Education Project Topics

Discussion of Information Literacy as an Educational Reform for Utilizing Technology in the Curriculum

Discussion of Information Literacy as an Educational Reform for Utilizing Technology in the Curriculum

Discussion of Information Literacy as an Educational Reform for Utilizing Technology in the Curriculum

Chapter One

Objective of the study

The primary objective of the study is as follows

1.To examine what a technological  information literate person is .

  1. To investigate The measures federal ministry of education has put in place to promote the integration of ILS into the curriculum
  2. Ascertain the challenges faced by school teachers in incorporating ILS in their teaching subjects.
  3. Identify strategies to enhance the promotion of and integration of ILS into educational curriculum




Our focus in this chapter is to critically examine relevant literatures that would assist in explaining the research problem and furthermore recognize the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps.

Precisely, the chapter will be considered in three sub-headings:

  • Conceptual Framework
  • Theoretical Framework



The term IL, sometimes referred to as  information competency, is generally defined as the ability to access, evaluate, organize, and use information from a variety of sources. Being information literate requires knowing how to clearly define a subject or area of investigation; select the appropriate terminology that expresses the concept or subject under investigation; formulate a search strategy that takes into consideration different sources of information and the variable ways that information is organized; analyze the data collected for value, relevancy, quality, and suitability; and subsequently turn information into knowledge (ALA, 1989). This involves a deeper understanding of how and where to find information, the ability to judge whether that information is meaningful, and ultimately, how best that information can be incorporated to address the problem or issue at hand.  The IL is not the same as computer literacy (which requires a technological know-how to manipulate computer hardware and software) or library literacy (which requires the ability to use a collection and its services), although there library’s  is a strong relationship among all these concepts Each of these literacies requires some level of critical thinking. But compared with computer literacy, IL goes beyond merely having access to and knowledge of how to use the technology because technology alone does not guarantee quality learning experiences. And compared with

library literacy, IL is more than searching through an online catalog or other reference materials because IL is not a technique, but a goal for learners. The IL requires an awareness of the way in which information systems work, of the dynamic link between a particular information need and the sources and channels required to satisfy that need.

Evaluation Of Information Literacy

The need to evaluate the credibility of information is nothing new, but until recently most learners could expect to deal with some carefully selected collections of reference materials in academic and public libraries, as well as a fairly limited range of widely accepted authoritative texts in the classroom or in the home library. However, since anyone can make a Web page, for example, how can you tell if the information is reliable or not? A critical point about using the Internet is that individuals posting information are not required to pass through traditional editorial constraints or undergo any kind of fact-checking required in conventional published print media (Debe and Nancy, 2013). The reluctance to look for information from tried and true sources such as well-indexed books or the temptation to assign value to information simply because it came off of the computer will likely provide results with poor quality. Not only must we be discerning learners but, in addition, we must be constantly learning. As the pace of global change has increased, so has our need for learning. Consider the tremendous changes in both the amount and variety of information resources, as well as great changes in technology that affects our lives in everything from banking to medical care.

implications of information literacy for teaching

Teachers must be prepared to “teach students to become critical thinkers, intellectually curious observers, creators, and users of information. The goal is to prepare students early on to “learn how to learn” and carry these skills into other areas of their lives so that they can be independent seekers and consumers of information throughout their lives. Teachers of all subjects must blend their traditional fact-based approach with an emphasis

on learner-based inquiry and the scientific inquiry process. This means shifting some of the responsibility of gaining knowledge from the teacher to the student and allowing students to develop questions, strategies to search for answers, and formulate conclusions. It also means having fewer lectures and replacing them with applied strategies for IL. Concurrently, educators and researchers must grapple with defining the standards and competencies associated with IL, develop effective new ways to engage learners and measure the outcome and impact of such learning (Pearce, 2001).





In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.


Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.


According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitute of individuals or elements that are homogeneous in description.

This study was carried out to examine discussion of information literacy as an educational reform for utilizing technology in the curriculum  in Ikeja , Lagos state. Selected secondary schools  in Ikeja, Lagos State form the population of the study.




This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.




In this study, our focus was to examine discussion of information literacy as an educational reform for utilizing technology in the curriculum using selected schools in Ikeja as a case study. The study specifically was aimed at highlighting the examine what a technological  information literate person is . The measures federal ministry of education has put in place to promote the integration of ILS into the curriculum. the challenges faced by school teachers in incorporating ILS in their teaching subjects.  strategies to enhance the promotion of and integration of ILS into educational curriculum.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 77responses were validated from the enrolled participants where all respondent are drawn from active teachers from the selected schools in Ikeja.


Based on the finding of this study, the following conclusions were made:

  • An information literate person use information effectively to accomplish a specific purpose
  • An information literate person understand the economic and social issue surrounding the use of information.
  • An information literate person access and use information legally and ethically.
  • The federal ministry of education promote the integration of information literacy in the curriculum
  • There are challenges faced by school teachers in incorporating information literacy in their teaching subjects
  • There ere strategies to enhance the promotion of and integration of information literacy into educational curriculum.


Based on the responses obtained, the researcher proffers the following recommendations:

  1. Federal Ministry of Education must formulate a conceptual framework for the implementation of ILS programmes in secondary education in Nigeria. It must formulate ILS implementation strategies/policies.
  2. The use of technology should be incorporated into the educational curriculum


  • American Library Association (1989). A progress report on  information literacy: An update on the ALA presidential  committee on information literacy: Final report, January 10,  1989, Washington, D.C.
  • Bavakutty, M. and Nasirudheen, T.P.O. (2008). Assessing  information literacy competency of research students in India:  A case study. In Abrizah Abdullah, et al. (Eds.) ICOLIS, Kuala  Lumpur: LISU, FCSIT, pp. 109–121.
  • Bent, M. and Stockdale, E. (2009). Integrating information literacy  as a habit of learning – assessing the impact of a golden thread  of IL in the curriculum. Journal of Information Literacy, 3(1):  43-50.
  • Breivik, P.S. and Gee, E.G. (1989). Information literacy: Revolution  in the library. American Council on Education, New York.
  • Brown, J. (2006). Information competencies for students in design  disciplines. Art Libraries Society of North America, pp. 28– 31. Available from:  2007/informationcomp.pdf. [Accessed: 28th March 2014].
  • Corrall, S. (2008). Information literacy strategy development in  higher education: An exploratory study. International Journal  of Information Management, 28: 26–37.
  • Debe, A. and Nancy, L. (2013). Students and information literacy:  high school and postsecondary perspectives. Maine Policy  Review, 22(1): 114–117. Available from: http://digitalcommons. [Accessed: 28th April 2014].


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