Assessing the Information Literacy Skills of First-Year Students at Kwame Nkrumah University, Zambia

Assessing the Information Literacy Skills of First-Year Students at Kwame Nkrumah University, Zambia

Mpundu Chilonga¹ , Chewe Mumba²

¹University Librarian Kwame Nkrumah University, Zambia

²Sub-Librarian Kwame Nkrumah University, Zambia

DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000244

Received: 29 April 2025; Accepted: 04 May 2025; Published: 10 June 2025

ABSTRACT

Information literacy is essential for academic success, particularly for first-year students adjusting to higher education. This study assesses the information literacy skills of first-year students at Kwame Nkrumah University in Zambia, emphasizing their ability to locate, evaluate, and use information effectively. Utilizing a mixed-methods approach that incorporates surveys and observational data, the research identifies key challenges faced by students and suggests strategies for improving their information literacy. Findings reveal that while students possess basic skills in retrieving information online, they struggle with evaluating sources and following citation standards. The paper concludes with recommendations for integrating focused information literacy instruction into the first-year curriculum. Proposed strategies include embedding structured instruction in first-year courses, collaborating with librarians for specialized training sessions, and creating online resources and self-paced learning modules. Additionally, future research should examine the long-term impact of these interventions on students’ academic performance.

Keywords: Information Literacy, Digital Literacy

INTRODUCTION

The ability to locate, evaluate, and effectively use information is essential for academic achievement and lifelong learning. As students transition into higher education—particularly in their first year—navigating complex information landscapes becomes increasingly vital. However, many first-year students enter university with varying levels of information literacy (IL), shaped by differences in educational backgrounds, limited exposure to research practices, and inconsistent access to digital resources. Ndou and Zimu-Biyela (2023) emphasize that a lack of adequate resources at the primary and secondary school levels significantly hinders the development of IL skills, especially among students from disadvantaged communities. These challenges are often compounded by limited access to computers, internet connectivity, and library services. In light of this context, the present study assessed the IL competencies of first-year students at Kwame Nkrumah University in Zambia, identified the key challenges they faced, and proposed targeted strategies to strengthen their information literacy skills.

Information literacy has been widely acknowledged as a critical competency in higher education, supporting not only academic success but also informed citizenship and professional development (ACRL, 2016). Despite being technologically adept, many students struggle with core aspects of IL particularly the critical evaluation of information sources and the ethical use of information (Head, 2013). This disconnect suggests that familiarity with digital tools does not necessarily equate to true information fluency.

Julien and Barker (2009) emphasize the critical importance of embedding information literacy (IL) instruction within academic curricula to enhance students’ research skills and overall academic performance. They point to widespread concerns regarding students’ limited search capabilities and their inadequate ability to critically evaluate information sources. This challenge is particularly evident in many African universities, where IL is frequently not systematically incorporated into academic programmes, resulting in low student engagement with scholarly information resources (Mudave, 2016; Hart & Davids, 2010). Institutions such as Kwame Nkrumah University, which face growing student enrolments and escalating academic demands, urgently require structured, institution-wide IL programmes. These initiatives must align with global best practices while being tailored to the specific needs of local educational contexts.

Objectives of the study

i) To assess the information literacy skills possessed by first year students at Kwame Nkrumah University in Kabwe, Zambia.

ii) To evaluate utilization of information sources by first year students at Kwame Nkrumah University in Kabwe, Zambia.

Statement of the Problem

Transitioning to university-level education demands that students acquire advanced information literacy skills to manage complex research tasks and meet academic expectations. However, many first-year students face challenges in effectively finding, evaluating, and using information, which can negatively impact their academic performance. Assessing their information literacy competencies is therefore crucial to identifying skill gaps and providing targeted support to foster their academic success.

LITERATURE REVIEW

Information literacy (IL) refers to the set of abilities that empower individuals to recognize when information is needed and to locate, evaluate, and effectively use that information (Association of College and Research Libraries (ACRL), 2000). In academic settings, IL is foundational to the development of critical thinking skills, effective research strategies, and lifelong learning habits. As the volume and complexity of information shift from traditional to digital/virtual/hybrid libraries, these competencies have become increasingly vital for navigating both scholarly and everyday information environments (Mandal & Dasgupta, 2019).

