Academic journal article Library Philosophy and Practice

Contextualization of the Information Literary Background in Nigeria Education Sector

Academic journal article Library Philosophy and Practice

Contextualization of the Information Literary Background in Nigeria Education Sector

Article excerpt

1 Introduction

Information helps to reduced doubt and ambiguity and it plays an essential role in the quality of education because it's a medium for which knowledge is communicated and a vehicle for the discovery of reality and crystallisation of ideas. Consequently, accessing the right quality of information requires the knowledge of information literacy. In the opinion of Idiodi (2005:8) perception of information literacy skills and the challenges of information literacy acquisition in developing countries are similar to those in some other countries. It is important for teachers and students to find and efficiently use information in whatever format regardless of the location. If this is the case, teachers and students must be taught how knowledge is structured and organized by librarians who are experts in information organization and retrieval and in the best position to guide others. However, librarians cannot do it alone; they need to collaborate with other members of staff who have the responsibility to integrate information usage into their teaching programmes and encourage students to use the resources available, both in the libraries and other well regulated information sites.

Modern teaching requires the ability to find, evaluate, organize and communicate information, and the awareness that information is in a state of continuous flux, which means it changes as quickly as it is available. Teachers, in the analysis of Solomon, Wilson and Taylor (2012:4), are expected to continuously expand their body of knowledge to become successfully up to date, and this ability requires the skill of information literacy.

Information literacy is vital to learners who are desirous of taking full advantage of information resources that is abundant in the 21st century, it promote problem solving abilities and support critical thinking skills, by logically asking right questions and diligently seeking answers, finding accurate information, forming rational opinions, evaluating sources and making decisions that will nurture willing learners, effective contributors, confident individuals and responsible citizens (Scottish Information Literacy Project, 2013). In view of the above, the purpose of this article is to highlight various aspect of the educational setting in Nigeria that promotes information access of teachers.

2 Nigeria Context

Education in Nigeria has gone through a series of policy transformations over a long period of time. The commitment to institute national policies and guidelines for harmonized standards of education in Nigeria generally rests with the Federal Government through the Federal Ministry of Education. This is clearly stated in the National Policy on Education, and supported by the Education Decree No. 16 of 1985 and the 1999 Constitution of the Federal Republic of Nigeria. Consequently, the attention of the Federal Ministry of Education is centred on six spheres of education, namely: Early Childhood Education, Introduction Basic Education, Secondary Education, Tertiary Education, Adult and Non-formal Education, and Special Needs Education (Federal Ministry of Education, 2009).

According to the Nigerian Company Laws and Regulation Handbook, Vol.1 (2015:7), Nigeria is the most populous nation in Africa, and the seventh most populous in the world, with approximately 174 million people. Christian missionaries introduced the Western education system in Nigeria in the mid-nineteenth century; it was more readily accepted in the southern part of the country, particularly in Lagos (Jayeola-Omoyeni & Omoyeni, 2014:269). Nigeria's literacy rate is estimated at 73.6% for urban areas and 49.5% for rural areas (Nigeria National Bureau of Statistics, 2010: 20

According to Amaghionyeodiwe and Osinubi (2006:2), education being a mechanism of change and transformation, in Nigeria education policy has evolved in the course of numerous of historical developments a policy for educational improvement was launched in 1977 geared towards bringing self-realization, personal and corporate efficiency and effectiveness, national harmony, etc. …

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