whatever one can, not expecting to be perfect (Lau,2006:23). Therefore
LIS and other stakeholders, professionals need to create relevant strategies to convince the
institutional administration about the benefits of an IL program; ask to include IL philosophy
in the core institution documents, for example: mission, strategic plan and other policies;
convince authorities to grant finances for library facilities/resources including equipment,
training staff, and developing procedures; communicate and recognize IL support received
such as when lecturers refer students to library; and ask for bibliographic citation or
referencing. They need to understand what IL related activities are taking place between
faculty and students and appreciate them.
Actions recommended by ACRL (2004 and, Byerly, G. and Brodie, C. (1999) identify what
is required to implement the IL programme; involve all relevant parties in the planning
process - library team, faculty, administrators, and final decision-maker for the project. IL
programs include: developing an IL skills course; incorporating IL across the university
curricula; developing IL teaching methods; collaboration of librarians, faculty, students and
administrators; budgeting for the acquisition of information resources and equipment;
36
personnel training and development; and monitoring and evaluating the IL programme
regularly (CAUL, 2001).
IL programmes at universities and other educational institutions are intended to address the
promotion of general IL skills applicable to all categories of users and to promote the
information skills required for specific target groups (Chagari, 2005). They include: See
CAUL standards plus ACRL developing an IL skills course; incorporating IL across the
university curricula; developing IL teaching methods; collaboration of librarians, faculty,
students and administrators; budgeting for the acquisition of information resources and
equipment; personnel training and development; and monitoring and evaluating the IL
programme regularly (CAUL, 2001).
CAUL (2001), Parker (2003:224) and Dulle (2004) point out that the total integration of IL
into the curriculum, and collaboration of librarians and faculty to deliver lectures in the
context of subjects, is often considered the most effective method for students to develop
their IL skills. However, when one investigates the case of Uganda, there is no formal IL
course developed by any of the universities under study; nor is there collaboration among
librarians and faculty in teaching the few aspects of it found, or special personnel training for
its instruction to teach it. This study points out these challenges and makes recommendations
for solutions.
Information literacy teaching and practice within the curriculum improves students research
and critical thinking skills, improves lifelong learning, enhances employability and prepares
students to live as informed and responsible citizens (Labelle & Nicholson 2005:1). These
are skills which students will require when they move into employment (The Australian
37
National University, 2001:1). Tise (2005) points out that, universities are responsible for
their graduates. In addition, IL is increasingly reflected in the description of graduate
qualities (CAUL, 2001:2).
In most African countries South of the Sahara, examples of serious developments and
initiatives of IL programs are cited mostly from South Africa (Cheuk and Anderson, 2002:1;
Virkus, 2003:4). At the University of the Western Cape, there are five modules (Tise,
2005:172) of the IL program: the Online Public Access Catalogue (OPAC), introduction to
the library’s electronic resource, the UWC link (the library’s e-resource portal), basic search
skills, and finding information in the library. However since the 1990s and after the 2004 IL
conference held in Uganda by SCANUL-ECS, many universities in East Africa have
undertaken initiatives towards embracing and integrating IL in their curriculum. Notable IL
programmes include University of Botswana where librarians have integrated IL throughout
the curriculum. In South Africa academics and librarians have cooperated in IL instruction,
for example at the Western Cape University (Reagan & Tise, 2005:164) and at the University
of South Africa. Moi University (Tanui 2005:35), Nairobi University (Mathangani & Irura,
2005:47); United States International University in Kenya (Kaane, 2005:73); and the
University of Dar es Salaam in Tanzania (Kiondo & Katunzi-Mollel, 2005:187) have
developed IL programmes. In Uganda, Makerere University has undertaken the teaching of
IL (Mugasha, 2004:68). However there is no knowledge of what IL skills are taught at each
university. This gap will be investigated for Uganda by this study.
2.5 IL PROGRAMS AT WORK PLACES
The concept of IL was developed from a workplace setting by Zurkowski (1974). Its
importance has continued to be recognized, and there are strong arguments that IL and
38
lifelong learning are critical in the knowledge-based economy today (O’Sullivan, 2002:1).
However it has been pointed out that very few board rooms put IL on their agenda, which
makes it not to be addressed adequately, meaning that its potential value is not yet fully
recognized (Mchombu, 2004:149), thus resulting in many workers being poorly equipped to
deal with information in their every day work (O’Sullivan, 2001:1). Consequently the poorly
trained workers tend to take the first or most easily accessed information, which results in
costing businesses and other organizations more in terms of low productivity, accidents,
absenteeism, and poor quality products (Association of Colleges and Research Libraries
[ACRL] 1998:9). Goad (2002) advocates IL as an essential workplace skill appropriate to
today’s knowledge-driven workplace.
2.6 INFORMATION INFRASTRUCTURE
Related to the IL program are the sources of information such as libraries, Internet, archives,
and documentation centres. IL programs in the universities also need to be supported by a
well developed information infrastructure in the university library, and ICT network. Library
resources and services in institutions of higher education must meet the needs of all their
faculty, students and support staff (ACRL 2000).
Shanhong (2004:2) names three factors which affect the IL of graduates and citizens in
general as: information infrastructure, education business, and IL education. He reports on
the development of the information infrastructure in China, including: Internet access,
computer hosts, telephones, and websites which are beneficial to the development and use of
government information, as well as the rise of the IL of the country’s citizens. Information
infrastructure is also one of the four aspects considered by the American Library Association
IL IQ (Institutional Quotient) Test (2003).
39
In Uganda the information sources include university libraries, the National Library of
Uganda, public libraries, Internet cafes, Tele-centers, workplace information centers,
telephones, conferences. Many government departments and private organizations have also
acquired and developed Information Management Systems (MIS). The availability of
information resources enhances IL (Virkus, 2003:64). This study seeks to establish the
available information sources and MIS that affect the IL among university graduates in
Uganda. It also seeks to establish whether the universities and workplaces have been able to
cope up with the IL skills that are required to access information in the ever changing ICT
developments.
2.7 STAKEHOLDERS IN IL INSTRUCTION
The Council of Australian University Librarians (CAUL, 2001:3) states that incorporating
the IL across curricula, in all programmes and services requires the collaborative efforts of
academics, staff developers, librarians, learning advisers and administrators. However, in
most of the studies done on IL in the SCNUL-ECS region of Africa (Kanne, 2005:86;
Mathangani, 2005:66; Tanui, 2005:44; & Viljoen, 2005:116) , the discussion on staff has
centred on librarians only. Tise (2004:7) observes that librarians need to partner with teachers
in developing information literate students and graduates. This study, in involving the
librarians and faculty deans was looking for their participation and collaboration in
developing IL programmes at their universities. The results of which are reported later in
chapter 5. However it is pertinent to point out the stakeholders involved especially at
university level namely: academics, staff developers, learning advisors, librarians, and
administrators (Council of Australian University Librarians, 2001:4).
40
2.8 IL AMONG UNIVERSITY GRADUATES
Individuals are faced with diverse, abundant information choices – in their studies, in the
workplace, and in their lives (CAUL, 2001:2). Sheer abundance of information and
technology will not in itself create more informed citizens without a complimentary
understanding of and capacity to use information effectively. As Mbeki (1996:1) pointed out,
the ability to use information effectively is now the single most important factor in deciding
the competitiveness of countries. The fourth information literacy standard of Council of
Australian University Librarians considers, among the aspects of effective use of
information, extracting information appropriately, giving bibliographic citations, and
understanding fair use of information. There is therefore need to establish the extent to which
the universities in Uganda have moved towards achieving the goal.
Information and literacy as the terms that make up the concept of IL have been defined. IL
has been defined from both the general and work place context in order to establish the
position taken by the study. Various claims about the historical development of IL are given,
some dating it from the Zukowiski in 1974, other from exponential growth of information
and others from the development of computer and other ICT. It is also pointed out that
although IL emanated from the library profession, it has been embraced by other professions
throughout the world, giving the example of the National Forum of Information Literacy
(NFIL) in the USA with over 65 organizations including business, government and
education, and is open to any organization recognising the relevance of IL to its work
(Eisenberg, Lowe and Spitzer, 2004:15).
41
2.9 IL AS A TOOL FOR EVALUATING AUTHENTICITY, VALIDITY, AND
RELIABILITY.
A number of publications (CAUL, 2001; Lau, 2006:6; Nesbit, 2000; Singh & Stern, 2009;
and) point out that there is a lot of unfiltered information today, raising questions about
authenticity, validity and reliability, arising from too much information production. In
addition, the advent of Internet has produced a ‘net generation’ which thinks that Google has
the answers to all their queries, and some are beginning to disregard libraries and books as
obsolete (Singh & Stern, 2009).
Librarians and faculty need to:
1. Educate students on how to gather information from the Internet and other sources in the
ways that yield best sources.
2. Ensure that students learn life-long skills for effective information searching.
3. See that that they rely on good quality and reliable information
4. Ensure that librarians provide fast, effective search and evaluation strategies that save
time.
5. Inform users that in some cases Google provides invalid and unreliable information,
whereas in libraries every bit is selected-based and ordered with the best professional
practices.
IL standard number three of the Council of Australian University Librarians (2001:13) states
that an “information literate person evaluates information and its sources”. In an example
given in sub-section 3.3.1 of the standard, this person “examines and compares information
from various sources to evaluate reliability, validity, accuracy, authority, timeliness, and
point of view or bias.
42
The Bloomsfied College IL Website (2010) advises that before one decides to use
information from any source either from the Web, a periodical, a book, or some other source,
he or she should apply criteria to determine if the information is appropriate. Some criteria
are proposed for checking the reliability, validity, accuracy, authority and timeliness of
information depending on the source, author, publisher, and date of publication. It gives an
example that some sources such as government and its agencies, renowned international
organisations such as UNDP, University Presses may be trusted, but with a warning that
conclusions drawn from these sources may not however be valid.
2.10 STRATEGIES FOR ENHANCING IL
Participants in the IFAP Bureau (IFAP Report, 2005:16), identified the following strategies
actions for achieving more information literate societies, agreeing that:
1. Efforts need to be made to widely promote the concept of IL
2. The concept of IL should be included be in the curriculum at all levels of education:
primary, secondary and tertiary levels around the world.
3. It is necessary to implement IL in the professional development of educational experts in
the first place.
4. A model curricula be developed by IFAP
5. IFAP is encouraged to partner with key stakeholders such as the International Federation
of Library Association and Institutions (IFLA), International Council of Archives (ICA),
the American Library Association (ALA), the Organisation for Economic Cooperation
and development OECD), and the World Health Organisation (WHO)
6. The concept of IL needs to be communicated via all available channels to the widest
possible audience in order to create awareness and more information literate societies.
43
Other strategies suggested by the IFAP include presenting the concept of IL within a specific
context for easy understanding (Zwimpfer, 2005:17); developing an IL curriculum at all
levels of schooling;
The above proposals are good general guidelines but while some can be adopted, others are
too general and can not be applied within the specific context of Uganda. For example, the
facilities in the levels of schooling differ from country to country especially developed and
developing nations concerning the information facilities and staff capacity and. It has been
recommended in another that, it is better to present the concept of IL within the specific
context of every society or country for easier understanding. Secondly these
recommendations are not specifically related to university graduates and their employment
environments which this study is concerned with, hence a need for this study.
2.11 RESEARCH GAP
There are a number of research gaps found from the literature reviewed in this chapter. Some
of these are recommended for further research and the other are tackled in this study to try
and find answers to.
i. In section 2.2 on the definition of information literacy and its key terms, there is a
need to establish if universities have IL programmes, and university graduates are
aware of IL concepts and terms. There is also a need to establish whether Uganda,
as a member of the United Nations Educational, Scientific and Cultural
Organisation (UNESCO) has embraced the objectives of the information for all
programme (IFAP), especially in promoting information literacy in Uganda for
enhancing social development and workforce performance.
44
ii. There is a need to find out if there is any organization in Uganda which is
responsible for promoting IL similar to the National Forum of Information
literacy in the United States.
iii. There is need to know the IL skills taught at universities in Uganda.
iv. There is need to establish the state of IL among the university graduates in
universities and at workplaces in Uganda and the challenges being faced;
v. There is need to establish the level of information infrastructure which support IL
in both universities and workplaces,
2.12 SUMMARY
This chapter considered existing literature on the subject of IL under various aspects,
including definitions of concepts and terms related with IL. The meanings of the key terms
which form up IL, information and literacy have been looked at. Further consideration is
given to the development of an IL programme; IL programmes at universities; and IL at
workplaces. Literature on information infrastructure as an important aspect of IL; the
stakeholders in the instruction of IL; and IL among university graduates have been looked at.
IL programmes are important for the development of IL in educational institutions and at
workplaces. Various stakeholders should be involved for IL programme to succeed. The need
for institutional commitment was also emphasised. There should be adequate information
infrastructure to support the implementation of IL. The research gap was given in section 2.9
above.
45
CHAPTER 3
INFORMATION LITERACY IN UGANDA
3.1 INTRODUCTION
This chapter covers the status quo of information literacy in Uganda, compared with what
has been reported in chapter two, and the gaps which this research hopes to cover, or at least
make a contribution towards closing the gaps. The research findings will highlight the
specific issues. The chapter is structured under the following subsections:
- Literacy in Uganda
- Information literacy in Uganda
- Research gap
- Conclusion
IL among university graduates may be said to be a result of cumulative stages and varied
methods of instruction in IL skills. It is cumulative in that instruction in information literacy
is supposed to start from pre-primary level or home, through primary schools, secondary and
then university. As Angeley & Purdue (2004:1) observe, despite the tremendous efforts
committed to defining IL, some confusion about what it means still exists. They go on to
state that, “part of the confusion is the word literacy itself, which at its most basic level is the
ability to read and write”. It is therefore important to trace the subject of literacy in Uganda
in order to understand the historical background and the current state of IL among the
university graduates in the country. Unless someone is literate, it is difficult to talk about IL.
Basic literacy is not done at university but it begins at lower levels of education, and at home.
As already pointed out, Uganda’s literacy rate is put at 66.8% by Wikipedia from the United
46
Nations Development Programme [UNDP] Report of 2009. Some of the ways by which this
has been achieved are outlined in the following section.
3.2 LITERACY IN UGANDA
Literacy in Uganda is traced from the basic education offered by the Christian Missionary
Societies [CMS] that came to Uganda in 1877 and 1879 when both the Protestant and Roman
Catholic missionaries respectively, begun with literacy type of education to help produce
office interpreters, clerks and teachers (Ssekamwa, 1997:1). Before this literary type of
education, the people in Uganda used to pass on knowledge from one generation to another
through oral communication, parables and storytelling over the fireplaces and other sites
convenient for the purpose which kept the African societal values (Kayaga 2010). Each tribe
had an education system with aims, organisation, content, methods of teaching, teachers, and
places where that education was imparted (Ssekamwa 2000:1). Literacy was, at first
necessary for those who were prepared for baptism and confirmation classes to be able to
read the Bible. In 1925, government realized a need to balance literacy education with
practical education. Agriculture and technical education were added to the literacy education
in order to relate their educational activities to the community needs of the people of Uganda.
This was later followed by mass education in African Societies in 1944 (Ssekamwa,
1997:161) a policy which was designed to promote better living for the whole community
within each African colony through adult education conducted outside the formal education
setup. This is when adult education started.
In 1952, an Education Committee chaired by de Bunsen, recommended doubling of numbers
of students in primary and secondary schools to cater for the jobs created by the coming of
independence and departure of Europeans and Indians/Asians who left thereafter. In 1963 the
47
Uganda Government appointed the Castle Education Commission to review the de Bunsen
Education Committee of 1952. The new recommendations focused on producing enough
qualified people who are confident, intelligent and capable, to fill all jobs in the country for
boosting the economy. Many primary and secondary schools were created. Facilities at
Makerere University College were increased to take in more students. These were the formal
programmes by Church and Government.
Okech (2005:4) analyses the non-formal education and literacy programmes for young
people and adults in Uganda. He lists down twelve organizations which have been involved
in the programmes including the Government’s National Functional Adult Literacy
Programme, Literacy and Adult Basic Education (LABE), PAMOJA REFLECT Network
activities, National Women’s Association for Social and Educational Advancement
(NWASEA), Literacy Aid Uganda (LAU), Christian Outreach Ministry and Education
(COME), Adult Literacy and Basic Education Centre (ALBEC), Institute of Adult and
Continuing Education (IACE) - Makerere University, Community Education Programme
(CEP) – Karamoja Diocese, World Food Programme (WFP), Adventist Relief and
Development Agency (ADRA), and Association for the Development of Local Communities
(ADOL). Among the findings, there is overwhelming demand for literacy and adult
education at all levels resulting from increased awareness and expectations such as
participating in political and economic activities; improving their domestic hygiene,
agriculture and diet.
Ssentuuwa (2008:75-78) writes about family literacy experiences from Uganda, a non-formal
education programme. The concept of family literacy is said to have emanated from the USA
(Ouane, 2008:v) where it was first introduced in an organized way to promote literacy skills
48
of parents and children and enhance the parents’ competencies to support the education of
their children. Family literacy programmes have since been established and developed in
other parts of the world including Africa countries (Desmond & Elfert, 2008:vii). Desmond
and Elfert (2008:vii) define family literacy as literacy practices within families targeting pre-
school and primary school children and their parents based in schools or community centres.
