Abstract:
Librarians and other information professionals have regularly observed that
undergraduate students have information-searching skill problems. Most students attend
universities and other institutions of higher learning knowing very little or nothing about
basic library use and information search skills, computer-related skills and other
information-resource using skills in general. Consequently, students lack the information
knowledge and skills crucial to effectively understand what they need in order to meet the
information needs of their day-to-day academic pursuits. The University of Eastern
Africa, Baraton are faced with similar daunting challenges and find it difficult to come up
with sound and meaningful ways to deliver information literacy (IL) activities effectively
to its students. The aim of the study was to assess Information Literacy activities among
the undergraduate students at the University of Eastern Africa, Baraton and suggest
Information literacy strategies that could be used to promote it at the UEAB library. The
specific objectives were to: establish Information Literacy activities currently being
conducted at the UEAB library; assess the effectiveness of IL activities at the UEAB
library; determine skills needed by both the library staff and users to enhance Information
Literacy at the UEAB; identify challenges being faced in the delivery of IL at the UEAB
library; and suggest strategies and a framework for effective delivery of IL at the UEAB
library. Information Literacy Competency Standards for Higher Education (ALA, 1989)
was used as the theoretical framework for this study. The study adopted Case study
research design and used both qualitative and quantitative research methods. The study
used both stratified random sampling and purposive sampling techniques. A sample size
of 194 respondents comprising of 188 undergraduate students and 6 key informants was
used. With the help of semi-structured questionnaires, focus group and interview
schedules, the study used both face to face techniques and self-administered data
collection techniques. Qualitative and quantitative data were analyzed descriptively and
by using SPSS respectively. The major findings of this study were: lectures supported IL
activities but the students‟ enrollment in IL activities was very low; the student training
period of time on the use of library skills was not enough to equip them with the library
resource utilization skills; the library staff lacked leadership and library resource
utilization skills; there were no IL policy guidelines; there was lack of funds to run IL
activities; the library users required basic and advanced research skills and ICT skills and
the library staff required training on leadership and library use skills. The
recommendations for UEAB Library are: to employ competent library staff to handle
orientation activities; to develop a well-structured IL curriculum and avoid offering IL
activities in an informal manner; the Faculty to work hand in hand with the librarians in
the design of IL courses and finally, to provide funds to run IL activities.