Information Literacy Practices and Challenges of Academic staff in Ethiopian Selected Public Research Universities

Abstract

This study aims to explore the Information Literacy Practices and Challenges faced by academic staff in selected Ethiopian Public Research Universities. The study population comprises 8074 academic staff members from four prominent research universities, accounting for 45% of the total. Specifically, this research will focus on universities located in Addis Ababa, Gonder, Haromaya, and Hawasa, encompassing a total of eight public research universities. A sample of 367 academic staff members will be considered for this study. To achieve this objective, a descriptive cross-sectional research design will be employed. Data will be collected through the use of questionnaires, focus group discussions, and relevant documents pertaining to the subject matter. The ultimate goal of this research is to formulate effective strategies that can be implemented by higher education institutions in Ethiopia. These strategies aim to enhance existing practices or introduce and cultivate Information Literacy (IL) programs that empower instructors with the knowledge and skills essential for navigating the modern information landscape and promoting lifelong learning. Given the absence of a comprehensive study addressing the nature and scope of library instruction and information literacy programs in Ethiopian universities, this study endeavors to bridge this gap. It will critically examine the status and implementation of information literacy, serving as a foundation for advancing quality education and cultivating skills conducive to effective teaching and learning in Ethiopian universities. Data collected will be analyzed using descriptive and inferential statistics, including measures such as mean, standard deviation, and one-way ANOVA. Finally, the study's key findings will be summarized, leading to conclusive remarks and the formulation of potential solutions based on these findings.