Chinenyes Project Work Completted

INFORMATION LITERACY SKILLS FOR UTILIZATION OF
ELECTRONIC RESOURCES BY STUDENT OF IMO STATE

UNIVERSITY, OWERRI.
BY
CHINENYENWA MARY-GUSTAFF DURUGBOR
18/54255
INFORMATION LITERACY SKILLS FOR UTILIZATION OF
ELECTRONIC RESOURCES BY STUDENT OF IMO STATE
UNIVERSITY, OWERRI.
BY
CHINENYENWA MARY-GUSTAFF DURUGBOR
18/54255
A PROJECT SUBMITTED TO THE DEPARTMENT OF LIBRARY AND

INFORMATION SCIENCE, FACULTY OF EDUCATION, IMO STATE
UNIVERSITY, OWERRI. IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE AWARD OF BACHELOR OF LIBRARY
AND INFORMATION SCIENCE (BLS) DEGREE.
AUGUST, 2023
CERTIFICATION
I certify that this project titled “Information Literacy Skills For Utilization of
Electronic Resources by Students of Imo State University, Owerri..” is an original
work written by Durugbor Chinenyenwa Mary-Gustaff (18/54255) of the Faculty
of Education, Imo State University, Owerri in accordance with the requirements of
the Department of Library and Information Science.
...………………………........................ ..…………………
Chinenyenwa Mary-gustaff Durugbor Date
18/54255
APPROVAL
It is hereby certified that this project titled “Information literacy skills for
utilization of electronic resources by student of Imo State University, Owerri.”
was written by Chinenyenwa Mary-gustaff (18/54255) has been read and
approved, as meeting the requirements of the Department of Library and
Information Science, Faculty of Education, Imo State University, Owerri for the
award of Bachelor Degree in Library and Information Science (BLS).
……………………………… ………………….
Dr. (Mrs) Adaora Udo-Anyanwu Date
Supervisor
………………………….. ………………….
Dr. Basil O. Edom Date
Head of Department, Library
and Information Science
………………………. ………………….
Prof. B. I. Nnodum Date
Dean, Faculty of Education
………………………. ………………….
External Examiner Date

DEDICATION
This research work is dedicated to my parents, Hon. Chief E. O. C.

Durugbor and late Hon. Lolo Florence Durugbor for their financial investment on
me which made me to achieve this goal.
ACKNOWLEDGEMENTS
The researcher is highly indebted to her project supervisor, Dr. (Mrs) Adaora
Udo-Anyanwu for her motherly advice, invaluable supervision and constructive
criticism which made her to achieve this goal. Her approach to this work made the
researcher to know what research work is all about. God will continue to bless her.
The researcher also appreciates the Dean, Faculty of Education Prof. B. I.

Nnodum, the Head of Department of Library and Information Science, Dr. Basil
O. Edom, for their advice and academic impact. To the other lecturers in the
department, Prof Okee Okoro, Prof Pearl Akanwa, Prof Chidi Nwosu Dr. Emeka
Uchenndu, Dr. Ngozi Azubuogu, Dr. Blessing Uwakwe, Dr Nkechi Okorie, Dr.
Chinedu Egbuchu, Mrs Chioma Okere, Dr. Cajethan Onyeneke, Dr. Linda
Uwandu, Dr. Lazarus Njoku, Mr. Emeka Uzoeto, Mr. Peter Ihenacho as well as
the department librarian Dr. Cajethen Anumkwa, the researcher is grateful for
their guidance and academic impact.
Immeasurable thanks goes to her parents – Hon. Chief E. O. C. Durugbor

and late Hon. Lolo Florence Durugbor for their relentless efforts, concerns,
believing in her and also encouraging her all through this study.
Her special thanks go to her guardians, friends and course mates, more
especially; Mr. Alex Ukonu, Mr. and Mrs. Uzoho, Mr. Chigozie Abana, Rev. Fr.
ChibuzorDike, Dr. Austin Agbahiwe, Mr. Chisimdi Ihemtuge, Mr. Chiemeka
Ukonu, Ubah Favour, Igwe Vivian, Okere Oluchi, Obegu Jacinta and Divine C. O.
for being a support towards the attainment of this goal. Thanks and God bless
them all.
To the immortal being, the divine maker of all things in existence for
guiding the researcher all through this journey, may all glory and adoration be
ascribed unto His holy name, in Jesus name, Amen.
TABLE OF CONTENTS
Cover
Title i
Certification ii
Approval iii
Dedication iv
Acknowledgements v
Table of Contents vii
List of Tables x
Abstract xi
CHAPTER ONE: INTRODUCTION
Background to the Study 1
Statement of the Problem 4
Scope of the Study 4
Purpose of the Study 5
Significance of the Study 5
Research Questions 7
CHAPTER TWO: REVIEW OF LITERATURE
Major Concepts of the Study 9
Theoretical Framework 18
Review of Empirical Studies 19

