Assessing information literacy training of postgraduate students from input- process-output perspectives: A case of the University of Dodoma
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Date
2023
Journal Title
Journal ISSN
Volume Title
Publisher
Sage
Abstract
The advancement of Information and Communication Technology (ICT) has changed the way information resources are accessed,
evaluated, and used. The changes have necessitated new capabilities to utilise information resources effectively. Information Literacy
(IL) programmes facilitate the acquisition of the necessary skills for accessing, evaluating, and using information resources in the
digital era. Most of the studies on IL in Tanzania have focused on traditional practices with little or no consideration of contributing
factors to the IL training outcomes in the digital era. This study assessed the IL training of postgraduate students at the University
of Dodoma (UDOM) from an input-process-output perspective to ascertain the factors contributing to IL training outcomes. The
study employed quantitative and qualitative approaches within input-process-output perspectives. Primary data (Qualitative) were
collected using key informants’ interviews with postgraduate IL training organisers and facilitators working at UDOM. Secondary
data (Quantitative) were collected from IL training reports from 2018 to 2022. The study findings show that most of the aspects of
IL training from an input-process-output perspective were considered. The participants viewed the training input and processes as
effective enough to transform their IL practices. However, the findings indicated that there were aspects that needed improvement.
These included the training schedule and time allocation. The study recommends continuous review of the IL training programmes to
ensure the necessary components of IL are considered for successful training outcomes. It is essential to consider the stakeholders’
needs in planning, organising, and conducting the IL training programmes for effective learning.
Description
Full Text Article. Also available at https://journals.sagepub.com/doi/abs/10.1177/09610006231200896
Keywords
Citation
Msoffe, G. E., Mongi, H. J., & Buhomoli, O. S. (2023). Assessing information literacy training of postgraduate students from input-process-output perspectives: A case of the University of Dodoma. Journal of Librarianship and Information Science