Adult literacy makes parents realize the difference education can make in society and
encourage their children to go to school.
In Uganda, a non-government agency, Save the Children began to support UPE in hard-to-
reach communities in Nakasongola District. The project called CHANCE is child-centered
and offers community-based education, targeting severely disadvantaged groups in the
districts of Central Uganda by providing support to non-formal education centers
(Ssentuuwa, 2008). CHANCE schools are based on the principle that the education system
should fit the needs of the children and not the other way around, and utilize child-centered,
participatory teaching; operating on flexible hours adapted to the children and families’ daily
work schedules.
Another contribution to literacy in Uganda was the establishment of private schools since
1925 (Ssekamwa, 2000:97). Among the reasons given for establishing private schools were
that the missionary and government schools were not enough to cater all the national needs,
the missionaries did not give a chance to Ugandan teachers to have a say in the direction of
the schools, dissatisfaction with the curriculum said to emphasise ‘too much reading, writing
and arithmetic’ without any other skill which one could use to do or make things (Ssekamwa,
2000:99). These schools began to teach practical skills combined with academic knowledge.
Today, private schools and tertiary institutions offer some of the best education facilities in
49
Uganda which has made the country a regional education centre by attracting students even
beyond the country’s boarders. As noted before, the establishment of private educational
institutions in Uganda has also extended to university level, with now over 25 private
universities licensed and, five of them chartered.
As noted earlier, much of the literacy considered above was in relation to printed
information, and not in other media. There is a need to establish how comprehensive literacy
is in catering for other literacies or media in which information is presented.
3.3 OTHER ACTIVITIES AND INSTITUTIONS CONTRIBUTING TO IL IN
UGANDA.
There are a number of activities contributing to IL in Uganda in addition to SCANUL-ECS
and literacy drives.
1. Every year for over ten years there is a National Week Book Festival organised by
the National Book Trust of Uganda in collaboration with the Uganda Library and
Information Association. During the Festival, the Uganda Publishers Association
(UPA) puts up a book fare which brings together publishers and publications from
Uganda, East Africa and outside the region. There is a NABOTU Writhers’ Awards
given to the best authors during the Festival.
2. Universities in Uganda exhibit their faculty publications. This creates awareness of
recent information resources on the market for universities and public including
graduates.
3. The National Library of Uganda puts up a library exhibition of all it library branches
in the country to create awareness of information centres the resources available. The
50
ULIA puts up reading tents and speakers to encourage reading at all levels of
education and the public.
4. The Reading Association of Uganda and writers Association organise similar events
to develop a reading culture in Uganda and encourage local authorship and writing.
At these events, best authors are awarded prizes, and books are given to schools and
other educational institutions.
5. The National Council for Higher Education (NCHE) too now holds annual university
exhibitions at which new innovations, publications and other academic activities and
developments are exhibited. Best Achievers are awarded prizes. This has
encouraged innovativeness and created awareness of recent information sources on
the market for updating knowledge.
6. The British Council in Uganda also organises monthly Management Forums where
various renowned authorities from various disciplines present practical field
experiences to the public. This helps various professions in improving competence
and acquiring new skills for improved performance.
7. Uganda National Council for Higher Education (NCHE). In its checklist for Quality
Assurance and Universities Capacity Indicators for Assessment of Universities and
Programmes under the Universities and other Tertiary Institutions Act 2001, the
NCHE has made some provisions which enhance IL in Ugandan universities. For
example:
i. Infrastructure. Library space is categorised as: 2.5m2 per student as ideal; 2m2
per student is good; 1m2 is acceptable; 1m2 per 4 students can be improved;
1m2 per 5 students is unacceptable.
ii. Education facilities. Student: book ratios: 1:40 is ideal; 1:30 is good; 1:20 is
acceptable; 1:10 can be improved; 1: less than 10 is unacceptable.
51
iii. Computer: student ration. 1computer:5students is ideal; 1:10 is good; 1:20 is
acceptable; 1:25 can be improved; more than 1:30 is unacceptable
iv. Internet access - 1 student: hour. 1:20 is ideal; 1:10 is good; 1:5 is acceptable;
1:3 can be improved; None at all is unacceptable.
These in a way help to provide the necessary information infrastructure to support the IL in
universities. However the NCHE needs to include in its checklist a requirement for every
university to have an IL programme instructing students in IL.
3.4 IL PROGRAMS IN UGANDA
Msuya (2005:6) notes that IL in Eastern, Central and South African region programmes in
universities was a development of the 1980s. Although IL has been one of the key subjects
discussed in many library and information forums in the last twenty years, it has not received
much scholarly attention especially concerning workplace application in Uganda. A few
authorities have written about IL in Uganda in general and hardly any particularly among
university graduates in the context of workplace performance. Most of the research work has
been on IL in universities and other educational institutions. Among those who have written
on IL in Uganda are: Abidi, 2002; Magara, 2004; Mugasha, 2004; Kaddu, 2004; Kayaga,
2004; Nabukenya, 2004; Kinengyere, 2007; and Uganda Library and Information
Association (ULIA).
Magara (2004) for instance writes on building IL skills among undergraduate students: a case
study of Makerere University. The findings of the study show that IL competencies and
abilities of undergraduate students affect their access and retrieval of information, hence the
need for them to be instructed in IL skills before graduating. There is a need to find out
52
whether universities in Uganda have developed IL programmes to achieve this goal so that
they can meet the workplace needs.
Kinengyere (2007:1) researched on the effect of IL on the utilization of electronic
information resources in selected academic and research institutions in Uganda. Her findings
show that there are information resources available in academic and research libraries but
they have not been utilized fully, meaning that the users are either not aware of their
availability, or they do not know how to access them, or what they offer. This is evidence of
lack of IL skills hence a need for IL programmes to be introduced by Uganda’s Universities
in order to produce information literate graduates who meet the employers’ IL expectations.
Mugasha (2004:70) reports about the design and delivery of an IL programme developed by
Makerere University Library and academic staff of Makerere for the whole university
community. However that was yet to be approved for implementation.
Kayaga Mulindwa (2004), states that the National Library of Uganda (NLU) had carried out
several initiatives in collaboration with other stakeholders to contribute towards an IL
society. Among the initiatives, were the donations of reading material to disadvantaged
schools for encouraging a reading culture; establishing rural libraries; working with
government development programmes such as agriculture and health organisations to provide
information to targeted groups of people in the communities; and by undertaking a study of
the key players in establishing information resource centres. In all these studies there is none
on IL among university graduates and how it can be enhanced, hence the need for this study.
Kaddu (2004:6) discusses the inter-sectoral approach to IL in Uganda, from the informal
sector to the formal sectors from schools to higher education, and the challenges faced. She
53
points out the importance of IL to the stakeholders – individuals, business and citizenship.
The sectors considered include: informal sector or rural community, higher education, health,
information technology, small business, e-commerce, informal economy, family, adult, and
education sectors.
Kaddu (2004:21) points out some challenges such as:
i. Use of Internet, due to limited and sometimes lack of skills to use computers; poor
connectivity; and preference for the traditional print media; all of which limits access
to electronic information which is up to date, and is increasingly becoming
widespread.
ii. Scarcity of information resources, and
iii. ICT concentration in urban centers. She concludes that many workers appear
unprepared to deal effectively with the challenges of high-tech equipment, especially
in rural areas. There is therefore a call for more instruction in computer literacy, and
other literacies; and a fair distribution of information networks for enhancing IL.
Nabukenya (2004) carried out a research on the integration of IL skills into the school
curriculum in Uganda with a purpose of providing strategies of integrating IL skills into
secondary school curriculum. The findings indicate that
i. There were some efforts being made to integrate IL in the curriculum, for example: -
teaching of computer skills has been integrated in secondary school curriculum
- Internet searching
- Library lessons for developing library skills
ii. There were information facilities instrumental for lifelong learning eg libraries,
computer laboratories, televisions, videos, reading rooms
54
iii. Some of the IL skills at different levels in each school include computer skills, library
skills, research information access skills, Internet skills and information evaluation
skills.
She however points out some challenges such as, inadequate computer facilities; unreliable
Internet connection, shortage of qualified staff to teach IL, limited library space, insufficient
funds, difficulty in integrating IL in school curriculum. This therefore means that some
students will join the universities when they are not adequately instructed in IL.
Some of the IL skills reported to have been acquired by students in her findings include
computer knowledge, library skills, information search and access skill, internet knowledge,
and information evaluation skills. However, as the researcher points out, the six schools in
which the survey was done “are among the elite and high performing institutions, with well
facilitated staff and physical facilities”. The findings of her research may not therefore give a
general picture of the over 2,000 secondary schools in Uganda, some, and indeed most of
which do not even have access to electricity supply and good library facilities, hence can not
use computers or, access Internet. Nabukenya suggests a curriculum review of secondary
schools for the integration of IL, creation of an IL policy for secondary schools, establish a
facilities and information infrastructure to support IL programmes, and professional
development of librarians and faculty in teaching IL skills.
In all these studies there is none on IL among university graduates and how it can be
enhanced. The most common approach to IL used in most universities in the region is the
library orientation programme where students are given a lecture on the library facilities and
services before they are taken on a guided tour to see where the resources are located. In this
55
practice, Rosenberg (2005:xii) observes that the skills of how to use a library rather than how
to recognize the need for information, locate, evaluate and use it tend to predominate. This
justified the need to undertake a study on IL among university graduates and find out
strategies through which these skills can be enhanced.
The Uganda Library and Information Association (ULIA) 2006-2008 Country Report read at
the XVI SCECSAL Lusaka, Zambia, 13-18 July 2008 outlines strides in promoting IL
including:
i. ULIA has taken an active interest in LIS curriculum review at EASLIS . This is
paying off as EASLIS and other training institutions are nowadays focusing on skills
and competencies required by the job market
ii. Reading development. ULIA plays a big role in promoting a reading culture in
Uganda, by donating books (eg in the Pallisa Book Donation project which won the
National Book Trust of Uganda –NABOTU- the IFLA Guust van Wssemael Literacy
Prize 2007. This programme benefited 50 schools. ULIA has also been holding
reading promotion events in various districts of Uganda, and organized training of
teachers and public librarians in encouraging library use and reading.
iii. Developing community libraries. Due to lack of reading material, as public
libraries are limited, private initiatives have been taken to develop some community
libraries attached to schools but serving the whole community eg Caezaria complex
public library, Kitengesa community library, Kyabutaika Development Association
library, Lunyole Language Association library. These have formed the Uganda
Community Libraries Association to complement the education system in Uganda to
develop literacy and a reading culture. It associates with national and international
organizations that are concerned with the promotion of literacy for development.
56
Abidi (2002:xiii-xvi) points out the responsibility of the information community to join the
efforts of fighting terrorism through providing information and education facilities. He
enumerates the goals for IL in Uganda (10) including the establishment of UPE Quality
education, access to information as a basic right, and a dependable infrastructure of ICT. He
points out the need to have ICT in schools, colleges, universities, rural and business sector.
Abidi further outlines Uganda’s achievements e.g. Information and Communication policy
establishment; the fast adoption and adaptation of ICT in Uganda; consciousness about the
role of information for development; the presence of Internet in almost all government
offices, institutions, business and organization; the achievement of LIS professional
Association. He appeals to the professionals to work towards consolidating the gains for ICT
to make the most of the riches of Uganda’s natural resources and use information for
development.
3.5 GAPS IN THE LITERATURE
While most of the literature reviewed point out the need for increased literacy and
development of IL programmes, little, if any is written about IL programmes in the
universities and workplaces surveyed, or IL among university graduates, and employers IL
expectations. In all these studies there is none on IL among university graduates and how it
can be enhanced. There is therefore a need to establish variety of literacies apart from print
literacy among Ugandans especially university graduates, IL programmes in universities and
workplaces, and employers’ IL expectations.
57
3.6 SUMMARY
This chapter has reviewed some of the existing literature on IL in Uganda. The development
of literacy has been traced from its initiation by the Christian Missionaries 1877 through the
colonial government renovations in 1925, the programme of mass education in African
societies in 1944, the establishment of private schools and institutions including universities,
up to date with Government and NGOs efforts which have led to the literacy rate of 68%.
Highlights of attempts made by several authors to write on the subject of IL in Uganda have
been given in the following areas: IL skills among undergraduate students; effect of IL on
using e-resources in academic and research institutions; inter-sectoral approach to IL;
integration of IL skills in the schools curriculum; the Uganda Library and Information
Association’s (ULIA) efforts to promote IL, and the goals of IL in Uganda.
58
CHAPTER 4
METHODOLOGY
4.1 INTRODUCTION
This chapter follows the generally agreed logical steps of research consisting of:
i. preliminary work
ii. research design
iii. geographical scope
iv. population
v. sampling techniques
vi. data collection methods
vii. data collection instruments
viii. data quality control
ix. data analysis
x. ethical issues
xi. limitations of the study (Wangusa 2005:5).
4.2 PRELIMINARY WORK
The researcher got an introductory letter from the East African School of Library and
Information Science, introducing him to Uganda National Council for Science and
Technology (UNCST) to seek permission for carrying out the research, register the research
and get permission to carry out the study in the designated areas, the Districts of Kampala,
Mpigi, Mbale and Mbarara where the universities under study are located. This permission
was granted by a letter and an identity card from the UNCST. The main study was preceded
by a pilots study done at the universities of Kyambogo and Nkumba. The purpose of the pilot
59
study was to test the research methods and tools for their stability and also to familiarise the
researcher with the research environment in which the main study was to take place.
After securing the permission the researcher obtained an introductory letter to the universities
and District authorities for permission to allow him carry out research in their areas. He also
secured a general introductory letter from the school to the respondents and visited the
respondents at their places of work. Before the main study, a pilot study was done to test the
research methods and tools for their suitability, and also to familiarise the researcher with the
environment in which the main study was to take place. The faculty deans and librarians
were found at their university offices and the graduates and their employees at their
workplaces. This research was done by visiting and interviewing the respondents to conduct
the study. This enabled the researcher to get details about the respondent and his or her place
of work. This is in agreement with what Creswell (2003:180 & Amin, 2005:45) states that
qualitative research takes places in a natural setting which enables the researcher to develop a
level of detail about the individual or place and the actual experiences of the participants.
4.3 RESEARCH DESIGN
This study was both qualitative and case study, researching on IL among university
graduates in Uganda from four universities, two public and two chartered private
universities. As Amin (2005:63) observed, the use of only one approach presents a myopic
view of things. He (2005:62) goes on to add that, “it is not good for a researcher to rely on
only one research approach; there is need to use both the quantitative and the qualitative
approach in order to enrich the research work”. Wangusa (2005:6) also supported this when
he pointed out that ‘current research training advocates for an integrated quantitative-
qualitative approach in all research’. Therefore, while qualitative research whose data is
60
basically descriptive in nature and expressed in non-numerical terms was predominantly
used, quantitative data was also used where the researcher found it relevant to collaborate
and support qualitative data for understanding the rationale or theory underlying the
relationship (Katebire, 2007:69). And as Patton (2002:255) puts it, a qualitative design needs
to remain open and flexible to permit exploration of whatever the phenomenon under study
offers for enquiry.
Quantitative approach
One of the characteristics of quantitative research is collecting numerical data in order to
explain, describe, understand, predict or control the phenomenon of interest (Amin 2005:57).
In this study some abstract concepts have been operationalised or translated into measurable
indicators. For example, the information literacy skills offered to students while at university
and the IL competences demonstrated at workplaces were assessed according to the aspects
and frequency of IL offered or demonstrated and to what extent (great, small or not at all) the
skills have been offered. Numerical figures of the quantitative approach were also used in the
analysis and discussion of results and findings. Some of the questions in the research
instrument were structured or closed-ended which are used for the quantitative approach
(Creswell, 2003:19).
Qualitative approach
The purpose of qualitative research is to promote greater understanding of not just the way
things are, but also why they are the way they are (Amin, 2005:42). This study sought to
establish the state of IL among university graduates in Uganda, why it is that way and how it
can be enhanced. The study used research questions which are employed mostly in
qualitative studies to guide the researcher to the required data (Katebire 2007:28; Wangusa
61
2005:6). The qualitative data was also obtained from the open-ended questions in the
research instruments.
This multiple approach helped to overcome the deficiency of one approach and ensured
maximum perfection. It enabled the researcher to have a deeper analysis from both inductive
and deductive approaches. It also provided a complete insight into the meaning of the results
obtained; and helped to achieve a higher degree of validity and reliability of the results of the
research.
Case Study Design
Case studies can be used in both qualitative and quantitative research (Amin, 2005:199). A
case study is one of the strategies used by a qualitative approach (Wangusa, 2005:74)
particularly in social sciences and education in investigating real-life situations (Amin,
2005:195), or events experienced (Mubazi, 2008: 94). This is why the researcher chose this
method for this study so that the main categories of individuals supposed to be involved in
the implementation of IL were interviewed in order to understand the state of IL among the
university graduates in Uganda today, why it is that way, and how it can be enhanced.
