Information Literacy from Credit Based to Integrated Information Literacy: A Case of the University of Botswana

Abstract

Information literacy has been defined as the ability to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information” (American Library Association, 2005:1). These spells out a set of abilities or skills expected of an individual as a learner or researcher (SCONUL Working Group on Information Literacy (2011). The University of Botswana, in an effort to provide students with these essential skills carried a number of information literacy initiatives, starting with library tours for all first year students to a formal credit based information literacy instructions, under the University-wide General Education Courses. In 2006 the institution constituted a Task Force to evaluate all GEC programs offered by the University among them the information literacy program (University of Botswana, 2007). The taskforce used document analysis; literature reviews; internet searches and administered questionnaires to academic staff and students as stakeholders. One of the recommendations made was to the effect that there is need to integrate information literacy skills into the curriculum. In 2011 to date the University Library worked together with Communication and Study Skills Unit to infuse information literacy into the Communication and Study Skills curriculum.