Abstract:
Purpose – The aim of this study is to investigate the personal information management (PIM)
practices of students and its implications for library services at the University of Ghana.
Design/methodology/approach – This was a survey research, and questionnaires were
administered to 150 students across their various programs of study. Questionnaire design was
based on the literature reviewed and research objectives.
Findings – Results showed that, format, skills, size of collection, memory, and habits accounted for
diverse PIM practices among students. Among the major drawbacks were inadequate skills,
information fragmentation, inappropriate habits, and imperfect memory. These aspects when
improved, would enhance the effectiveness of students’ PIM practices tremendously.
Research limitations/implications – The study adopted the PIM framework developed by James
and Teevan and focused on the core activities of PIM namely: keeping, organizing and re-finding. In
order to provide a fair rounded picture of the PIM situation of students, it is expected that subsequent
studies would cover the remaining variables notably- information maintenance; selection and
implementation of a scheme; managing privacy and the flow of information; matters of security;
measurement and evaluation; and making sense of things.
Practical implications – The study concludes that, through comprehensive information literacy
training programmes offered by libraries; student-oriented PIM researches; the formation of PIM clubs
spearheaded by librarians and supported by university administrators, benevolent organizations and
individuals, the PIM practices of students can be made better. PIM efforts should aim at shaping,
improving, integrating and supporting students’ PIM habits, skills, personal information collections
and memories respectively.
Originality/value – PIM practices of students is among the least explored topics in the field of
library and information studies in Ghana. This research would not only create awareness about PIM
practices, but would also draw attention to the efforts that can be made to improve PIM practices of
students in Ghana.