A case study is an intensive study through which one can know precisely the factors and
causes of a particular phenomenon. A variety of units are selected for study, and every
aspect of a unit is dealt with and studied intensively. This study chose the units of university
librarians, faculty deans, university graduates and their respective employers. Case studies
are intensive in nature and cover various aspects of the problem; enables the researcher to
gain thorough knowledge through intensive study; helps to formulate valid questions; it
offers a comprehensive study; and helps to find out the deviant units which are marginal
62
(Ghosh, 1992, 227). Case study research has long been used in a variety of disciplines
(Katebire, 2007:67)
Case studies have been said to be potentially the most valuable method known for obtaining
a true and comprehensive picture of individuality because it makes an intensive investigation
on the complex factors that contribute to the individuality of a social unit, family, group,
social institution, or community (Amin, 2005:199). It is also applicable to real-life and
contemporary human situations as well as their public accessibility through written reports.
The results of case studies relate directly to the reader’s everyday experience, and facilitate
an understanding of complex real-life situations (Amin 2005:200).
Cross-sectional study
This study was also cross-sectional as it sought to establish the differences between public
and private universities. The areas considered included the aspects of IL skills offered and
approaches used in imparting IL to the students; the extent of IL standards covered by faculty
and librarians in IL instruction; information infrastructure in the universities; and IL skills
exhibited by university graduates at workplaces.
4.4 GEOGRAPHICAL SCOPE
There are four public and 23 private universities in Uganda (National Council for Higher
Education, 2008:1). Five of the private universities have been chartered and accredited. The
main study was done among university graduates from two Public and two
chartered/accredited private universities, namely Makerere University founded in 1922, and
Mbarara University of Science and Technology founded in 1989, plus Uganda Martyrs
University- Nkozi founded in 1993, and the Islamic University in Uganda- Mbale founded in
63
1988, respectively from the faculties of Education and Social Siences (2005-2009). The four
universities are the oldest in the country and their graduates cover the period of study. The
main reason for choosing from both groups was to compare how much the subject of IL had
been embraced and, the information resources available for its facilitation in public
universities which are funded by government, in comparison with private universities which
are privately funded, mainly by students’ fees.
Makerere University
Makerere is the oldest university in Uganda. It was established in 1922 as a technical school,
which later became a University College of the University of London in 1949, and became a
College for the whole of Eastern Africa, offering courses and degrees of the University of
London. In 1963 it became an independent University of East Africa, serving the three East
African countries of Uganda, Kenya, and Tanzania, until it split into three independent
national universities, and it became Makerere University. Today, the university has about
40,000 students in 22 Faculties, Institutes and Schools (Wikipedia, 2010) namely:
Faculties
i. Faculty of Agriculture
ii. Faculty of Arts
iii. Faculty of Forestry and Nature Conservation
iv. Faculty of Law
v. Faculty of Medicine (College of Medicine)
vi. Faculty of Science
vii. Faculty of Social Science
viii. Faculty of Technology
ix. Faculty of Veterinary Medicine
64
x. Faculty of Computing and Informatics Technology
xi. Faculty of Economics and Management
Institutes
i. Institute of Adult and Continuing Education
ii. Institute of Environment and Natural Resources
iii. Institute of Social Research
iv. Institute of Statistics and Applied Economics
Schools
i. School of Education
ii. Industrial and Fine Art
iii. East African School of Library and Information Science
iv. Business School
v. Graduate School
vi. Study in Africa Academic School
vii. School of Public Health
Mbarara University of Science and Technology
This is the second oldest public university in Uganda. It was established in 1989. The
university has 6 faculties, namely:
Faculties
i. Faculty of Medicine
ii. Faculty of Education
65
iii. Faculty of Development Studies
iv. Faculty of Science
v. Institute of Tropical Forest Conservation
vi. Institute of Computer Science
The Social Science programme is offered in the Faulty of Development Studies. It has a
population of about 3,000 students (Wikipedia, 2010).
Islamic University in Uganda
This is the oldest private university in the country, established in 1988. It has 7 faculties,
namely:
Faculty of Law
Faculty of Science
Faculty of Education
Faculty of Arts and Social Sciences
Faculty of Management Studies
Faculty of Islamic Studies and Arabic
Centre for Postgraduate Studies
It has about 6,000 students (Wikipedia, 2010) .
Uganda Martyrs University Nkozi
It was established in 1993. It has eight faculties and Institutes, namely:
Faculty of Business Administration and management
Faculty of Agriculture
Faculty of Science
66
Faculty of Built Environment
Faculty of Education
Faculty of Health Sciences
Faculty of Humanities and Social Sciences
Institute of Ethics and Development Studies
The University also has Centres for:
i. African Research and Documentation Centre
ii. Centre for Distance Learning Studies
iii. Detection and Study of Fraud
iv. Good Governance and Peace Studies
There are about 4,000 students.
The employment sector for this study included: the Local Government Service and District
Education Service, banks and Non-Government Organizations (NGOs) in the districts of
Kampala, Mbarara, Mpigi, and Mbale where these universities are located. Since the time of
decentralization in Uganda, District Local Governments have become big employers through
the District Service Commissions and district Education Service Commissions. A number of
NGOs offer services under district umbrellas. It was hoped that these would provide adequate
work places for this study.
4.5 POPULATION
4.5.1 Introduction
There are four cases in this study each with its population. These were
- University graduates
67
- Employers
- Faculty deans
- University librarians
4.5.2 University Graduates
The population for university graduates was 15,736 as it is indicated in Table 1. The figure
for each year is a total of the graduates in all the above programmes for each university. For
example, in 2005 Makerere University graduated 2,289 in all the Bachelors and Masters
programmes in Education, and 415 in both Bachelor of Social Work and Social
Administration (93) and Development Studies (322) to make a total of 2704.
Table 1
Population of University Graduates, 2005-2009
YEAR
UNIVERSITY
2005 2006 2007 2008 2009 TOTAL
Makerere University 2704 1880 1849 2172 2039 10644
Islamic university in
Uganda1494 658 408 308 464 3332
Mbarara University of
Science and Technology143 181 184 212 194 914
Uganda Martyrs
University, Nkozi164 70 127 119 366 846
Total 4353 2789 2568 2811 3031 15736
Source: Field data
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The researcher considered university graduates for five years from 2005 to 2009 after the
Standing Conference for African National and University Libraries in the East, Central and
South (SCANUL-ECS, 2004) with the theme, “User information literacy, a challenge for
national and university libraries” which was hosted by Uganda at Makerere University. All
the University Librarians in Uganda participated in this conference. It was assumed that
librarians had communicated with faculty deans about the importance of IL, integrated an IL
into the curriculum, and subsequently instructed students at these universities in IL skills.
Two faculties of Education and Social Sciences were chosen because they are common
among universities under study, and they were what could be manageable within the limited
period of research. Under these two faculties graduates came from the following
programmes:
- Bachelor of Education,
- Bachelor of Arts with Education,
- Bachelor of Science with Education,
- Master of Arts in Education.
- Bachelor of Social Work and Administration,
4.5.3 Employers
The study only considered established organisations and institutions such as district local
governments, schools, non-government organisations, and banks which employ university
graduates within the districts where the universities under study are located. These excluded
the universities under study and organisations and institutions established by the graduates
for self-employment. Employers included District Chief Administrative Officers (CAOs) and
other Heads of Departments, Managers and Human Resource Managers of Banks and other
Organisations, and school/institutional administrators. Employers need to recognise the role
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of information literacy among their employees for the well functioning of their business
transactions, quality service delivery and optimum production. This will help them in making
good policies regarding information management systems, acquisition of ICTs, and staff
recruitment facilitation in acquiring information literacy skills (Webber, 2000).
4.5.4 Faculty Deans
These were deans of the faculties of Education and Social Sciences in the universities under
study. They were eight in total. Faculty Deans are expected to integrate the IL course in the
university curriculum in collaboration with University Librarians. Through course materials,
lectures and by leading face to face or online discussions, academics are supposed to
establish the context for learning. They also inspire students to explore the unknown, offer
guidance on how to fulfil information needs, and monitor student progress (CAUL 2001:3).
The Council of Australian University Librarians (2001), Parker (2003:224) and Dulle (2004)
point out that the total integration of IL into the university curriculum, and collaboration of
librarians and faculty to deliver lectures in the context of subjects, is often considered the
most effective method for students to develop their IL skills.
4.5.5 University Librarians
These were the university librarians of the universities under study. They were four in total.
University Librarians were assumed to have introduced and marketed the concept of IL to the
faculty and solicited for its integration in the university curriculum. These librarians were
supposed to have instructed students in IL skills in collaboration with the faculty. As
O’Sullivan (2002) points, most of the effort to promote IL nevertheless comes from
information professionals. They are also expected to instruct students in IL skills and develop
instruction tools and tutorials for promoting IL (Shontz & Murray, 2007:140). Librarians
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coordinate the evaluation and selection of intellectual resources for programmes and
services; organise, and maintain collections and points of access to information (Council of
Australian University Librarians, 2001:3). They provide advice and coaching to students and
academic staff who seek information. They are therefore important respondents for this
study.
4.6 SAMPLING STRATEGIES AND SAMPLE SIZE
4.6.1 Introduction
For the university librarians and faculty deans, no sampling was used since their numbers
were small. For the university graduates and employers, purposive sampling and snowball
sampling strategies were used.
4.6.2 Purposive or judgemental sampling
Purposive sampling was used to choose both the employers and university graduates from the
four universities under study, using his /her judgement regarding the respondents from whom
information was to be collected. In this method, the researcher usually selects a sample based
on his/her experience of knowledge of the group to be sampled and have in mind that these
respondents have the information he/she requires (Amin 2005:242; Sarantankos, 2005:164).
Purposive sampling is also simple and easy to adopt (Kumar, 1999:274).
a. Employers
In this study, the researcher looked for only workplaces which employed university graduates
from the universities under study. The researcher asked from each workplace visited if they
were employing any university graduates from the named universities. In this case the
judgement of the researcher in selecting the respondents was more useful than the
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representativeness of the sample used in random sampling. This type of sampling is more
appropriate for qualitative research (Amin 2005:242).
b. University graduates
The researcher looked for only university graduates from the universities under study and
from the programmes selected in the faculties of education and social sciences. The graduates
who were found in the workplaces were also, after being interviewed, asked to identify their
counterparts with whom they had studied at university.
4.6.3 Snowball sampling or network sampling
Snowball was used for locating university graduates who were geographically dispersed and
were difficult or impossible to locate using other means. This technique involved asking one
informant to name other people who should be contacted by the investigator in order to
understand some aspects of a situation under study. The researcher asked each of the four
Deans of Faculties interviewed to name some of their former students who were known to be
employed after graduation from 2005-2009. The graduates named were looked for and asked
to name other graduates who could be contacted. The process continued until the topic was
saturated, and no more substantial information was achieved through additional respondents.
Snowball sampling is quick and inexpensive. Snowball sampling is normally recommended
for qualitative research (Amin, 2005:243). The strategy has advantages of social networks
and the fact that friends tend to have common characteristics (Amin, 2005:243).
4.6.4 Sample size
Qualitative inquiry focuses on relatively small samples (Patton 2001:46). This is supported
by Gosh (1992:237) who states that the sample size must be small enough to avoid
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unnecessary expenditure. However, Ahuja (2001:185, after reviewing the opinions of some
people who say that the most common size is one-tenth of the population and others who put
the minimum at 100 subjects as a requirement to allow statistical inferences, base the sample
size, among other considerations, on:
- The size of the population
- Nature of the population
- Purpose of the study
- Whether the study is qualitative or quantitative; and other considerations.
Ahuja goes on to add that in qualitative studies, sampling does not resort to numerical
boundaries to determine the size of the sample. For example, in this study, where purposive
sampling and snowball sampling were used, the researcher decided the sufficient number of
respondents. Arising from this information, the researcher put the sample size for each case
as follows:
a. Employers
A sample size of 100 employers of university graduates was targeted. However only 85
employers were realised as indicated in Table 2 because there was no known list of
organisations or institutions employing university graduates from the universities under
study; workplaces were to be selected from only four districts where the universities are
located; the topic became saturated until no more substantial information through additional
respondents would be discovered; and it was enough to avoid unnecessary expenditure.
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Table 2
Categories of Employers
Employer Category No.(f) %
1. District Local Government 4 5
2. Banks 5 6
3. Schools 56 66
4. NGOs 20 23
Total 85 100
Source: Field data
b. University graduates
The study targeted an effective total sample size of 400 university graduates, 100 from each
university. From the population in Table 1, one-tenth of Mbarara and Nkozi is about 80 and
90 university graduates which could be pushed to 100. For Makerere and IUIU, their one-tent
was too big compared with the former. The researcher, therefore, decided to put the average
at 100 for all the universities to make a total target sample of 400. However in the course of
the study it was found that most of the university graduates are not employed, the study only
considered those employed in only four districts; and the bureaucracy in some organisations
delayed and was sometimes prohibitive to access to the employers and employed graduates.
This affected the actual sample size of respondents from IUIU, Mbarara and Nkozi to less
than 100 each as indicated in Table 3 thus reducing the final sample size to 252 (63%).
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Table 3
A Sample of University Graduates
UniversityPublic
Universities
Private
Universities%
Makerere university 100 39.7
Islamic University in Uganda 55 25.4
Mbarara University of Science and
Technology73 21.8
Uganda Martyrs University, Nkozi 24 13.1
Total 173 79 100
Source: Field data
c. Faculty deans
All the eight faculty deans were interviewed.
d. All the four university librarians were interviewed.
e. Sample Sizes for all the Respondents
All the sample sizes are indicated in Table 4.
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Table 4
Sample Sizes for All the Respondents in the Study
CATEGORIES NUMBER (f) %
Graduates 252 72.2
Employers 85 24.4
Deans of
Faculties8 2.3
University
Librarians4 1.1
TOTAL 349 100
Source: Researcher
4.7 DATA COLLECTION METHODS
4.7.1 Introduction
Qualitative research uses interviewing, observation and discussions for methods collecting
data. This study used interviewing for collecting data. It is flexible and improvements,
explanations, and adjustments can be done on it in the process of data collection. Interview
schedules explain the purpose of the research and what is wanted. The questions were
selected and ordered in a way that solicited valid and reliable responses from respondents.
This was supported by documentary analysis.
4.7.2 Interviews
Interviewing was the main method used to collect data from the respondents – University
Librarians and Deans of Faculties from the selected universities, graduates and employers of
the graduates. Open-ended questions were used. These enable the researcher to get more
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possible answers and solutions to the problems (Boulden, 2002:23). Interviews are
particularly appropriate when dealing with all types of persons, young and adults, illiterates,
those with language barriers and those with limited intelligence (Amin 2005:178).
The study used open-ended questions. Open-ended questions are used when new facts are
being searched for. This method is mainly used for intensive studies of a limited number of
cases (Ghosh, 1992:241). It allows the respondent to freely discuss personal views or
opinions (Busha & Hunter, 1980:71).
Interviewing is superior to other methods because it is flexible; many on-the-spot
improvements, explanations, adjustments, variations during the process of data gathering,
additional information may be received through the incidental respondents comments, from
facial and bodily expressions, reactions, and feelings (Amin, 2005:178). During the
interviews, the researcher was able to explain questions which were not understood on first
hand. This way, it was possible to achieve complete response from respondents; it allowed
exploration of a topic in depth, and brought unexpected information from respondents.
Therefore, the interview technique of data collection generated adequate information for the
study.
However the interview method turned up to be sometimes problematic in that the researcher
had difficulty in accessing respondents even after making appointments with them for some
time. Several trips were made to some offices before the researcher could eventually get
someone for interviewing. This resulted into getting fewer respondents than expected.
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4.7.2 Advantages of interviews
i. An interviewer can modify the questions following the respondent’s reply.
ii. It permits the researcher to follow up leads to obtain more data and clarity
iii. It can create a friendly atmosphere which is conducive for obtaining desired data
iv. It is flexible and the researcher can adjust to any need e.g. language and disability.
v. It can be administered easily without the respondent having to read or write
vi. People are more willing to talk than to write (Amin, 2005:185)
vii. The frankness, truthfulness and insight can be judged.
viii. The interviewer can clarify issues which are straight forward
ix. The interviewer has control over time, and environment
x. One can read non-verbal cues.
4.7.3 Triangulation
This means using several kinds of methods for collecting and analysing data, including
qualitative and quantitative approaches (Patton 2005:247; Srantakos2005:145). This study
collected both qualitative descriptive information and quantitative numerical data tabulated
for understanding the underlying relationships. The study also used a variety of data sources
from four cases of respondents. Being a case study investigating real-life situations,
interviewing was intermixed with observation. It helps to view a particular point from several
perspectives, hence enriches knowledge and test of validity (Sarantakos 2005:145).
4.8 DATA COLLECTION INSTRUMENTS
Interview schedules
The main data collection instruments were the interview schedules. A schedule is a set of
questions which are asked and filled by an interviewer, in a face-to-face situation with
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another, and helps to collect data or requisite information (Gosh 199:248). Both closed-ended
questions and open-ended questions were used. Where the researcher was not satisfied or
needed more information, the respondents were probed. The interview constituted a semi-
structured interview schedule.
Interview schedules (Appendices 2-5) were used by the researcher to interview graduates,
employers, Deans of faculties or heads of departments and University Librarians of the
selected universities. Interview schedules were used in order to make the respondents
understand the subject of inquiry and respond appropriately.
Advantages of the interview schedule:
i. It is used as a guide at the time of the interview
ii. It made the researcher consistent in interviewing the respondents
iii. It controlled both the interviewer and the respondent in the scope of the study.
iv. It helped the researcher to adjust to the language best understood by the
respondents
v. It helped the researcher to identify the variables involved in each aspect of the
study.
