DISCUSSION OF INFORMATION LITERACY AS AN EDUCATIONAL REFORM FOR UTILIZING TECHNOLOGY IN THE CURRICULUM

CHAPTER ONE

INTRODUCTION

1.1             Background of the study

Fundamental and rapid changes in the information environment have facilitated greater accessibility to a wide range of material online, with a multiplicity of access points. However, this has resulted in the electronic information environment appearing complicated to the user, and it is perceived that the skills and competencies of research students in the identification, management and use of these resources have not kept pace with the rapidity of change. There is evidence to suggest that learning is enhanced by adopting pedagogical approaches that address students’ various learning styles, as corroborated in educational research. However, limited attention is paid to the relevance of these pedagogical approaches to IL education, although some research has suggested that a proper integrated curriculum, which synergizes IL competencies with appropriate pedagogical  approaches, would positively impact IL teaching and learning. Various other descriptions of IL are available in almost every scholarly or research  article that has been written on the issue. The IL is a necessary skill that is useful in every aspect of a person’s life, and its importance cannot be  adequately emphasized. For students, IL skills would lead to independent and student-centric learning, rather than reliance on the teacher to provide answers to questions or problems that they encounter. This in turn creates a greater responsibility towards their own learning, which would help them become dynamic learners and thinkers who are creative, analytical and efficient, instead of mere regurgitations of facts (Shapiro and Hughes, 1996).  This in turn should empower students to be lifelong learners. The document also included a list of the various skills and knowledge that students at the primary, secondary levels should attain, including the attitudes that they ought to portray; recommendations on how the IL program could be implemented within the school curriculum; and rubrics for standards on  performance in IL. Learning is a process which takes place at the intersection points between numbers of contexts. Human beings are constantly interpreting the knowledge they acquire Sociological, psychological ethnographic and pedagogical studies of IL describe learning as a process here knowledge and skills developed within one area are renegotiated and transformed through the encounter with other areas. In the 1970s, the concept of ‘information skills’ was used to examine how people acquire information through the use of relevant sources and ethnologies. During the last decade, these skills have been incorporated  into the much wider concept of ‘IL’. Today IL is widely understood to concern ‘knowing when and why you need information, where to find it  and how to evaluate, use and communicate it in an ethical manner’ (Brown, 2006). Each of these literacies requires some level of critical thinking. But compared with computer literacy, IL goes beyond merely having access to  and knowledge of how to use the technology because technology alone does not guarantee quality learning experiences. And compared with library literacy, IL is more than searching through an online catalog or other reference materials because IL is not a technique, but a goal for learners. The IL requires an awareness of the way in which information systems work, of the dynamic link between a particular information need and the sources and channels required to satisfy that need.

1.2             Statement of the problem

The notion of information literacy emerged in the 1970s with the rise of new information technologies. Sayed defines information literacy as the lifelong ability to access sources of information, locate information and critically evaluate information, not only in the academic environment but also on the work and home fronts. the government of Nigeria appreciates the importance of integrating information literacy skills into the curriculum as reflected in the national aims of secondary education and recommendations of RNPE of 2004. RNPE of 2004 recommendation no.15 of section 3 stated that the goals of the Nine-year basic education should be ―to produce students who are skilful consumers and producers of information in a wide range of resources and formats to thrive personally and economically in the communication age. These documents proclaim the significance of the integration of ILS into secondary education curriculum but fail to suggest how these could be implemented and, as a result ILSs are not taught and students leave secondary schools ill-equipped in ILS. In view of this, students use the school library only to check out books as they are not given instruction or additional assistance on how to effectively use the services of the library and its holdings. The problem of ineffective library use due to lack of ILS by students is compounded by the fact that most school libraries are supervised by an Education Officer who is not trained in Librarianship. Above all, collection development of secondary school libraries is misguided as the Education Officer is not an expert in the area and cannot provide the necessary guidance. Some secondary school teachers were taught ILS during their training with the sole intent of imparting these skills to their learners but the reality is different. The congestion of their teaching subjects and their teaching loads make these good initiatives impossible to realize

1.3             Objective of the study

The primary objective of the study is as follows

1.To examine what a technological  information literate person is .

2. To investigate The measures federal ministry of education has put in place to promote the integration of ILS into the curriculum

3. Ascertain the challenges faced by school teachers in incorporating ILS in their teaching subjects.

4. Identify strategies to enhance the promotion of and integration of ILS into educational curriculum

1.4       Research Questions

The following question have been prepared for the study

1)       Who is a technological  information literate person?

2)       Has the federal ministry of education promote the integration of information literacy in the curriculum?

3)       Are there challenges faced by school teachers in incorporating information literacy in their teaching subjects?

4)       Are there strategies to enhance the promotion of and integration of information literacy into educational curriculum?

1.4             Research Hypothesis

H01:  the federal ministry of education promote the integration of information literacy in the curriculum

H02: there are challenges faced by school teachers in incorporating information literacy in their teaching subjects

1.5             Significance of the study

The significance of this study cannot be underestimated as:

l  This study will examine discussion of information literacy as an educational reform for utilizing technology in the curriculum

l  The findings of this research work will undoubtedly provide the much needed information to government organizations, food and hospitality sector and academia

1.6       Scope of the study

The study examines discussion of information literacy as an educational reform for utilizing technology in the curriculum. Hence will be delimited to selected secondary schools in Lagos state.

1.7       Limitation of the study

This study was constrained by a number of factors which are as follows:

 just like any other research, ranging from unavailability of needed accurate materials on the topic under study, inability to get data

Financial constraint , was faced by  the researcher ,in getting relevant materials  and  in printing and collation of questionnaires

Time factor: time factor pose another constraint since having to shuttle between writing of the research and also engaging in other academic work making it uneasy for the researcher