The ACRL, a division of the American Library Association, has played a central role in shaping the understanding and teaching of IL. Its 2000 Information Literacy Competency Standards for Higher Education outlined five key standards: determining the nature and extent of information needed; accessing the needed information effectively and efficiently; evaluating information and its sources critically; incorporating selected information into one’s knowledge base; and using information ethically and legally (ACRL, 2000). In 2016, the ACRL updated its guidance by introducing the Framework for Information Literacy for Higher Education, which emphasizes six core concepts or “frames”, such as “Authority Is Constructed and Contextual” and “Information Has Value”, shifting from skill-based instruction to a more conceptual, interdisciplinary approach (ACRL, 2016).

Information literacy (IL) extends beyond technical skills, increasingly recognized as a socially and culturally situated practice. Lloyd (2006) emphasizes that IL is shaped by the specific contexts in which individuals engage with information, making it a dynamic, context-dependent activity. Expanding on this perspective, Bamgbose, Ibrahim, and Musa (2024) observe that IL has evolved beyond its traditional roots in library science to encompass a multidimensional set of competencies, including the ability to navigate, critically assess, and responsibly use a vast array of digital information sources. This expanded understanding highlights IL’s vital role not only in academic achievement but also in fostering informed citizenship, ethical decision-making, and lifelong learning.

Importance of Information literacy for first year students in the university

University education seeks to equip students for lifelong learning and future employment, with information literacy (IL) identified as a vital element for fostering a knowledge-based society (Ndou & Zimu-Biyela, 2023). First-year students transitioning from secondary education to the rigors of independent research and scholarly discourse in higher education frequently encounter significant challenges associated with IL. As Chilonga (2022) points out, differences in prior educational experiences, along with varying levels of IL and digital literacy, can pose considerable barriers to academic success.

In the African context, studies by Owusu-Ansah (2017) in Ghana, Nakaziba, Kaddu,  Namuguzi & Mwanzu (2022) in Uganda and Kamau & Adika (2018) in Kenya, reveal that first-year university students often exhibit inconsistent IL skills. Many rely on peer advice or non-academic sources when conducting research, leading to suboptimal academic performance. These findings resonate with trends in Zambia, particularly in institutions undergoing rapid digitization without parallel development in IL instruction.

Zambia’s growing higher education sector has not yet integrated information literacy (IL) into its curricula in a systematic way. Many universities, including Kwame Nkrumah University, lack dedicated IL programmes, which forces students to acquire information search and retrieval skills informally. This absence of institutionalized IL initiatives persists even though academic libraries play a vital role in IL training. Unfortunately, these libraries often encounter significant challenges, such as staff shortages, inadequate digital infrastructure, and limited collaboration with faculty. As noted by Chisanga, Makondo, and Chitumbo (2024), this situation impedes the development of crucial information literacy skills among students.

Empirical research further highlights the consequences of these deficiencies. Daka, Chisunka-Mwila, Mwiinga, and M’kulama (2021) discovered that many students in Zambian universities struggled to identify their information needs and were more accustomed to using Google than other search tools. They often employed convenient search strategies and primarily relied on relevance as their main criterion for evaluating information. Additionally, students faced challenges in properly citing online sources and tended to communicate information more effectively in verbal presentations than in written form. Many also accepted information at face value, failing to question its authenticity, authority, or potential bias. This lack of understanding regarding citation practices frequently leads to unintentional plagiarism, compromising academic integrity. These findings underscore the critical need for structured information literacy assessments and targeted instructional interventions to support students at the beginning of their academic journeys.

Evaluating information literacy (IL) skills among first-year students is crucial for gauging their readiness for academic achievement and pinpointing areas that need improvement. Lwehabura (2008) highlights the importance of competencies such as searching, locating, evaluating, and analyzing information from various sources—skills essential for effectively understanding and utilizing information. IL assessments serve as diagnostic tools that inform the development of comprehensive institutional policies and teaching methodologies. This is particularly pertinent for Kwame Nkrumah University, where the student body is rapidly expanding.

These assessments serve as diagnostic tools that inform the creation of comprehensive institutional policies and teaching strategies, applicable not only at Kwame Nkrumah University but also at similar institutions. This approach can greatly enhance students’ research and academic writing skills, as well as their digital literacy and critical thinking abilities, better preparing them for success in both academic and professional arenas, in line with global trends in higher education.

Utilization of Information Resources for first year students in the University

Academic libraries are central to supporting universities’ missions by providing a wide range of information resources that enhance teaching, learning, and research. As Olowu (2004) notes, the primary role of academic libraries is to ensure access to high-quality information that meets the needs of students, faculty, and staff. While traditional materials like books and journals remain essential, libraries increasingly focus on digital resources, such as e-books, online databases, and multimedia tools, to address the evolving needs of the academic community (De Gennaro, 2005).