4.9 DATA QUALITY CONTROL
Quality control has been associated with ensuring validity and reliability of the data
collection instruments (Wangusa, 2007:87; Amin, 2005: 284). The validity and reliability of
the research instruments were ensured in order to get high quality data. The research
instruments were pre-tested in a pilot study to clear out any ambiguity and ensure the
appropriateness of procedure and administration of the instruments in the main study.
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4.9.1 Validity
A measuring instrument is considered valid when it measures what it is supposed to measure
(Kumar, 1992:286; Sekara 2003:425). Sekaran (2003:425) defines validity as, “evidence that
the instrument, technique, or process used to measure a concept does indeed measure the
intended concept. It involves asking the right questions, following the objectives and, getting
the intended information which is relevant. Validity was ensured by asking questions in the
interview schedules which measure the concept of IL among graduates, and bear relationship
with the variables associated with the research topic. Questions in the interview schedule
were formulated according to the objectives and were approved by the research supervisors
through the approval of the pilot study report.
Validity is the ability to produce findings that are in agreement with theoretical and
conceptual values, that is, accurate results and to measure what is supposed to be measured
(Amin, 2005:285). In this study what was supposed to be measured were the opinions of the
respondents about IL among university graduates. The interview schedule was used to
measure what was supposed to be measured and the data collected, that is, the opinions of the
respondents, represented the respondents’ opinions about IL, hence the research instruments
were valid.
Validity is divided into several types comprising
i. Face validity.
ii. content validity;
iii. construct validity,
iv. Criterion-related validity
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This study concentrated on content validity as it is explained below:
Content validity
The study used content validity to ensure quality control. This focuses upon the extent to
which the content of the instrument corresponds to the content of the theoretical concept it is
designed to measure (Amin, 2005:286). Content validity was ensured by specifying the
domain of the content – information literacy among university graduates – and selecting
indicators that represent the domain of the content for measuring it such as IL programs, IL
standards, employers’ IL expectations, graduates IL skills, information infrastructure, and
suggestions for enhancing IL.
An integrated effort to safeguard validity in qualitative research has been suggested
(Sarantakos, 2005:87). Validity was ensured by giving a clean description of the procedure of
data collection and interpretation, presentation of relevant materials, and emphasis on -
replication (Sarantakos, 2005:88)
4.9.2 Reliability
Reliability refers to the ability of an instrument to produce consistent or same results (Ahuja,
2001:336; Sarantakos, 2005:88; Kumar 1999:919; Sekaran, 2003:203; Joppe, 2000:1; Amin,
2005:293). Sarantakos (2005:88) equates it with consistency. Amin (2005) has emphasised
that reliability must be carefully considered when selecting instruments for use in research.
As observed by Golafshani (2009:598), reliability is often used in all kinds of research. It is a
measure for evaluating information and its source. Reliability refers to the consistency and
stability of an instrument in measuring whatever it is intended to measure (Amin, 2005:84).
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A highly reliable device is one that gives consistent, dependable, stable and accurate results
over a time, at different places and occasions (Kumar, 1999:319). Reliability was ensured by
making the instructions clear, using clear and simple words, removing ambiguous terms, and
asking for information that can be provided by the respondents.
Joppe (2000:1) defines reliability as, the extent to which results are consistent, an accurate
representation of the population under study, and can be reproduced under a similar
methodology. The characteristics of the population were represented in the samples as much
as possible to ensure reliability. Consistency was ensured by using the same interview and
questions for respondents in each category. The questions were clarified by the researcher
whenever need arose.
The purpose of reliability testing is to ensure that the instruments are robust and not sensitive
to changes of the researcher, respondents or conditions of research environment. The
instrument should allow replicability, and is concerned with objectivity, accuracy, precision,
consistency and stability. Qualitative researchers consider reliability as an important
parameter of research (Sarantakos, 2005:89), but use concepts such as credibility,
applicability, auditability, confirm ability, coherence, openness, discourse, trustworthiness,
etc. to describe it.
There are four quantitative methods of establishing the reliability of an instrument (Ahuja,
1999:336; Amin, 2005:296) including:
- Test-retest reliability/stability.
- Equivalent-form reliability/parallel form or alternative forms reliability,
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- Internal consistency reliability. This comprises split-half reliability/subdivided test, the
method of rationale equivalence, Kuder – Richardson formulas (KR20 &KR21), Cronbach’s
coefficient alpha, and Hoyt’s analysis of variance procedure (Amin, 2005:302).
- Scorer/rater reliability
It has been observed that qualitative researchers have problems of achieving reliability
because of the subjective nature of their work, and that to achieve reliability, extra effort
must be made
(Amin, 2005:294). Some of the qualitative methods for establishing the reliability of an
instrument included the following efforts:
- The researcher made sure that the instructions were clear for the respondents to
understand what is needed.
- The questions were clear without any vagueness
- Ambiguity in the items was removed.
- Where the questions provided categories of responses, the researcher made sure that
all the dimensions were included
- The researcher made sure that the respondents had the relevant information for
understanding the questions.
Social scientists are interested in achieving internal reliability and external reliability (Amin
2005:294). Internal reliability means consistency of results with the same site or organisation
by asking similar questions (Amin, 2005:294; Ahuja, 2001:337). The research instruments
ensured internal reliability by using an interview schedule with the same questions asked all
the respondents in the same category. The items in the instrument were all consistent in
measuring the phenomenon of interest – information literacy. This ensured consistent results
within the same site.
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External reliability means consistency of data across different organisations (Amin,
2005:294) External reliability was also ensured by asking the same questions across different
organisations for all the respondents in similar categories. Amin (2005:295) prescribes 5
steps to external reliability:
- Clear specification of the researcher’s status so that readers know exactly what point
of view investigated the data collection,
- Stating the role of the respondents in the context,
- Delineating the context,
- Describing the conceptual framework used in the research design, and
- Describing the data collection and analysis procedures.
Researcher’s status
The researcher holds a Master’s degree in library and information science. He is a university
librarian, who has participated in various IL workshops but was challenged by the low
reading culture of university students, and wonder what the situation is for university
graduates in the information society which demand knowledge of IL skills.
Respondents’ profile
The profile of the respondents regarding who they are and why they were selected was
explained in the population section. The participants of the study were the university
graduates in Uganda whom the working environment today demands to have IL skills in
order to operate in the information-run businesses in the information society. The other
respondents were the university librarians, faculty, and employers. Librarians are supposed to
originate the IL programmes and propose it to the faculty for integration in the university
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curriculum. The Faculty Deans are supposed to embrace IL programmes and integrate it in
the university curricula. Employers are expected to recognise the importance of IL in the
employee performance at their workplaces and consider them at recruitment or staff
development.
4.10 DATA ANALYSIS, INTERPRETATION AND PRESENTATION
A descriptive method was used to analyse data which was collected by the study. Data
analysis is “the process of editing and reducing accumulated data to a manageable size,
developing summaries, looking for patterns, and applying statistical techniques (Cooper and
Schindler, 2006:708). Wikidedia (2009:1) defines it as ‘a process of gathering, modelling,
and transforming data with a goal of highlighting useful information, suggesting conclusions,
and supporting decision making’. This being a qualitative research, data analysis is non-
quantitative analysis from non-numerical sources such as words, photographs.
The unit of analysis was the data from the respondents. The quality of data was done by
checking if it matches with the variables. The reliability of the data was tested by consistency
and stability of the measure, and by checking the validity of the research instruments. Data
from interviews was edited, categorized in groups, that is, graduates, employers, universities,
programs, employers’ expectations, and then coded and analyzed. Data analysis also
includes interpretation of results, discussion of results and checking if the research questions
have been answered or not (Sekaran, 2003:301). This is what has mostly been used by this
study.
During qualitative data analysis, the investigator searched for patterns in the form of
recurrent behaviour or events, then interpreted them moving from description of empirical
85
data to interpretation of meanings. The process of data analysis involved making sense out of
text data. It involved getting deeper and deeper into understanding the data, representing the
data and making the interpretation of the large amount of data. The following processes were
used:
i. Reflecting about the data, asking analytical questions and taking notes
ii. Using open-ended responses and developing an analysis from the participants’
responses
iii. Tailoring the data analysis beyond the more generic approaches to specific
types of qualitative research strategies (Amin, 2005:324)
Steps of data analysis
The study used the following steps for data analysis: categorisation, coding, tabulation, and
statistical analysis and inference (Ghosh, 1992:262; Ahuja, 2001:315; Sekaran, 2003:301; &
Kumar 1992:276). Sekaran (2003:301) too identifies four main steps of data analysis:
Getting data ready for analysis, including coding and categorisation; getting a feel for the
data; testing the goodness of data; and testing the hypothesis Sekaran (2003:301; Ahuja
2001:315 & Kumar 1992:276)
Categorisation
This involves assigning data to different categories and the several variables measuring a
concept are all grouped together (Sekaran 2003:305). Research questions in the study
followed the concepts of IL programmes, Information infrastructure, and approaches of
delivering IL skills, ILS standards, IL expectations, and suggestions for enhancing IL. The
categories emerged from the data collected as indicated in chapter 5
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As Gosh (1992:262) points out, a proper category must satisfy the following conditions:
- there should be a single classification principle
- categories must be exhaustive
- categories must be distinctive, separate and exclusive
The questions in the interview tried to address these issues exhaustively. For example the
questions about the IL program at university considered areas of:
- who teaches it
- how it is assessed
- whether it follows the information literacy skills of the Council of Australian
University Librarians (CAUL), and
- support of the information infrastructure
Coding
The responses from all the subjects were coded. Arrangement of data was coded in such a
way to facilitate comparison and show the relations involved.
Tabulation
Most of the data collected was arranged in the form of tables. This is helpful in the analysis
and interpretation of data. The purpose of the study was always kept in mind.
Interpretation
Data was interpreted according to the frequency of occurrence. All the factors involved in
imparting and using IL skills both positive and negative were considered. This was meant to
bring out the meaning and implication of the study. Analysis is not complete without
interpretation; and interpretation can not proceed without analysis (Gosh, 1999:269).
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The other steps begin with checking the quality of data, checking the quality of the
measurement, asking if the implementation of the study fulfilled the intention of the research
design.
4.11 ETHICAL ISSUES
Letters of permission were received from the East African School of Library and Information
Science (EASLIS) and the National Council for Science and Technology (NCST) as per
APPENDICES I AND II. The purpose of the research was explained in the introductory
letters to the interview schedules in APPENDICES III to VI, before soliciting data from the
respondents. The researcher ensured confidentiality of the data received from the
respondents. There was no misrepresentation or distortion of data in reporting data collected
during the study. Respondents were encouraged to be honest and truthful in their responses to
the questions asked. The researcher tried to be honest and truthful, acknowledged any
assistance received, and promised to make fair use of the information given for this study.
4.12 LIMITATIONS
A few limitations were encountered.
i. Geographical limitations.
The research was carried out in only four districts (Kampala, Mbarara, Mbale and Mpigi)
where the universities under study were located) due to time limit and expensiveness of
going to all the 100 districts of the country. However most of the employment opportunities
are in the city of Kampala and the other urban areas which were considered, hence the results
do not show that this affected the outcome of the findings significantly.
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ii. Graduate employment tracer
There was nor register for graduates in employment. However the snowball sampling method
used helped to ask the few respondents found to recommend others and the existence of
mobile phones among most graduates helped to trace them.
iii. Time limitations
Some of the respondents offered more time for the interview which helped them to give more
informed answers. However other respondents especially from banks and schools with tight
schedules answered questions hurriedly, hence they may have given ‘not at all’ answers even
where a ‘small extent’ would have been the answer, thus resulting in some bias.
Nevertheless, the final results do not show that this bias significantly affected the outcome of
the research.
iv. Data collection methods
Some respondents did not feel free to be interviewed and would have preferred a
questionnaire type of data collection. However after being assured of the confidentiality of
the data, most of them responded frankly. There were only a few who answered reluctantly
and findings show that their uncertain responses did not affect the outcome of the research
significantly.
4.13 SUMMARY
This chapter has given the research design used in the study. The study predominantly used a
quantitative case study but some qualitative methodology was also used in sampling
collecting and analysing data. The geographical scope is limited to four universities and
university graduates from two faculties of each university, and their respective employers.
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CHAPTER FIVE
PRESENTATION AND DISCUSSION OF FINDINGS
5.1 INTRODUCTION
Chapter four described the methodology used in this study. This chapter reports the results
obtained from the 349 respondents (4 university librarians, 8 deans of faculties, 252
university graduates (117 from public and 79 from private universities) and their 85
respective employers) interviewed in this research. In addition, the findings are analysed and
discussed. The data presented are a response to the research questions 1-4 in relation with the
concepts in the CF and objectives of the study described in chapter one; and the indicators of
IL in the Information Literacy Standards by the Council of Australian University Librarians
(2001) which were adopted from the theoretical framework.
This chapter has the following sections:
a. Presentation and discussion of results from research questions one to four which sought to
find out the:
- IL skills offered to students while at university
- IL competences among university graduate at workplaces
- Employers’ IL expectations, and
- Respondents’ suggestions for enhancing IL among university graduates, in Uganda.
b. Summary of the chapter
c. Conclusion
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Data analysis and interpretation
A separate interview schedule was used by the researcher to note down the responses from
every respondent. Telephone numbers were recorded for contacting respondents for any
further information or clarification if needed. Data was edited and checked for completeness
by going through the responses at the end of each day to avoid errors. Data was then coded
systematically according to the responses to each item asked on. The data was transferred to
a code sheet and categorised according to the major classification of responses from the
questions or sources of the responses. Most of results were presented in tabular form in
tables showing frequency distributions.
The results were interpreted according to the frequency of occurrence. As Amin (2005:324)
advises, during qualitative analysis, the investigator searched for patterns of data in form of
recurrent behaviour or events, then interpreted them moving from description of empirical
data to interpretation of meanings, and moving deeper into understanding the data.
5.2 RESULTS AND DISCUSSION
The results are presented together with the discussions as follows. The data is in form of the
opinions of the respondents in response to the following research questions. The research
took all responses taken into consideration since some of the respondents were not aware of
the term IL or understand it but use other terms and concepts (O’Sullivan, 2005:1)
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5.2.1 Research question one:
To what extent are the graduates offered information literacy skills while they are
students at universities in Uganda?
This question sought to establish from both university librarians and faculty deans the IL
Competences offered to graduates IL skills while they were students at university. It also
sought to establish from the university graduates the retrospective IL Competences they were
offered by their universities.
Faculty Deans and University Librarians
The faculty deans are supposed to establish the context of learning through lectures; inspiring
students to explore the unknown (CAUL, 2001:4) by referring them to the library for further
reading and research; and integrating IL in their subject contents and university curricula.
Data was collected from the faculty deans about IL competences offered to students at
universities. The following indicators of IL in a university were looked at:
i. Whether there was an IL programmes in a university
ii. Whether the IL programme was integrated in the university curriculum
iii. The approaches used to deliver IL programmes in the universities
iv. Who is responsible for its implementation
v. How it is assessed
vi. To what extent the IL skills taught at university cover the IL Standards of the Council
of Australia University Librarians
vii. The information infrastructure associated with the IL programmes in the universities.
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A qualitative approach was used for items i-v and vii with open-ended questions, and a
quantitative approach used for item vi with a closed-ended question. This is discussed below
in subsections i and ii, in the first instance and iii in the second, respectively.
i. IL Programme in a university
Faculty Deans
All the Faculty Deans 8 (100%) from the four universities reported that there was no formal
IL programme in their universities but some aspects of IL were being taught through subjects
like communication skills, research methodology, information technology and computer
skills, study skills, development studies, and training in using books, as shown in Table 5.
These were supposed to be done by all students in their universities. These were integrated in
the university curricula and were assessed by coursework and examination
Table 5
Aspects of IL Offered to University Students by Faculty Deans
ASPECTS OF IL Public Universities.
(f) ( %)
Private Universities
(f) (%)
Research methods 4 100 4 100
Computer and IT skills 4 100 2 50
Communication skills 3 75 1 25
Teaching how to use books and journals 2 50 1 25
Study skills 1 25 1 25
Development studies 1 25 - -
Source: Field data
.
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All the 8 (100%) faculty deans from both public and private universities reported that
research methodology was taught to their students. All 4 (100%) deans from public
universities reported to teach computer and IT skills, while only 2 (50%) did for private
universities. Communication skills was taught by 3 (75%) deans from public universities and
1 (25%) from private. Two deans from public universities and one from private reported
teaching how to use books. One from each, public and private universities reported teaching
study skills. This means that IL is informally taught as part of these courses without
recognising its importance.
These findings are in agreement with what Rasaki (2008:5) found out in his comparative
study of credit earning IL skills courses of three African Universities, namely: Lagos State
University, Nigeria; Federal University of Technology, Akure, Nigeria; and University of
Botswana. An examination of the curricula of the three universities revealed that none of
them adequately met the requirements of IL for the students. It means that there is need to
develop IL programmes in the universities in Uganda and other countries of Africa in order
to enhance IL among university graduates.
Through further interaction with the Deans it was established that by teaching research
methodology, students learnt how to analyse information, interpret data, and make
bibliographic citation which is part of evaluation and effective use of information, which are
IL skill.
