Impediments of information literacy at physical contact universities in South Africa

Abstract

The purpose of this study was to uncover the impediments to information literacy at face-to-face universities in South Africa, with the aim of suggesting strategies to improve information literacy training. The study employed a systematic review of the literature and collected data from the SABINET database and Google Scholar. The study was framed using the Society of College, National, and University Libraries (SCONUL) Seven Pillars of Information Literacy model. Key findings indicated that users' information literacy competencies remain poor even after attending information literacy training. Additionally, face-to-face universities do not have a common curriculum for information literacy programmes. Most institutions offer generic or standalone information literacy programmes, delivered in a hybrid mode. The root cause of these impediments appears to be a lack of support from top management. The study recommends integrating the information literacy programme into the university curriculum. Furthermore, it suggests combining the SCONUL Seven Pillars of Information Literacy model with the Kuhlthau model to enhance the framework for information literacy initiatives.