Beyond resource provision, academic libraries help develop information literacy by teaching students and faculty how to effectively find, evaluate, and use information (Gorman, 2003). They also support interdisciplinary research by providing specialized databases and research assistance (Liu & Shen, 2006). Ultimately, academic libraries enrich the academic experience by ensuring students have access to relevant materials that support coursework, independent study, and collaborative projects (Breeding, 2014).

Mwalukasa (2022) conducted a cross‑sectional survey of 120 students at Sokoine University of Agriculture in Tanzania to examine how they use library resources. The study found that respondents most frequently consulted the general collection, special collection, and special reserves. Among electronic resources, e‑journals and e‑books were the most accessed, while dissertations saw the least use. Key barriers included power outages in the library, insufficient relevant materials, and lack of awareness about available resources. To address these issues, the author recommends that library management intensify awareness campaigns, expand internet bandwidth, align collection development with academic programmes, and improve power reliability.

Makunka H.K. (2015) conducted a study with the following objectives: (i) to assess the level of ICT knowledge among lecturers and students; (ii) to determine the extent of distance learners’ access to learning materials via ICTs; (iii) to identify the most commonly used ICT tools by students and lecturers; (iv) to evaluate the measures implemented by the University of Zambia’s Institute of Distance Education to enhance ICT access; and (v) to explore the challenges faced in integrating ICTs into curriculum delivery.

The study revealed that both lecturers and students had a high level of awareness of ICTs. However, in terms of actual usage, the findings showed low utilization of internet services and ICT devices like cameras. In contrast, computer programmes such as Microsoft Word were used more frequently, indicating that basic ICT tools were the primary resources utilized by students at the university.

METHODOLOGY

This study utilizes a mixed-methods approach to explore the challenges faced by first-year university students in terms of information literacy. A survey, featuring structured questions, was randomly distributed to 60 out of 520 students across four faculties, employing a proportionate random selection method with a 12% confidence interval. To enhance the survey findings, observational techniques were implemented to assess how students utilize information literacy skills in actual academic settings, thereby enriching the data and facilitating triangulation (Fetters, Curry, & Creswell, 2013). The survey data were analyzed using SPSS, allowing for measurable insights from the quantitative structured questions to identify significant patterns and relationships (Creswell & Plano Clark, 2018). Simultaneously, the qualitative data derived from observations underwent thematic analysis to reveal key themes and contextual insights. By integrating both data types, the study provides a comprehensive and nuanced understanding of students’ information literacy challenges, with the aim of informing the development of more effective academic support interventions.

RESULTS

Table 1: Gender – Faculty distribution

Table 1 above presents the distribution of students who participated in the questionnaire. Among the respondents, 35 were male and 25 were female, representing four faculties at the university: the School of Education (SOE), the School of Humanities and Social Sciences (SOHSS), the School of Natural Sciences (SONS), and the School of Business (SOB).

Table 2: Prior knowledge of Library use

Table 2 reveals that a considerable proportion of students came from schools without library facilities. Furthermore, the data underscores that these students were largely unfamiliar with how to utilize library resources effectively. This lack of access and knowledge suggests significant barriers to academic support that could enhance their learning experiences and research skills. Consequently, these deficiencies may hinder their ability to succeed in more advanced educational settings, underlining the need for improved library access and training in information literacy.

Table 3: Preuniversity library use

Table 3 shows that most students with access to library facilities primarily used them for studying. This indicates that, even though many lack libraries in their schools, having access to a library significantly enhances their learning experiences and supports their educational goals.

Table 4: Utilisation of information sources

Table 4 indicates that a significant majority of students demonstrated a greater familiarity with internet-based resources in comparison to traditional printed materials such as books. This finding suggests that students predominantly rely on digital resources for their information needs, reflecting their status as members of a generation that has grown up with the internet as a primary source of information and learning.

Table 5: Academic writing

The findings reveal that many students entered university lacking proficiency in academic writing. The data shows that a majority were unaware of proper referencing techniques and plagiarism policies. This highlights a gap in the secondary school system, where these essential skills are not prioritized in the curriculum.