Nevertheless, when the computer facilities reported in the three universities were checked,
only a few computers were seen, about 50 or less in each faculty and some of them not
94
connected to the Internet, supposed to be used by over 500 students. The effectiveness of the
computer and IT courses was therefore questionable, especially in a situation where students
do not have personal computers to supplement the university facilities. In one of the
universities, the situation was worse because the Internet connection was more often off than
on.
University librarians
Librarians are supposed to coordinate the evaluation and selection of intellectual resources
for programmes and services offered by universities; organise, and maintain collections and
points of access to information; and provide advice and coaching to students and academic
staff who seek information (CAUL, 2001:3) in collaboration with the faculty. All the
university librarians in the four universities reported that they did no have formal IL
programmes except for a few informal aspects of it such as library orientation, instruction in
computer skills and Internet access, and others as shown in Table 6. These aspects of IL were
given at the beginning of the first year through a short lecture during the induction week.
Makerere University reported that they had drawn up an IL programme but was awaiting
approval by the University Council before it is integrated into the university curriculum. The
other universities did not mention any stage of development.
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Table 6
Approaches for Imparting IL Among University Students as Reported by University
Librarians
ASPECTS OF IL Public Universities
(f) (%)
Private Universities
(f) (%)
Library Orientation 2 100 2 100
Computer skills & Internet demos 1 50 1 50
Hands-on exercises given to students 1 50 -
Study skills - 1 50
Source: Field data
Library orientation is a very important introductory stage to IL, so students should not miss
it. This is where students are given a guided tour of the library, shown or given a lecture on
its facilities and services. The students are shown the sections in the library and how
resources in each section can be accessed. Finding aids, library rules, regulations and
procedures are explained. It includes activities such as the distribution of information
materials that describe the library system, introductory notes, library tours conducted by
staff, demonstration on how to find and retrieve information, different tools such as
catalogues and journal indexes (Kavulya, 2003:219).
Unfortunately, library orientation was reported to receive a low students’ attendance because
of the time when it is done, at the beginning of the semester when some of the students have
not reported yet. Others did not turn up just because they did not understand the importance
of IL skills in their studies and livelihood.
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Demonstrations of computer use and Internet access skills were reported by only two
universities, one public and one private. Only one private university reported teaching study
skills. This shows that librarians were playing a limited role in the instruction of IL skills to
students yet they have attended workshops and are supposed to spearhead the promotion of
the IL programs in universities. This calls for a more vigorous move by the librarians in each
university to collaborate with the Deans in incorporating the IL program into the university
curriculum.
It was reported that due to big numbers of students, it has become difficult to take them on
guided tours of the library at ago. However, this should not be an excuse because even
foreign universities such as the University of Murcia with about 40,000 students and the
University of Mexico with over 134,000 students (Arenas 2004:453) where IL instruction has
been successful do admit big numbers of students. In this case, practical use of resources and
equipment for accessing information are demonstrated to smaller groups and individuals as
they come to use the library later.
Opportunities for implementing IL programmes by librarians
University librarians have opportunities to attend various influential university forums, such
as academic management committees, Senate, and Academic Boards where they can
introduce the subject of IL to both the faculty and university administration. After attending
IL and other related workshops, it is good practice for librarians to report to the Staff
Development Committee, faculty and administration about what transpired, the outcomes,
and what they are expected to do for the university. This is in support of what has been
stipulated in the University of Auckland (2006:2) IL policy that, the University Librarian is
designated with the responsibility of implementing the IL policy and report on performance
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to the appropriate university committees such as the Teaching and Learning Quality
Committee, and Library Committee.
Librarians should examine systems and curricula, and identify where some IL aspects can be
filled in. They should also volunteer to offer services when requested; draw up IL
programmes and distribute them to faculty, administration and students; and follow up their
suggestions for the IL implementation proposals made to the administration.
They can also ask for permission to meet faculty in their faculty meetings; talk to students in
their forums; introduce the IL when officially launching major library services such as
OPAC, e-resource access, current awareness services and library systems. It is also upon the
librarians to extend the time for library orientation and induction of students so that whatever
is needed to be done, including IL instruction is fitted in the programme. This can be done
more effectively by inviting small manageable groups which can be handled.
Librarians should also involve faculty for advocacy in collection development; organise book
display by various book sellers and publishers; and organise a library week for displaying
library resources and services.
The non-existence of a formal IL program in the universities deprived their students and
graduates of the benefits of the 21st Century skills of accessing and utilizing information
which is the means of survival in the contemporary digital world. The Council of Australian
University Librarians (CAUL, 2001), Parker (2003:224) and Dulle (2004) point out that the
total integration of IL into the curriculum, and collaboration of librarians and faculty to
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deliver lectures in the context of subjects, is often considered the most effective method for
students to develop their IL skills.
ii. Integration of IL programme in the university curriculum
Questions about the integration of IL programme in the university curricula, and approaches
of implementing IL programmes were found irrelevant after being informed that there were
no formal IL programmes in the universities. However, after being informed that some
aspects of IL were being taught by lecturers it was imperative to ask how they were assessed.
The Deans reported that the aspects of IL reported earlier were taught and assessed through
coursework and examination. This was important because students are said to be motivated
by participating in courses which lead to grades that count towards their final award.
iii. Information Literacy Standards of the Council of Australian University
Librarians
The study sought to establish to what extent: Great extent, Small extent or Not at all, the:
- faculty deans had covered the aspect of the IL Standards of the Council of Australian
University Librarians (CAUL) in their teaching
- Librarians had covered the IL standards of the Council of Australian University
Librarians in their library orientation and other instruction of students.
- University graduates were taught the IL standards of CAUL.
a. Faculty Deans;
The majority of the faculty deans in public universities indicated ‘Small Extent’ except for
‘Using information effectively’ where they indicated ‘Great Extent’ as shown in Table 7.
Most of the faculty deans in private universities indicated ‘Not at all’ except for ‘Recognising
a need for information’ where two indicated ‘Great Extent’.
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Table 7
Extent of Covering IL Standards by Faculty Deans.
IL STANDARDS Public Universities
Great Small Not at
Extent Extent all
Private universities
Great Small Not at
Extent Extent all
Recognising a need for information 1 3 2 1 1
Assessing the needed information efficiently 3 1 1 1 2
Evaluating information and its sources 4 2 2
Using information effectively 3 1 1 1 2
Expanding, refining and creating information 1 3 1 3
Understanding cultural, economic and legal issues 3 1 1 1 2
Recognising that IL is needed for lifelong
learning
3 1 2 2
Source: Field data
Recognising a need for information, and Using information effectively
In all, the faculty deans from public universities indicated 5 ‘Great Extent’, 20 ‘Small Extent’
and 3 ‘Not at all’. Private universities had 6 ‘Gear Extent’, 9 ‘Small Extent’ and 14 ‘Not at
all’. This was a generally good performance, realising the fact there were no IL programmes
in the universities under study. On the hand it may be that if the university developed an IL
programme other aspects of IL applicable to the Ugandan may be identified different from
the CAUL standards. It is therefore necessary to develop IL programmes in Uganda
universities to define necessary IL concepts and key terms, make IL standards, and action
plans, develop personnel, and implement the programme (Lau, 2006:5).
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b. Librarians
Findings from the university librarians in public universities indicated an even distribution
between ‘Great Extent’ and ‘Small Extent’, with one librarian claiming ‘Great Extent’ for all
the standards and another, ‘Small Extent’ for all as shown in Table 8. For private universities
there was an even distribution between ‘Small Extent’ and ‘Not at all’ except for
‘Recognising a need for information’ where both librarians conceded ‘Not to all’. Public
universities were, therefore, found to do better than the private universities, hence the need
for the latter to do something about it.
Table 8
Librarians’ Coverage of IL Standards of CAUL in their Instruction
IL Standards Public Universities
Great Small Not at
Extent Extent all
Private Universities
Great Small Not at
Extent Extent all
Recognising a need for information 1 1 2
Assessing the needed information efficiently 1 1 1 1
Evaluating information and its sources 1 1 1 1
Using information effectively 1 1 1 1
Expanding, refining and creating information 1 1 1 1
Understanding cultural, economic and legal issues 1 1 1 1
Recognising that IL is needed for lifelong learning 1 1 1 1
Source: Field Data
It is also important to highlight that most of the efforts to promote IL is expected to come
from library and information professionals (Arenas, et al 2004:452)
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University Graduates
When the university graduates were asked to what extent they had been instructed in, or
learnt the CAUL IL skills while at university, the majority of them from both public and
private universities indicated ‘Small Extent’ as shown in Table 9. In other cases such as that
the response was ‘Not at all’. It is only for ‘Using information effectively’ where 65
responses from public and 30 from private universities were ‘Great Extent’. This was in
agreement with the faculty deans reports in Table 8 with 4 great extents and 2 great extents in
response to ‘Using information effectively’. This involves extracting information
appropriately and giving bibliographic citations, which was said to arise from the teaching of
research methods. This was followed by ‘Recognising the need for information’ – 28 public
and 13 private; and ‘Expanding, refining and creating information’ – 24 public and 10
private. This shows that more needs to be done on instruction in IL skills.
Table 9:
Graduates Reports of IL Standards Offered to Them While at University
IL STANDARDS Public Universities
Great Small Not at
Extent Extent all
Private Universities
Great Small Not at
Extent Extent all
Recognising a need for information 28 105 40 13 48 12
Assessing the needed information efficiently 6 103 64 3 48 28
Evaluating information and its sources 12 95 66 6 42 31
Using information effectively 65 75 33 30 39 10
Expanding, refining and creating information 24 95 54 10 43 26
Understanding cultural, economic and legal issues 13 84 76 6 39 34
Recognising that IL is needed for lifelong
learning
22 81 70 7 40 32
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Source: Field data
Information infrastructure
University Librarians
Related to the IL programme are the sources of information such as libraries, Internet access,
archives, and documentation centres. The study sought to find out the strength of the
information facilities supporting IL programmes in the universities. All the four (100%)
university librarians reported to have each: a university library, Internet connections, ICT and
computer laboratories, departmental libraries and PERI resources as shown in Table 10.
However the Internet connection for one of the private universities was not very reliable due
to poor networking in the surrounding region. Three universities (75%) two public and one
private reported to have TVs, documentation centre, audio-visuals and electronic resources.
Only one public university had a document delivery service for securing documents which
could not be secured locally from outside.
Libraries
Makerere University has a library of about 570,000 books; MUST has a library of about
80,000 volumes; UMU library about 40,000volumes; while IUIU has about 35,000 volumes.
The number of books in all the libraries was reported to be inadequate compared with the
students’ population in each of the universities. The student: library book ratio for Makerere
University is (1:17); MUST is (1:20); UMU is (1:10) and IUIU is 1:12). According to the
Uganda National Council for Higher Education (NCHE) checklist and universities capacity
indicators, these ratios are unacceptable (less than 1:10) for some or can be improved (1:10)
for others. The acceptable, good and ideal ratios according to the NCHE (2006) are 1:20,
1:30, and 1:40 respectively. The number of books in each university library therefore needs
to be increased and updated.
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Table 10
Information Facilities in Universities as Reported by University Librarians
INFORMATION FACILITIES Public Universities
(f) (%)
Private Universities
(f) (%)
University library 2 100 2 100
Internet Network 2 100 2 100
Computer Labs, ICT 2 100 2 100
Departmental Libraries 2 100 2 100
PERI resources 2 100 2 100
TV 2 100 1 50
Audio Visual 2 100 1 50
Documentation Centre 2 100 1 50
Electronic resources e.g. CD ROMs 1 50 1 50
Power point Projector for Training 1 50 1 50
Document delivery service (DDS) 1 50 -
Ref. Management software (e.g. endnote) 1 50 -
Source: Field data
Makerere University among the public universities reported to have all these facilities. The
university also coordinates the Programme for Enhancing Research Information (PERI)
programme. The second university library providing more information facilities than the
remaining two is Uganda Martyrs University – Nkozi (private), with only document delivery
services missing.
The Internet connectivity in three universities, two public universities and one chartered
private, is strong except for the limited number of computers for both the students’ and staff
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accessibility. The other problem reported was inconsistent power supply and lack of
generators to back it up. In the fourth university Internet is unreliable, with irregular
connectivity.
IL programmes need to be supported by a well developed information infrastructure and ICT
network in the library and university as a whole. Library resources and services in
institutions of higher education must meet the needs of all their faculty, students and support
staff (ACRL 2000).
University Graduates
The information facilities reported to exist in universities by the university graduates
included libraries, computer laboratories, Internet connections, TVs and DSTVS, Resource
centres, Registries as shown in Table 11. All 252 graduates acknowledge the library
existence.
Table 11
Information Facilities in Universities as Reported by University Graduates
INFORMATION FACILITIES IN
UNIVERSITIES
Public Universities
(f) (%)
Public Universities
(f) (%)
Library 173 100 79 100
Computer laboratories 77 44 39 49
Internet connection 47 27 27 34
TV, DSTV 43 25 18 23
Resource centres 21 12 10 13
Newspapers 18 10 9 11
Registries 7 4 4 5
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Source: Field data
However everyone’s response was followed with the description of the state of the library
being small, having inadequate and sometimes outdated resources. This is due to the
inadequate funding given to libraries in both public and private universities. Kavulya
(2004:181) points out that, “One of the reasons for poor funding of university libraries has
been the failure of university administrators to appreciate the role played by the libraries in
the overall mission of the university”. He puts the onus on the library managers whom he
urges to be “proactive in the political gamesmanship with the universities in order to
influence the distribution of financial resources among programmes and departments”.
The poor state of libraries discourages students and makes them rely mostly on the lecturers’
notes, which limits their research skills and exploration of current and wide-ranging
information. Consequently, the university graduates are limited in their exposure to the best
practices taking place elsewhere outside their locality which limits their abilities to perform
beyond their boarders.
5.2.2 Research Question Two
What IL competencies do university graduates use at workplaces?
This question sought to find out from the graduates, what IL skills, measured against the
information literacy standards of the Council of Australian University Librarians were learnt
at their universities; the IL skills used at their workplaces; and the IL skills are required at the
workplaces but were not taught at the university. It also sought to find out from employers,
what IL skills were brought to their workplaces by graduates from universities in Uganda.
IL Standards of the Council of Australian University Librarians
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The findings from university graduates about the retrospective IL skills offered by or learnt
while they were students at universities showed that what was offered to students was in
most cases to a ‘Small Extent’ or Not at all. For some graduates, the concept of IL was as
strange as the Holy Spirit was to the Christians at Ephesus in the book of Acts 19:2 (Bible:
Acts, 2008:131). When Paul asked if they had received the Holy Spirit when they believed,
the Christians at Ephesus answered, “No we have not even heard that there is a Holy Spirit”!
However the graduates reported that although there was no formal IL programmes, they were
instructed in some aspects of IL such as: research methodology, computer skills, finding aids
like catalogues, online public access catalogue (OPAC), discussion groups, referencing and
bibliographic citations which made them gain some skills related to IL. These aspects have,
to some extent – whether great extent, small extent or not at all, covered a bit of the IL
Standards of the Council of Australian University Librarians as shown Table 12.
Table 12
Aspects of IL Skills Learnt at Universities by University Graduates
IL SKILLS TAUGHT Public Universities
Great Small Not at
Extent Extent all
Private Universities
Great Small Not at
Extent Extent all
4. Using information effectively 68 80 25 36 40 3
1. Recognising the need for
information
30 115 28 18 60 1
5. Expanding, reframing, creating
information
10 96 67 7 48 24
7. IL as a prerequisite to learning 7 83 83 6 37 36
3. Evaluating information & sources 7 70 96 5 52 22
2. Accessing needed information 6 87 80 3 58 18
6. Legal and economic issues 3 87 83 1 60 18
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Source: Field data
The majority of the university graduates reported to have learnt the IL skills and competences
only to a ‘Small Extent’- Recognizing the need for information with 115 students (67%)
from public and 60 (75%) from private universities; Expanding, reframing and creating
information with 96 (55%) from public and 48 (61%) from private universities; and Legal
and economic issues with 87 (50%) students from public and 60 (76%) from private
universities reported ‘Small Extent’. It was only for ‘Using information effectively’ again
which recorded a fair response of ‘Great Extent’ with 68 (39%) students from public and 40
(51%) students from private universities. Evaluating information and sources had the highest
‘Not at all’ with 96 (55%) students from public and 24 (30%) students from private
universities. This was followed Legal and economic issues with 83 (48%) students from
public and 18 (23%) students from private universities.
Training in the use of computers for accessing electronic information was inadequate, thus
there was limited use of the Internet. Training in computers skills was reportedly done
through personal initiative. Most graduates reported that they acquired such skills through
going to other training centres, such as cybercafés, internet cafes, and computer schools.
Some skills were also reported to emerge from the research methodology and communication
skills studies which are offered by the four universities under study. These enable the
graduates to analyse information, evaluate information, synthesize main ideas and create new
concepts, choose the medium of communication and technology which communicates clearly
to the intended audience.
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IL Skills used at workplaces
The graduates reported 12 IL skills and competences used at their workplaces, as shown table
13: Among these the most commonly used skills in order of frequency were:
i. Communication skills, 72 (42%) from public and 34 (43%) private universities.
Every job requires communication skills as employees receive and delegate instructions and
interact with colleagues at the work places. It is therefore not surprising that communication
skills are among the most important skills reported. Universities should therefore emphasise
the instruction of this skill among their students.
