Information Literacy among Teachers in Selected Second Cycle Institutions in the Cape Coast Metropolis, Ghana

Abstract

Most Ghanaian second cycle institutions factor little training into information literacy skills for teachers. As a result most teachers are challenged in the use of information literacy in their teaching and learning process. This study therefore set out to examine the current level of information literacy in this era of information age among teachers in second cycle institutions in the Cape Coast metropolis. Being the oldest and among the category ‘A’ schools in Ghana, Mfantsipim School and Wesley Girls High School were purposively selected for this study. All 179 teachers, including the Head teachers of both schools participated in the study. The objectives of the study were to determine the level of awareness of information literacy of teachers, to ascertain the extent of training in information literacy skills, to determine the strategies teachers employed in the use of print and electronic resources, to assess teachers’ views on the role of information literacy in their teaching activities, and to ascertain the barriers militating against the development of information literacy skills among teachers in both schools. Questionnaire and interview guide were used to collect data from the teachers and Head teachers respectively. Descriptive statistics was used to analyze the data collected. From the analysis, most of the teachers had information needs, they were aware of the gaps that existed in their subject areas and used diverse information resources available to them to satisfy these gaps. Teachers from both schools had a high preference for Internet sources to keep abreast with information on their subject areas and also update their teaching notes. It was also evident that little or no training was organized for teachers in both

schools in IL. However, it was found out that teachers possessed moderate levels of IL skills and employed various strategies to find information from the various sources available to them. Inadequate resources were a major challenge that affected IL development among teachers. The SCONUL (1999) model was appropriate for the study, but considering the constraints that inhibited teachers IL training in the two selected schools, the SCONUL (1999) model have been revised by the researcher to suit the Ghanaian context. It was recommended, therefore, that Heads of schools should make IL training compulsory for teachers as well as provide the facilities needed for IL development in schools. Integration of IL into the curriculum of Colleges of Education and Senior High Schools by Ghana education service was also recommended.