DISCUSSION

The findings of this study indicate that many first-year students commence their university education with inadequate information literacy skills—competencies that are essential for academic success in higher education. As emphasized by the Association of College & Research Libraries (ACRL, 2000), information literacy is increasingly recognized as a core skill for all university students, and deficiencies in this area can significantly hinder learning and academic progress.

To address this challenge, a comprehensive strategy is proposed. This involves integrating structured information literacy instruction into first-year courses, fostering collaboration between faculty and library professionals, and developing easily accessible online resources to support students’ ongoing learning. Currently, Kwame Nkrumah University adopts a traditional approach to promoting information literacy by offering orientation programs to all first-year students across faculties. These sessions often include guided library tours aimed at familiarizing students with the collection and physical layout of the library, enabling more effective navigation of resources. However, this method has largely proven ineffective, as students often struggle to retain the information due to the timing of the orientation, which coincides with the demanding period of registration and adjustment to university life.

Derakhshan and Singh (2011) contend that embedding structured information literacy instruction within the academic curriculum—aligned with course content and learning outcomes—cultivates a learning environment that promotes critical thinking and robust research skills from the outset of students’ academic careers. Supporting this perspective, recent research demonstrates that curriculum-integrated information literacy instruction significantly improves students’ information-seeking competence. Notably, Bernard (2024) found that students exhibited marked gains in self-efficacy, practical skills, and attitudes toward information literacy following targeted instructional interventions, highlighting the positive impact on academic confidence. This approach aligns with pedagogical best practices that emphasize active learning and the application of real-world skills, ultimately enhancing students’ ability to critically evaluate and navigate complex information landscapes.

Another key aspect involves partnering with librarians to deliver focused training sessions. This essential strategy involves collaborating with librarians to deliver targeted training sessions that strengthen students’ research skills. Librarians play a crucial role in academic institutions by guiding students in identifying credible sources, understanding copyright regulations, and effectively using library databases. As Ahmad and Mir (2024) highlight, partnerships between librarians and faculty can significantly enhance students’ information literacy, leading to improved academic performance. These collaborations may include customized workshops aligned with course assignments, offering first-year students practical support tailored to their research needs. Such initiatives foster deeper student engagement through personalized learning, helping learners recognize their information needs, locate reliable sources, and use information ethically—all within a collaborative, inquiry-driven learning environment (Kamau & Adika, 2018).

The development of online resources and self-paced learning modules is a crucial strategy for improving information literacy. The study highlights the widespread use of the internet among students, suggesting that they are more inclined to engage with online content than traditional printed materials. This trend underscores the importance of integrating digital literacy into educational curricula, which would equip students with the skills to effectively navigate, assess, and utilize the vast array of online resources available. At the same time, it is essential to help students recognize the value of traditional materials in their research and learning. By fostering both digital and traditional literacy, students can adopt a balanced approach to sourcing and processing information.

In response to the COVID-19 pandemic, Kwame Nkrumah University transitioned to blended learning, using Moodle as the primary learning platform. Incorporating an information literacy module into this platform could provide an effective means of reaching students and enhancing their digital competencies. This approach also facilitates better utilization of the university’s electronic resources, which are accessible through the Zambia Libraries Consortium (ZALICO). Students can access these resources both on-campus and remotely, thereby improving their ability to engage with the wealth of digital content available through the university library.

This approach acknowledges the diverse learning styles and varying learning paces of students, promoting accessibility through the use of assistive technologies that support academic progress (Sullivan & Willey, 2017). Institutions can leverage learning management systems to host instructional modules covering core aspects of information literacy, including strategies for locating academic sources, evaluating their credibility, and mastering citation practices. By offering these resources on-demand, educators provide a flexible, student-centered way to build information literacy skills beyond the traditional classroom environment.

While current measures can assess short-term improvements in information literacy, future research should examine the long-term effects of such educational interventions on students’ academic performance and retention rates. Research indicates that stronger information literacy skills are linked to better student learning outcomes and overall development (Oakleaf, 2009). Investigating how these skills impact long-term academic success could provide valuable insights for institutions, helping to inform curriculum adjustments and resource allocation to support more effective educational practices.

CONCLUSION

In conclusion, adopting a comprehensive strategy that encompasses structured instruction, librarian collaboration, and dynamic online resources will significantly benefit the development of information literacy skills among first-year university students. Emphasizing ongoing research into these strategies will ensure their continued relevance and efficacy in promoting academic excellence. By prioritizing information literacy as a fundamental component of higher education, institutions can equip students with the essential skills needed to thrive in an increasingly complex information landscape.

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