Table 13
IL Skills Used by University Graduates at Workplaces
IL SKILLS Public Universities
(f) (%)
Private Universities
(f) (%)
Communication skills 72 42 34 43
Computer skills, Internet access use of ICT 55 32 19 24
Library use, use of books 35 20 18 23
Research skills, writing skills 30 17 19 24
Reading culture 15 9 6 8
Interpersonal skills, recording minutes 10 6 7 9
Practical skills 6 3 4 5
Group discussions, listening 4 2 4 5
Recognising need for information 3 2 3 4
Registry use 4 2 1 1
Use of various media 1 1 1 1
Creativity 3 1 1 1
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Source: Field data
ii. Computer skills, 55 (32%) public and 19 (24%) private.
Most of the work places have acquired computers for use in word-processing and Internet
information access. It is therefore important that university graduates acquire computer and
information technology skills in order to work effectively with the computers. Computer
skills on the other hand have become a basic requirement in the information society. The
application of computers in the provision of library and information services is one of the
reasons which led to the development of IL in the SCANUL-ECS region (Msuya, 2005:7).
iii. Library skills, 35 (20%) public and 18 (23%) private.
iv. Research and writing skills, 30 (17%) public and 19 (24%) private.
Research skills: Graduates reported to have learnt the few IL skills from their research
methodology courses. For example they reported that when they are learning research
methods, they also learn critical thinking skill, topic development activities, use of reference
tools, referencing and bibliographic citation. This therefore needs to be perfected in order to
include all the aspects required in the workplaces.
v. Reading culture, 15 (9%) public and 6 (8%) private
There is need for universities to check this list in order to find out the specific IL skills
required at workplaces so that they are given emphasis in their instruction of students.
Rosenberg (2005:xii) recommends production of “a manual, which include examples of IL
institutional policies and guide on the design of IL courses, contents and options”.
IL skills required at workplaces but not taught at university
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The graduates reported 13 IL skills which they were required to use at workplaces although
they did not learn them at universities, as shown in Table 14. Most frequent among these
were:
i. Computer skills, 124 students (72%) from public, and 61 (77%) -private
universities.
ii. Internet use, 81 students (47%) -public and 43 (54%) –private universities
iii. Communication skills, 43 students (25%) –public and 22 (28%) –private
universities
Computer and Internet skills are major skills which have become very important in
accessing, retrieving and using information since libraries and other information sources
started using ICT.
Table 14
IL Skills Used at Workplaces But were not Taught at University
IL SKILLS Public Universities
(f) (%)
Private universities
(f) .(%)
Computer skills 124 72 61 77
Internet use 81 47 43 54
Communication skills 43 25 22 28
Managerial skills 24 14 12 15
Practical skills 22 13 10 13
Leadership skills 24 14 12 15
Teaching methods 21 12 15 19
Interpersonal skills 15 9 9 11
Evaluation of information 12 7 6 8
Reading skills 10 6 7 9
Group work 7 4 4 5
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Referencing 9 5 3 4
Registry use 4 2 1 1
Source: Field data
Uganda like other African universities are now witnessing a rapid growth in computer
networking and the use of computerised databases to access information in their libraries
which require new skills to use them. This is in support of what Idiodi (2005:226) states that
computer illiteracy inhibit the full development of IL programmes.
IL skills seen by employers to be demonstrated by university graduates
When asked to what extent, whether great extent, small extent, or not at all university
graduates demonstrated any aspects of the IL skills at their workplaces, the employers’
responses were more positive than the other respondents when most of them rated the
university graduates at ‘Great Extent’ for four standards – ‘Expand, reframe & create new
information’ (34 public and 22 private); Recognize that IL is a prerequisite for lifelong
learning (32 public and 20 private); Use information effectively (27 public and 17 private);
and Understand cultural, legal issues (29 public and 15 private) as shown in Table 15. Most
of the employers rated the remaining three standards at ‘Small Extent’. Most of the faculty
deans, university librarians and graduates had previously rated the extent of their teaching
and learning of all the IL standards and skills at ‘Small Extent’.
Most employers reported that graduates were not adequately trained in computer skills, use
of modern information access tools and awareness of current information sources. This is in
agreement with what was reported in the Graduate Tracer and Employers’ Expectations
Studies (2007:3) of the National Council for Higher Education report which states that,
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“Both employers and graduates point out that institutions of higher learning did not prepare
them very well for the world of work in computer skills, among other areas.
Table 15
IL Skills Demonstrated by University Graduates as Reported by the Employers
IL SKIILS DEMONSTRAT-ED BY
GRADUATES
Public Universities
Great Small Not at
Extent Extent all
Private Universities
Great Small Not at
Extent Extent all
Expand, reframe & create new information 34 14 8 22 5 2
Recognize that IL is a prerequisite for lifelong
learning
32 14 10 20 7 2
Use information effectively 27 15 14 17 9 3
Understand cultural, legal issues 29 17 11 15 10 4
Recognise need for information 20 32 4 10 15 4
Evaluate Information and its sources 8 34 11 3 17 7
Access needed information 3 49 4 3 22 4
Source: Field data
The skill of accessing the needed information was found to have the biggest problem as
reported by 71 employers 49 (88%) and 22 (76%) of graduates from public and private
universities respectively. Many employers 51 (60%) found a problem with the graduates’
evaluation of information and its sources, as they could only do it to small extent. Employers
also reported that some of the subjects such as history and religious studies taught at
universities are too general or not required by some workplaces. It was proposed that
universities should look at job advertisements and the skills required in order for identifying
what is required for specific jobs and professions before drawing up their course curricula.
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5.2.3 Research Question Three
Do employers have IL expectations from university graduates?
The question sought to establish the IL expectations the employers had among university
graduates; and if workplaces had IL programmes. Eighty five employers were interviewed
and the findings are indicated in Table 15. These were from: Kampala, Mbarara, Mpigi and
Mbale Districts where the universities under study are located, including: Local Government
Offices, Banks and NGOs, and schools.
a. IL expectations
About 13 IL expectations were indicated by the employers, some of which are shown in
Table 16. The most common expectation was computers skills – 27 (48%) for public
universities, and 15 (52%) for private universities. Employees today should be computer
literate in order to access the most recent information via Internet. This is also in line with
what Catts & Lau (2008:5) said that computer literacy ranks high among the employers’
Table 16
Employers’ IL Expectations from University Graduates
EMPLOYERS IL EXPECTATIONS Public Universities
(f) %
Private Universities
(f) %
Computer/Internet skills, 27 48 15 53
Communication skills 20 36 12 41
Library skills 17 30 9 31
Work under minimum supervision 15 27 9 31
Teamwork skills 15 27 10 34
Participation in organisation activities 12 21 7 24
Result oriented 8 14 3 10
Qualification / Professional Content 7 12 3 10
Experience 7 12 2 7
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Keep up to date 7 12 3 10
Information literate, applies information to work,
Good writing skills
7 12 3 10
Use of newspaper for current information 5 9 2 7
Ability to present and discuss 3 5 2 7
Source: Field data
expectations in this digital world where people require new skills and training in order to
participate.
The next IL expectation was communication skills – 20 (36%) for public universities and 12
(41%) for private universities was emphasised. Communication skills are very important in
delegating and receiving instruction at workplaces, and being able to present and discuss
issues. Communication skills also involves using technology, hence the need for training in
the use of ICT.
This was followed by library skills – 17 (30%) for public and 9 (31%) for private
universities. After recognising the need for information which is a very important resource of
production today, the graduates need to have library skills in order to know how to locate the
required information in whatever media it may be presented.
Other expectations included Teamwork skills and participation in organisational activities,
working under minimum supervision, being result oriented, having good writing skills, and
being able to keep up to date. These are very good indicators of what employers are looking
for and they expect universities to impart them into students before they graduate.
c. IL programs at workplaces
115
All employers at the time of this study reported that there were no formal IL programme at
their workplaces. This means that university graduates who join workplaces with weak IL
competences may not get a chance of enhancing them. This calls for workplaces to develop
IL programmes for in-service training and for employee appraisal criteria and recruitment.
5.2.4 Research Question Four
What suggestions do the respondents have for enhancing IL among university
graduates?
This question sought to get suggestions from all the respondents: university librarians,
faculty deans, university graduates and their employers for developing strategies that can be
used to enhance IL among university graduates in Uganda. The responses from each category
were as follows:
a. Employers
The employers made 23 suggestions for enhancing IL among university graduates, with
developing a reading culture – 27 (32%) comimg first followed by teaching computer skills
and information technology (IT) skills – 24 (28%) as shown in Table 17. The third was
integrating IL into the university curricula – 10 (12%); followed by looking for what is
required on the job-market – 9 (11%); Supervising research – 5 (6%) and rewarding good
performance – 5 (6%).
The development of a reading culture should start at an early stage of childhood (Kachala,
2007:1). However, this is where the problem begins from. The children’s interest in books is
killed at the early stage in most African societies because many homes do not have libraries,
and parents who have some books discourage their children from touching them for fear of
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damaging the books. In this way, the reading culture is not watered to germinate early but
remains in the ground and is scotched until school or university time when reading becomes
inevitable and a requirement. Unfortunately, some of the present librarians and faculty in the
universities today grew up during this period of book drought; hence do not have the driving
force of encouraging reading among students. This was the first arrow or bomb for killing
the reading culture, and killing the children’s curiosity to explore what is in books that
parents look for.
Table 17
Employers’ Suggestions for Enhancing IL by Universities
SUGGESTIONS FOR UNIVERSITIES (f) % of 85
Develop a reading culture among students 27 32
Teach computer skills and Information Technology (IT) to all students 24 28
Integrate IL in university curriculum, offer tailor-made training 10 12
Look for what is required on job-market from newspaper adverts 9 10
Reward good performance (Horton, 2005:22 in IFAP Report 2005) 5 6
Supervise research seriously to rule out copying and plagiarism 5 6
Team work in universities 5 6
Give in-service training to employees in IL 5 6
Increase research exercises instead of giving notes to students 3 4
Teaching writing skills, encourage publications 3 4
Organise visits to other universities and learn better practices 3 4
Send out students for internship for practical experience 3 4
Encourage discussions 3 4
Provide more information resources in university libraries 3 4
Provide information facilities and resources for employees 3 4
Organize workshops in information literacy for employees 3 4
Provide for individual students’ presentations for gaining confidence 2 2
Collaborate with Ministry of Education and Sports for Government support 2 2
Encourage local presentations by staff 2 2
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Suggestions for employers
Giving in-service training to employees 2 2
Encouraging local presentations by staff 1 1
Providing information facilities for employees 2 2
Organising IL workshops an study trips for employees 1 1
Source: Field data
By the time the teachers tell the children or students to read or do research, they have lost
interest and only read the books and other information material for passing examinations.
Perhaps the present graduate will save their children and give them access to their resources
at home in order to begin a new generation who will be information literate. Otherwise, as
Sisulu (2004:1) warns, “the absence of a widespread culture of reading in South Africa acts
as an effective barrier to development, reconstruction and international competitiveness”.
For universities to promote a reading culture among students there is need to explain the
advantages connected with it. Some of the benefits of reading enumerated by Ikoja-Odongo
(2010:3-4), Sisulu (2004:1), Turatsinze (2010:2), and Otenya (2010:1) are that books:
teach us more things over a long period than any human teacher can; have hidden treasures;
add to our existing stock of knowledge; transform by renewing minds; give self development
and improvement; make people responsible for their growth and development; help to
entertain with recreation; make one to participate fully in modern society; add quality to life;
empower and free citizens; enhance the chances of success in education; make one more
informed and have better understanding;
Reading helps people to understand and grow; improve where they lack; catch up with the
rest of the world and remain relevant; in discovering puzzles; explore their talent through
learning about themselves; broaden children’s understanding of life and their society; enable
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creativity to blossom in a person. Leading nations pride themselves on the promotion of
reading.
ii. Teaching computer skills and Information Technology (IT) to all students – 24
(28%). It was found that students only receive elementary and in some cases no
computer and ICT instruction at all, due to limited number of computers available,
hence the need for a more comprehensive teaching programme for ICT skills. There
is growing automation of the library functions and information services. The present
library catalogue is computerised and accessed through Online Public Access
Catalogue (OPAC). Users need to be instructed in the use of computers and other
ICTs in order to use the library and all information services effectively. Given the
complex ICT environment and the increasing global interactions, students must attain
comprehensive and excellent communication and information skills in order to
function productively in the workplace of the 21st Century (Amalahu, Oluwasina &
Laoye 2009:1). Modern libraries and workplaces are equipped with ICT facilities for
easy communication and access to current information necessary for competitive
decision-making and operation. More computers need to be acquired by all
universities so that all students can be trained well in computer use and Internet
access for retrieval of electronic information. This also calls for training of staff in
computer competences so that they instruct students well. Internet access also calls
for Internet connection and increase in band-with. Today Uganda has joined the rest
of the world in connecting to the Seacom, which has come from the Indian Ocean to
Kampala.
iii. The other suggestions included looking for what is required on job-market from
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newspaper advertisements – 9 (11%). Many advertisements appear in the local
newspapers which give the job descriptions thus pointing to the skills required by
employers. This guides universities in what needs to be taught in programme.
iv. Rewarding good performance – 5 (6%). There are various ways of rewarding
successful people in IL skills such as recognising them in-front of others and
pointing out their achievements, promoting, financial or other tangible benefits as a
challenge to colleagues. Cheuk (2002) and IFAP recommend giving tangible
rewards to employees who create quality information and are willing to share it, by
announcing their names in newsletters and in meetings. It is also in support of what
Horton (2005:22) recommends that, talented and gifted individuals should be
recognised and rewarded for their IL initiatives. Rewarding information literates
encourages others to undertake the same initiative which will result into better
performance and increased production at the workplaces.
v. Teaching writing skills – 3 (4%). Students need to be taught how to write and
communicate properly. This may be difficult to believe that university graduates
require to be taught how to write but many do not know how to write business letters
or construct good sentences. Many employers have complained about the poor
writing of graduates. Some universities such as Uganda Christian University
(Daniels & Noll 2010) and Uganda Martyrs University, Nkozi have realised this
need and have developed courses in ‘writing and study skills’.
vi. Organising visits to other universities and learn better practices – 3 (4%) will
enable one university to see library and information facilities, practices and
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experiences and learn from each other. As the local Kiganda saying goes
(Atanayitayita, y’atenda nnyina okufumba, ie those who have not visited and tasted
food from outside their homes, will always praise their mothers for being the best
cooks. This will help universities to learn from each other, encourage each other,
share experiences, and sensitise one another and find out how others have overcome
problems of space, limited funding and resources, Internet connectivity, access to e-
resources, training of staff, library orientation, possibility of resource sharing, and
cooperation.
vii. Sending out students for internship for practical and knowledge of what is needed – 3
(4%). This helps then to gain practical insight of what is needed by employers.
viii. Giving practical training in searching for information – 2 (4%0. And as pointed out by
the IFAP (2005), “the ability to find and apply the right information can help tackle some of
the world’s most critical issues – poverty, health, quality education, disaster prevention,
governance and care of the environment”.
The employers also made suggestions for their own action including:
ix. Giving in-service training to employees in IL – 2 (2%).
x. Encouraging local presentations by staff – 1 (1%). This will encourage research for
preparation for these presentations.
xi. Providing information facilities and resources for employees – 2 (2%). Library and other
information facilities, internet connection should be provided by employers to enable their
staff to access and use information.
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b. Suggestions for enhancing IL made by the Faculties Deans
The faculty deans made 17 suggestions for enhancing IL among university graduates; putting
emphasis on the need to teach IL, with all the 8 (100%) pointing it out; followed by reading
culture, and more information facilities with 6 (75%) each as indicated in Table 18. Some of
the suggestions made have already been discussed in the Sub-section (a) above.
Table 18
Suggestions by Faculty Deans for Enhancing IL
SUGGESTIONS/STRATEGIES (f) %
Teach information literacy to all students and staff 8 100
Develop Reading culture from lower levels, primary/secondary schools 6 75
Provide more information facilities and update library stock, 6 75
Acquire more computers for teaching computer and IT skills 2 25
Build staff computer and IT capacity 2 25
Equip staff with computers for easy access 2 25
Teach research methodology 2 25
Teach research methodology 2 25
Faculty should emphasise bibliographic citation and referencing 2 25
Encourage students to buy own computers 1 12.5
Seek for support from government 1 12.5
Provide alternative power for running computers 1 12.5
Encourage lectures to update their notes 1 12.5
Organize workshops for all stakeholders 1 12.5
Computer application be taught at University 1 12.5
Encourage students to do research and avoid using pamphlets 1 12.5
Teach ethics of using information to avoid plagiarism 1 12.5
Source: Field data
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i. Acquire more computers for teaching computer and IT skills and establish a well
functioning network - 2 (25%). At the moment, the Internet connection and
distribution of computers are limited to a few lucky officers, with very little and
sometimes no provision for students access. There is therefore a need to buy an
adequate number of computers to cater for every stakeholder in the universities.
The deans also suggested asking students who can afford to buy their own
personal computers. This is already being done by some students.
ii. Build staff computer and IT capacity – 2 (25%). It was realised that some faculty
and library staff are not well trained in computer and IT skills which are required
for an effective running of IL programme. Their IT capacity needs to be boosted.
iii. Equip staff with computers for easy access – 2 (25%). Faculty also need given
computes so that they can practice with computers, before going to the students,
some of whom have become computer wizards and can embarrass lecturers and
librarians if they do not up date their knowledge.
iv. Encourage students to do research and avoid using pamphlets- 1 (12.5%). This is
in support of what has been already suggested by the employers.
v. Teach research methodology – 2 (25%). This involves consulting various sources
of information, collecting and analysing data, writing a report about the research
findings, conclusions (Wangusa 2007) and recommendations. It is hoped that this
will widen the students’ scope of knowledge and experience in locating,
evaluating and using information more effectively.
vi. Teach students in interview appearances – 1 (12.5%).
vii. Librarians should take a lead in IL instruction and make students to use the library
– 2 (25%). As Eisenberg, Low and Spitzer (2004:145) observe, librarians need
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‘fulfil the leadership/support role for the integration of IL competencies’, much as
the campus may assign it to other stakeholders.
viii. Faculty should emphasise bibliographic citation and referencing – 2 (25%).
Challenges raised by the Faculty Deans
There were two challenges raised as follows:
i. The big numbers of students in each university against limited library and
information resources have rendered the library services inadequate. There is
therefore a serious need to increase the library budget for providing an
information infrastructure that can support an effective IL programme.
ii. Universities are mandated to impart knowledge but
1) Universities in Uganda are organised according to specific disciplines of study. If
IL is treated in the same way and taken as a discipline, it becomes difficult to
teach across to board. It should therefore be treated as a generic course in order to
be taught across all fields just like it is done for computer studies, IT skills,
communication skills, and professional ethics.
2) Education is examinable and whatever is not examinable is not taken seriously.
3) The university is compartmentalised into various disciplines such as Science,
Education, Social Science, Library and Information Science, each being autonomous.
This makes it difficult for a lecturer teaching a generic course from one programme to
interfere with any other programmes.
iii Therefore something should be done to change our educational system so that
1) Service subjects like IL, communication skills; IT can be accommodated across
the board. IL is integrated in the university curriculum.
2) IL is examinable to encourage participation.
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c. University Librarians
The university librarians made 13 suggestions for enhancing IL among university graduates
in Uganda. More computers were suggested by all 4 (100%) librarians as indicated in Table
19.
At the time of interview, the numbers of computers in the university were very few compared
to what is recommended by the National Council for Higher Education (NCHE). Most
students could not get access to computers and the Internet.
The suggestions made by two librarians were :
ii. Collaborating with the faculty in teaching IL – 2 (50%). At the moment, there is
little collaboration between librarians and faculty in IL instruction. The faculty think it is
the librarians’ work. An IL programme should be drawn up by both
and the work of instruction shared. Faculty should refer students to the library.
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Table 19
Suggestions for Enhancing IL by University Librarians
SUGGESTIONS (f) %
More Computers 4 100
Collaboration 2 50
Introduce IL Program 2 50
Integrate IL program in Com. 2 50
Develop a reading culture 2 50
More books/increased finding 2 50
Improve on evaluation method 1 25
Include pedagogy aspects in IL Program 1 25
Promote & advocate for IL 1 25
Make Lectures of need for IL 1 25
Librarians to help users to use ibrary
Market Library Services 1 25
Update resources 1 25
Source: Field data
iii. Introducing IL programme – 2 (50%). IL literacy requires a number of means of
instruction including handling small groups of users, making IL examinable, holding
demonstration in on searching for information from the various media.
iv. Integrating IL program into curriculum 2 (50%). As CAUL (2001; Parker
2003:224 & Dulle 2004) point out, the total integration of IL into the curriculum and
collaboration of librarians and faculty to deliver lectures in the context of subjects, is
often considered the most effective method for students to develop their IL skills.
v. Promoting & advocating for IL - 1 (25%). When a IL programme is developed, it
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has to be sold or marketed to all the stakeholders so that the faculty, administration
and students get to understand its benefits.
vi. Encourage students to use Library – 1 (25%). It is important that students are
referred to the library for further reading when the academic has already checked
what is available and has been checked by the responsible lecturer.
vii. Providing more books. There are few books and sometimes none for certain
courses. Others are out-dated. All this calls for additional and up to date so that
students are to consult the books they are referred to.
viii. Marketing Library Services. There is a need to make a market search and find
out what is needed, inform the users when the library receives the resources, exhibit
the library stock and teach users how to use the resources.
ix. Updating resources. Research is carried out daily and new facts are discovered.
There are new demands now and again for up to date publications which need to be
attended to.
d. University graduates
The university graduates made 17 suggestions for enhancing IL with ‘Providing more
books and other information resources’ coming first supported by 89 (35%) as shown in
Table 20. This was followed by ‘Providing Internet connection in universities’ - 68 ( 27%);
Developing reading culture 65 (26%) . and Teaching communication skills.
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Table 20
Suggestions Made by University Graduates for Enhancing IL.
STRATEGIES (f) %
Provide books and other information resources 89 35
Provide Internet connection in universities 68 27
Develop reading culture 65 26
Teach Communication skills 24 10
Teach students in the use of Internet 21 8
Emphasise practical work 18 7
Discourage use of pamphlets 12 5
Library orientation be mandatory 10 4
Train staff in IL skills 9 4
Provide modern equipment to offices 9 4
Encourage writing for creativity 9 4
Increase library space 9 4
Teach copyright and intellectual property laws 7 3
Teach subjects relevant to the job market 7 3
Interact with other universities to learn from each other 6 2
Revise curriculum to teach/cater for relevant courses- 4 2
Reward referencing and bibliographic citation 3 1
Teach records management for keeping necessary records 1 0
Increase tutorials 1 0
Source: Field data
i. Providing more library books and other information resources – 89 (35%). As it has
already been observed from the suggestions by the faculty deans and librarians,
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university libraries suffer from inadequate and up to date books and journals for the
programmes offered by the universities due to limited budget provisions.
The number of students has on the other hand grown bigger every year, thus making the
sharing of the available limited copies per title a problem. It is therefore not surprising
that this became their first suggestion to be worked on.
ii. Providing Internet connections in universities - 68 (27%). Internet connection was one
of the major problems in all the universities because some of the computers were not
connected.
iii. Developing a reading culture – 65 (26%) . This has been discussed above but its
appearance among all the categories of respondents is an indicator of the realisation of
its importance.
iv. Training staff in IL skills. After being introduced to the subject and benefits of IL
skills, the graduates suggested that university staff should also be trained in the subject
so that they can introduce it to all students. They also suggested that IL workshops
should be organised by employers for their staff who are already out of university. IL
instruction should begin at early levels of education in primary and secondary schools so
that by the time students enter university, they are already conversant with some IL
skills.
v. Teaching students in the use of Internet. The existing training in computer and ICT
skills was found to be elementary yet the workplaces have advanced in their use of
ICT and access to information which require more comprehensive instruction in
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computer skills at university. Universities also need to acquire more computers so
that every student gets access.
5.3 SUMMARY
Over 40 suggestions were made in total by all respondents for enhancing IL among
university graduates. These have been grouped in general classes a shown Table 21.
The most common suggestions made by all the four respondent categories are discussed
below:
i. Developing reading culture – by all 4 categories (100%).
ii. Teaching IL skills, rewarding good IL performance, organising IL workshops for
IL stakeholders, giving in-service training to employees, developing staff IL
capacity – 4 (100%).
iii. Increasing number of computers for Internet access, teaching computer and IT
skills, encouraging students to buy personal computers – 4 (100%)
iv. More information resources.
Those suggested by three categories comprised:
Increasing research exercises – 3 (75%)
Suggestions from at least two categories included:
i. Teaching relevant subjects
ii. Inter-university visits
iii. Providing internship and practical training
iv. Collaboration with the Ministry of Education and Sports
v. Encouraging writing and publications
Table 21
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Comparative Suggestions for Enhancing IL Among University Graduates
SUGGESTOINS
EMPLOYERS FACULTY
DEANS
FACULTY
DEANS
UNIVERSITY
GRADUATES
(f)
Teach computer and IT skills 1 1 1 1 4
Increase research exercises 1 1 1 3
Develop reading culture 1 1 1 1 4
Collaboration between universities and
employers1 1
Teach IL skills 1 1 1 1 4
Inter-university visits 1 1 2
Provide Internship 1 1 2
Collaborate with
Ministry of education 1 1 2
Look for job-market requirements 1 1
Encourage publications 1 1 2
More information
resources1 1 1 1 4
Team-work, collaboration of librarians
and faculty deans1 1
Develop IL policy 1 1
Faculty encourage students to use
library1
Increased library funding 1 1 2
Teach communication skills 1 1
Increase library space 1 1
Teach relevant subjects 1 1 2
Source: Field data
vi. Increasing library funding
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vii. Teaching relevant subjects, computers skills, ICT, research, communication skills.
From the above analysis it was found out that employers and graduates had the highest
number of suggestions, 23 and 19 respectively. There is also much in common between
employers and graduates with both making 9 similar suggestions. This could mean that
university graduates after realising what IL skills are required by employers were able to
suggest what is required in the students’ training at university. It is therefore important for
universities to get these suggestions from their alumni congregations whenever they meet in
order to improve their programme contents. Universities also need to include a member of
the university alumni plus members from the employment sector on their curriculum review
committee.
However from the suggestions made, only a few are related to the CAUL Standards. This
may be in agreement with what was observed by Khan ( 2007:ii) that, “how the IL concept is
defined, understood and applied differs at the early stage of the concepts development from
one nation, one culture or one linguistic group to another”. Just like it has been pointed out
by O’Sullivan that non-librarians view IL with differently terms. This therefore means that
IL in Uganda has to adopt the terms used by the workplaces in the country although it may
not all mean IL. This study therefore provides a means of developing and defining IL
concepts and terms used in the workplace environment in Uganda which need to be
considered by universities in training their students for the employers’ IL expectations.
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CHAPTER SIX
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
6.1 INTRODUCTION
This chapter presents the general summary of the dissertation, what has been done and the
findings, conclusions drawn, strategies for enhancing IL, contribution to knowledge, and
suggestions for further research.
6.2 GENERAL SUMMARY
6.2. 1 Aim, objectives and findings
The aim of the study was to develop strategies for enhancing information literacy among
university graduates in Uganda so that they can effectively use the information resources at
workplaces and apply best practices for high quality service delivery and production for the
country’s development. The research focussed on four objectives, namely:
Objectives of the study and brief findings:
i. Identify IL skills offered to graduates while they are students at universities.
There were no formal IL programmes in their universities but some aspects of IL taught were
in subjects such as communication and study skills, research methodology, and information
technology and computer science.
ii. Assess the IL challenges among university graduates at workplaces.
University graduates identified 12 IL competences they use at workplaces from what they
learnt at universities, and 13 skills required which they had not learnt at universities.
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Knowledge of CAUL standards were mostly to a ‘Small Extent’, otherwise Not at all’ with a
few ‘Great Extent’.
iii. Identify the employers’ IL expectations from the graduates
Over 13 IL expectations were reported by the employers. The most wanted IL skills included
computer skills, communication/study skills, and library skills
iv. Develop strategies for enhancing IL among university graduates in Uganda
Over 40 suggestions were made by all the respondents (employers – 23, faculty deans – 17,
university librarians – 13, and university graduates – 19) for enhancing IL among university
graduates in Uganda. Those suggested by all the categories included more comprehensive
computer skills; teaching IL skills; reading culture; and more information resources.
‘Increased research’ was suggested by three categories.
6.2.2 Research Significance
The results have shown the weaknesses and strengths of IL programmes in university
curricula, and the need to establish formal IL programmes which define IL concepts and key
terms, make standards, develop personnel capacity, identify stakeholders, IL needs and make
action plans. The state of IL performance of university graduates at workplaces has been
established in comparison with the employers’ IL expectations. The employers’ role in
contributing to the review and design of university curricula has been indicated. The role of
the NCHE in ensuring the implementation of IL programmes by including it among its
quality assurance checklist has been pointed out. The need for IL among university graduates
in Uganda for effective use of information and knowledge resources for quality service
delivery and improved production for the country’s development has been highlighted. This
work is also of significant importance to universities for understanding the employment
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patterns of their graduates, keeping track of their alumni and getting them to support their
alma mater.
6.3 CONCLUSIONS
This Section states whether the research questions were answered in the affirmative or
otherwise and provide the supporting evidence from the findings.
Question 1.
IL skills offered to students while at University.
i. There was no formal IL programmes in the Universities under study.
ii. However, findings indicated that some aspects of IL were taught by faculty through
subjects such as Communication Skills, Research Methodology, Computer and IT Skills.
v. The teaching of IL only covered the CAUL Standards in most cases only to a
small extent and in other cases not at all.
vi. Librarians reported that they were involved in Library Orientation and
Demonstrations of Computer use and Internet access, IL was not integrated into
the curriculum. However findings revealed a low attendance of library
orientation. University Librarians have not played their full role in coordinating
the instruction of IL skills, yet it is the profession which has been targeted in most
IL workshops. This has led to IL having no niche department to spearhead it in
universities.
vii. There was no policy for promoting IL in Universities. This has left it to each
university to decide or not to think about developing an IL programme. This has
resulted into some students walking out of the universities without the necessary
skills required by workplaces hence failing to perform to their expectations.
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viii. There was no organisation for promoting IL in Universities.
ix. Most of the resources were inadequate and some times out-dated.
x. The number of computers were limited yet students do not have
personal computers. The number of computers in the universities under study were
less than 1:5 computers: student ratio recommended by the NCHE for effective
teaching and students’ access to electronic information. As a result, some of the
students do not get a hands-on experience and get out universities with no computer
and ICT skills at all. Some employees lack computer skills, hence find it difficult to
access ICT for electronic information access.
ix The education system in universities in Uganda considers only disciplinary
segmentation, which limits the teaching of IL and other generic subjects are
required by the employment sector due to absence of centralised service
departments in universities. This results into neglect of important courses such as
IL, computer and ICT skills, communication skills, for lack of the required costs
which would otherwise be cheaper if they were accessed from a centralised service.
Question 2.
IL competences used by university graduates at work places. The findings indicated that
i. The graduates knowledge of the CAUL standards was in most cases to a small extent or
not at all. This makes the graduates short of IL standards, hence less competitive.
ii. IL competences used at work places. Findings showed 12 competences were used by
graduates at work places which were taught at University.
iii. However, 13 IL skills were required at work places but had not been taught at
Universities.
iv. Other competences were taught but at an elementary level yet work places required more
intensive training.
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v. Employers also reported that some of the subjects taught at Universities were too general,
irrelevant and not required at some work places.
Question 3.
Employers IL Expectations from graduates.
i. Findings indicated that 13 employers’ IL expectations from university graduates. The most
common ones were the Computer and Internet skills, Communication Skills, Library Skills,
reading culture, and Team Work.
ii. The finding further indicated that there were no IL programmes at work places.
Question 4.
Strategies for enhancing IL among University Graduates.
i. Over 50 suggestions were made by all the respondents for enhancing IL among
Universities graduates in Uganda. There was a mix up of IL as known by Library and
information professionals and terms in the business world as identified by O’Sullivan
(2001:1).
ii. Employers made 23 suggestions University graduates – 19 Faculty Deans – 17 and
University Librarians – 13.
iii. The most common strategies proposed by all the 4 categories were:
- Developing a reading culture
- Teaching IL Skills at Universities and work places
- Teaching Computer and IT Skills
- Acquiring more Information Resources.
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One proposal by 3 universities was increasing research exercises. There are nine
suggestions which were common to both employers and graduates. This could mean that
university graduates after realising what the IL skills required by employers were able to
suggest what is required in the students’ IL training at universities.
The CAUL standards were not common, but most of the suggestions were terms used in the
business world and work place environment, as pointed out by O’Sullivan (2001:1). This
means that a single IL model may not adequately apply
6.4 STRATEGIES FOR ENHANCING INFORMATION LITERACY AMONG
UNIVERSITY GRDAUATES IN UGANDA
Arising out of the main aim and objectives of this study, the findings and above conclusions,
the following recommendations are made as strategies for enhancing information literacy
among university graduates in Uganda:
a. IL skills offered to students at universities
i. IL programmes. There is need for an introduction and integration of IL
programs in the curricula by universities in Uganda for all the students to be
taught IL skills so that when they graduate their IL skills and competences
meet the labour market needs. An effective IL programme for all is essential
and should be developed and delivered not only to university students, but
also to professionals and decision-makers (IFAP Report, 2005:91). IL
concepts and terms in use may be got by consulting stakeholders like
employers and employees and established IL standards and models.
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ii. Aspects of IL taught currently. These should be formally integrated into the IL
programmes and strengthened by the universities.
iii. Coverage of CAUL Standards. CAUL Standards may be adapted as an
established model but customised by each university to suit their local IL
needs.
iv. Librarians’ IL role. University Librarians have to play their full role in
coordinating the instruction of IL skills, and make the university libraries the
niche department to spearhead IL in universities.
i. IL policy. The government should enact an IL policy so that IL can be
incorporated into all the educational curricula. In primary and secondary schools,
the IL policy should be incorporated into the ‘School Library Policy’ so that
students recognise the need for continuous information access from their early
stages. In universities and tertiary institutions, the IL policy should come among
the National Council for Higher Education provisions The Council should make
the incorporation of IL programs in university curricula a requirement for all
universities in Uganda.
ii. Organisations for promoting IL in Uganda. The NCHE and CUUL should be
responsible for promoting IL in universities and among university graduates;
assisted by ULIA, National Library of Uganda, other professional bodies and
NABOTU.
iii. Information infrastructure. Information sources, resources, ICT equipment and
Internet connection should be strengthened and updated at universities and work
places so that current and relevant information is accessible. Universities and
workplaces should provide adequate Library budgets.
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iv. Computers. Universities and workplaces should buy adequate computers for students
and employees’ use respectively. Students and graduates should be encouraged to buy
personal computers.
v. Crosscutting courses. There should be a change in the education system of Uganda in
order to cater for crosscutting courses or generic subjects such as IL, communication
skills, computer and IT skills by creating centralised departments which offer
crosscutting courses to all programmes.
b. IL competences used by university graduates at work places.
i. Knowledge of the CAUL Standards. International IL standards need to be adapted by
universities and workplaces but customised to suit local IL needs. New IL programmes
can be developed with their own standards. All concepts and terms relating to IL
competences should be explored including consulting other stakeholders.
ii. IL competences demonstrated at work places. Universities need to strengthen
competences in which their graduates are strong at workplaces.
iii. IL skills required at work places but not taught at Universities. Universities should
introduce these skills and competences in there IL programmes.
iv. Competences taught but at an elementary level. These should be consolidated in order
to meet the workplace standards.
v. Irrelevant courses. Universities should teach relevant courses required in the job-
market so that their graduates are relevant to jobs available.
141
c. Question 3.
Employers IL Expectations from graduates
i. Employers IL expectations. Universities should look out for the workplace IL
expectations and integrate them in their IL programmes by inviting employers, looking at
job advertisements, or consulting their alumni. Workplaces should also organise in-
service IL training for their staff so that those who missed it at universities may gain it.
ii. IL programmes at work places. Employers need to develop IL programmes at their
workplaces in order to cope with the changing trends of ICT and new IL approaches.
There should be collaboration between universities and employers to assess the
performance of university graduates for improvement to meet the IL needs of
workplaces. Both employers and alumni from respective universities should be
involved in the curriculum review and design.
d. Strategies for enhancing IL among University Graduates.
i. Suggestions from respondents. Universities should seriously consider all the
suggestions made by employers and university graduates and incorporate
them in their IL programmes because they form the job market needs.
Employers too need to consider the IL competences acquired by university
graduates and honour their innovative ideas from best practices in order to
boost their production and service qualities.
ii. Administrators should provide adequate budget needs for the successful
implementation of IL programmes in Universities and workplaces.
iii. The NCHE should make it compulsory for every university to have an IL
programmes in order to cater for the development need of Uganda.
142
iv. There is need for collaboration among employers university alumni and
universities. Universities also need to include a member of the university
alumni and members from the employment sector on their curriculum review
committee
6.5 RESEARCH PROBLEM AND CONTRIBUTION TO KNOWLEDGE
Before this study, no research had been done on the aspects of IL among university graduates
in Uganda at their workplaces. This has been accomplished by this study, which is a
contribution to the ‘little that has been written on the use of IL at workplaces’ (Kirton &
Burham 2005:1, Crawford 2009:1). The current state of IL among university graduates in
Uganda and their shortcomings in comparison with the employers’ expectations have been
established. The study
i. Established the current retrospective state of IL skills offered to graduates while they
were students at universities; and the current IL skills and competences offered to
students at the universities under study.
ii. Established the IL competences demonstrated at workplaces and the skills required
which were not taught at universities
iii. Established some employers’ IL expectations from university graduates in Uganda and
provided a means of getting and defining IL concepts and terms in use by consulting
stakeholders such as employers, employees and existing IL standards or models, faculty and
librarians..
iv. Proposed strategies for enhancing IL among university graduates for quality service
delivery and improved production at their workplaces. Some of the proposals included:
143
o Developing IL programmes and integrating it in the university curricula for
instructing all students in IL skills and competences to cater for the employer’s IL
expectations; and self development and welfare of university graduates;
o for the National Council of Higher Education to include IL in its checklist and put in
place a mechanism for the universities in the country to respond to the labour market
need through designing and implementing appropriate curricula with IL particularly
integrated in it
o Teaching graduates and students the value of reading and training them in ICT skills
for developing a reading culture.
These and other would make the university graduates recognise the need for information
whenever new information is required in their work, update their information with current
best practices, be innovative, creative and apply best practices learnt to their current
situations for improving their service qualities and production for the development of
Uganda.
This study has also made a contribution to knowledge in three ways:
i. Providing a research report on IL among university graduates at workplaces in
Uganda
ii. Developing strategies for enhancing IL among university graduates
iii. Adding to the literature on IL at workplaces which, by the time of the study had
little writing.
iv. Providing an intervention to save Uganda from the current state of quagmire.
144
6.6 SUGGESTIONS FOR FURTHER RESEARCH
i. This research looked at only 4 universities from among 25, and only two
programmes 25 which may not be a complete reflection of all the universities
and programmes in Uganda. Further research in other universities and
programmes may need to be done to prove the conclusions of this research.
ii. It may also be necessary to do research on IL among primary and secondary
school levels in order to know the IL background of students before they join
university for an informed IL programme to be developed.
iii. The role of Uganda Library and Information Association should be
investigated in order to establish its influence on IL performance of library
and information science professionals from universities Uganda at
workplaces.
145
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APPENDIX III: INTREVIEW SCHEDULE FOR UNIVERSITY GRADUATES
Dear Sir/Madam
I am undertaking a research on ‘Information Literacy (IL) Among University Graduates in
Uganda’. An information literate graduate should be able to (a) recognise when information
is needed, and have the capacity to locate, evaluate and use the needed information
effectively; (b) use a library, Internet and other information sources; and (c) use different
information media such as print, electronic (Internet, CD-ROMs, TV, radio), audio-visuals,
microforms, photographic, cine films and slides. The purpose of this study is to develop
strategies for enhancing IL among university graduates in Uganda. You are kindly
requested to answer the questions in this interview schedule. The answers you give are
strictly for study and will be kept confidential. Thank you for your time and cooperation.
Frederick Mukungu, PhD Candidate, EASLIS, Makerere University.
Date Name of Researcher Analysis by
……………… …………………………….. …………………………
(Please give brief answers to the following Questions):
General demographic information
1. Name……………………………………………..Telephone no……
2. University you graduated from………………………………………..
3. Programme of study……………………………………………………
160
4. .Employer……………………………………………………………….
IL skills among university graduates
1. To what extent were you instructed in the following aspects of IL Skills at university?
Answer by using the appropriate options of either: to a great extent, to some extent, or
not at all.
i. Recognize the need for information
a. participate in discussions
b. explore information sources
c. learn the variety of information media
ii. Access the needed information efficiently from any media – print, electronic,
microforms, photographic, audio-visual
a. select appropriate information access tools (e.g. card catalogues, OPAC, indexes, abstracts,
bibliographies
b. know the location of information resources and can retrieve them
c. know how to use sources to get appropriate information
iii. Evaluate information and its sources
a. assess the utility of information sources
b. summarize main ideas
c. Evaluating information and its sources
iv. Use information effectively
161
a. extract information appropriately
b. Give bibliographic citation
c. Understand fair use of information
v. Expand, reframe and create new information
a. apply old and new in planning and implementation
b. synthesize main ideas to create new concepts
c. compare new understanding with old knowledge to verify or contradict issues
d. communicate products effectively through appropriate media
vi. Understand, cultural, economic, legal and social issues in using information
a. identify issues related to property and security
b. follows laws, regulations and policies
c. acknowledge use information sources by giving bibliographic citation
vii. Recognize that IL is a prerequisite for lifelong learning
a. recognize need for ongoing learning
b. use diverse information sources to make decisions
c. maintain current awareness
d. keep up to date with information sources and ICT
2. Which of the IL skills you have given in 1 above do you use at your work place?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………….
3. What skills do you use but were not taught at university?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………..
4. Was there a formal IL program for teaching IL at your university?
…………………………………………………………………………………………………
………………………………………………………………………………
5. What information facilities did you have at university?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………
6. What information facilities do you have at your work place?
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…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………
7. What do you suggest should be done to improve IL among university students?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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APPENDIX IV: INTERVIEW SCHEDULE FOR UNIVERSITY LIBRARIANS
Dear Sir/Madam
I am undertaking a research on ‘Information Literacy (IL) Among University Graduates in
Uganda’. An information literate graduate should be able to (a) recognise when information
is needed, and has the capacity to locate, evaluate and use the needed information
effectively; (b) use a library, Internet and other information sources; and (c) use different
information media such as print, electronic (Internet, CD-ROMs, TV, radio), audio-visuals,
microforms, photographic. The purpose of this study is to develop strategies for enhancing
IL among university graduates in Uganda.
As University Librarians, you are expected to develop an IL programme for the university
and instruct/train students in IL skills in collaboration with the academic staff for
integrating the programme into the university curriculum.
You are therefore kindly requested to answer the questions in this interview schedule. The
answers you give are strictly for study and will be kept confidential. Thank you for your
time and cooperation.
Frederick Mukungu, PhD Candidate, EASLIS, Makerere University.
Date Name of Researcher Analysis by
……………… …………………………….. …………………………
(Please give brief answers to the following questions):
165
General demographic information
1. Name……………………………………………..Telephone no……
2. Name of university ……………………………………..
3. Position of responsibility……………………………………………
IL skills among university graduates
1. Does your university have an IL programme?
……………………………………………………………………………….
What approaches do you use to deliver this program?
…………………………………………………………………………………………………
…………………………………………………………………………………..
Is the program integrated in the university curriculum?
…………………………………………………………….
Who is responsible for teaching it?
…………………………………………………………….
How is it assessed?
……………………………………………………………..
2. Does your IL programme cover the following aspects of IL skills? Use the following
options to answer: To a great extent, To some extent, or Not at all
i. Recognize the need for information
a. participate in discussions
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b. explore information sources
c. learn the variety of information media
ii. Access the needed information efficiently from any media – print, electronic,
microforms, photographic, audio-visual
a. select appropriate information access tools (e.g. card catalogues, OPAC, indexes, abstracts,
bibliographies
b. know the location of information resources and can retrieve them
c. know how to use sources to get appropriate information
iii. Evaluate information and its sources
a. assess the utility of information sources
b. summarize main ideas
c. Evaluating information and its sources
iv. Use information effectively
a. extract information appropriately
b. Give bibliographic citation
v. Expand, reframe and create new information
a. apply old and new information in planning and implementation
b. synthesize main ideas to create new concepts
c. compare new understanding with old knowledge to verify or contradict issues
d. communicate products effectively through appropriate media
167
vi. Understand, cultural, economic, legal and social issues in using information
a. identify issues related to intellectual property and security
b. follows laws, regulations and policies
c. acknowledges use of information sources by giving bibliographic citation
vii. Recognize that IL is a prerequisite for lifelong learning
a. recognize need for ongoing learning
b. use diverse information sources to make decisions
c. maintain current awareness
d. keep up to date with information sources and ICT
3. What information facilities do you have at university?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………
4. What information resources do you have in the university library?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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…………………………………………………………………………………………………
…………………………………
5. What do you suggest should be done to improve IL among university students?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
……………………………………………………….
169
APPENDIX V: INTERVIEW SCHEDULE FOR FACULTY DEANS
Dear Sir/Madam
I am undertaking a research on ‘Information Literacy (IL) Among University Graduates in
Uganda’. An information literate graduate should be able to recognise when information is
needed, and has the capacity to locate, evaluate and use the needed information effectively;
(b) use a library and other information sources; and (c) use different information media
such as print, electronic (Internet, CD-ROMs, TV, radio), audio-visuals, microforms,
photographic, cine films and slides.
Faculty Deans in universities are expected to collaborate with university librarians to
integrate IL programme into the university curricula
The purpose of this study is to develop strategies for enhancing IL among university
graduates in Uganda. You are kindly requested to answer the questions in this interview
schedule. The answers you give are strictly for study and will be kept confidential. Thank
you for your time and cooperation.
Frederick Mukungu, PhD Candidate, EASLIS, Makerere University.
Date Name of Researcher Analysis by
……………… …………………………….. …………………………
(Please give brief answers to the following questions):
170
General demographic information
1. Name……………………………………………..Telephone no……
2. Name of University………………………………………..
3. Position of responsibility………………………………………………
IL skills among university graduates
1. Does your university have an IL programme?
………………………………………………………………………………
i. How have you been involved in the development of the IL program?
…………………………………………………………………………………………………
…………………………………………………………………………………..
ii. Is the program integrated in the university curriculum?
iii. What approaches do you use to implement the IL program at your
university?
…………………………………………………………………………………………………
…………………………………………………………………………………
iv. Who is responsible for IL instruction?
……………………………………………………………………………..
…………………………………………………………………………………………
v. How is the IL program assessed at your university?
…………………………………………………………………………………………………
……………………………………………………………………………
171
2. Does your IL programme cover the following aspects of IL skills? Use the following
options to answer: To a great extent, To some extent, or Not at all
i. Recognize the need for information
a. participate in discussions
b. explore information sources
c. learn the variety of information media
ii. Access the needed information efficiently from any media – print, electronic, microforms,
photographic, audio-visual
a. select appropriate information access tools (e.g. card catalogues, OPAC,
indexes, abstracts, bibliographies
b. know the location of information resources and can retrieve them
c. know how to use sources to get appropriate information
iii. Evaluate information and its sources
a.assess the utility of information sources
b. summarize main ideas
c. Evaluating information and its sources
iv. Use information effectively
a. extract information appropriately
b. Give bibliographic citation
c. Understand fair use of information
172
v. Expand, reframe and create new information
a. apply old and new in planning and implementation
b. synthesize main ideas to create new concepts
c. compare new understanding with old knowledge to verify or contradict issues
d. communicate products effectively through appropriate media
vi. Understand, cultural, economic, legal and social issues in using information
d. identify issues related to intellectual property and security
e. follows laws, regulations and policies
f. acknowledge use information sources by giving bibliographic citation
vii. Recognize that IL is a prerequisite for lifelong learning
a. recognize need for ongoing learning
b. use diverse information sources to make decisions
c. maintain current awareness
d. keep up to date with information sources and ICT
3. What information facilities did you have at university?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………
4. What information resources do you have at the university?
173
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………
5. What do you suggest should be done to improve IL skills among university students?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
……………………………………………………….
174
APPENDIX VI: INTERVIEW SCHEDULE FOR EMPLOYERS
Dear Sir/Madam
I am undertaking a research on ‘Information Literacy (IL) Among University Graduates in
Uganda’. An information literate graduate should be able to (a) recognise when information
is needed, and have the capacity to locate, evaluate and use the needed information
effectively; (b) use a library and other information sources; and (c) use different
information media such as print, electronic (Internet, CD-ROMs, TV, radio), audio-visuals,
microforms, photographic, cine films and slides. As employers, you may be some IL
expectations among university graduates. The purpose of this study is to develop strategies
for enhancing IL among university graduates in Uganda. You are kindly requested to
answer the questions in this interview schedule. The answers you give are strictly for study
and will be kept confidential. Thank you for your time and cooperation.
Frederick Mukungu, PhD Candidate, EASLIS, Makerere University.
Date Name of Researcher Analysis by
……………… …………………………….. …………………………
(Please give brief answers to the following Questions):
General demographic information
1. Name……………………………………………..Telephone no……
2. Name of Organization ………………………………………..
3. Position of responsibility……………………………………………………
175
IL skills among university graduates
1. Do university graduates from Uganda working in your organization demonstrate any
of the following aspects of IL skills? Answer using the following options: To a great
extent, To some extent, or Not at all.
i. Recognize the need for information
a. participate in discussions
b. explore information sources
c. learn the variety of information media
ii. Access the needed information efficiently from any media – print, electronic,
microforms, photographic, audio-visual
a. select appropriate information access tools (e.g. card catalogues, OPAC, indexes, abstracts,
bibliographies
b. know the location of information resources and can retrieve them
c. know how to use sources to get appropriate information
iii. Evaluate information and its sources
a. assess the utility of information sources
b. summarize main ideas
c. Evaluating information and its sources
iv. Use information effectively
a. extract information appropriately
176
b. Give bibliographic citation
c. Understand fair use of information
v. Expand, reframe and create new information
a. apply old and new in planning and implementation
b. synthesize main ideas to create new concepts
c. compare new understanding with old knowledge to verify or contradict issues
d. communicate products effectively through appropriate media
vi. Understand, cultural, economic, legal and social issues in using information
a. identify issues related to intellectual property and security
b. follows laws, regulations and policies
c. acknowledge use information sources by giving bibliographic citation
vii. Recognize that IL is a prerequisite for lifelong learning
a. recognize need for ongoing learning
b. use diverse information sources to make decisions
c. maintain current awareness
d. keep up to date with information sources and ICT
2. What IL expectations do you have among university graduates from Uganda?
3. Do you have an IL program?
177
…………………………………………………………………………………………………
……………………………………………………..
4. Who is responsible for overseeing it?
…………………………………………………………………………………………………
…………………………………………………………………………………
5. What information facilities do you have at your work place?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………
6. What do you suggest should be done to improve IL skills among university students
in order to prepare them for the labour market needs?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
178