Summary of Literature Review 24
CHAPTER THREE: RESEACH DESIGN AND PROCEDURES
Research Design 26
Area of the Study 27
Population of the Study 28
Sample and Sampling Technique 28
Instrument for Data Collection 29
Validation of Instrument 29
Method of Data Collection 30
Method of Data Analyses 30
CHAPTER FOUR: RESULTS
Data Analysis Based on Research Questions 31
Summary of Findings 35
CHAPTER FIVE: DISCUSSIONS OF FINDINGS AND SUMMARY OF

THE STUDY
Discussion of Findings 37
Educational Implication of the Study 38
Limitations of the Study 39
Recommendations 40
Suggestions for Further Study 4
Summary of the Entire Study 47
Conclusion 47
References 50
Appendices 57
Abstract
This study examined the Use of the information literacy skills of students of Imo
State University, Owerri. Information Search Process Model (ISP) and
constructivist learning theory was used as the theoretical background. Other related
literatures were reviewed. The research design for this study is descriptive survey.
The area of study is Imo state University. The population of the study comprises of
nine hundred and eight thousand 908,000 undergraduate students enrolled in Imo
State University with sample size of four hundred (400). self -structured rating
scale and likert scale was used as an instrument for data collection for the study.
Descriptive statistics of mean scores were used to analyze data for data analysis.
the findings of the study are: online databases, E-books, online Journals,
Institutional digital repositories, Encyclopedias and reference sources are
electronic resources used, Information seeking, source evaluation, information
retrieval, ethical and legal use of information, effective communication are the
information literacy skills possessed by the students of Imo State University,
online databases, on E-books, websites, Online videos and webinars, digital
libraries are information literacy skills in utilization of electronic resources re
information literacy skills in utilization of electronic resources, Inadequate or
insufficient instruction on information literacy skills, Students face difficulties in
navigating and using electronic resources, Students who are non-native speakers or
have limited language proficiency, on Lack awareness of what information literacy
skills, on Problem from busy schedules and multiple academic responsibilities are
challenges faced by students in the acquisition of information literacy skills. The
study recommended that, There should be provision of Electronic resources used
by the students in the schools, The students should be trained on Information
Literacy Skills to help enhance their performance in the school, The Use of
Information Literacy Skills in Utilization of Electronic Resources should be made
available in the school, The Acquisition Of Information Literacy Skills should be
enhanced and improved to help the students.
CHAPTER ONE
INTRODUCTION
In this chapter, the researcher discussed the following subheadings:
background to the study, statement of the problem, scope of the study, purpose of
the study, significance of the study and research questions.
Background to the Study
In today's digital age, the utilization of electronic resources has become an
integral part of students' academic and research endeavours. The rapid
advancement of technology has provided students with unprecedented access to a
vast array of electronic resources, including online databases, e-books, journals,
and websites. Electronic resources refer to digital materials and information that
are accessible and available through electronic means, typically accessed via
computers, tablets, smartphones, or other digital devices. These resources can
include online databases, e-books, e-journals, websites, multimedia content, and
other digital materials that provide information and knowledge in various fields
(Bonn & Bonn, 2022). However, the effective utilization of these resources
requires a set of essential skills known as information literacy skills (Ankrah,
Boateng, & Amartey, 2018).
Information literacy skills refer to the ability to identify, locate, evaluate,
and effectively use information from various sources. These skills are crucial for
PAGE \* MERGEFORMAT 39
students to navigate the vast amount of information available in electronic
resources and to become critical thinkers, independent learners, and active
participants in the digital information landscape (Bruce, 2017). Developing
information literacy skills is vital for students to adapt to the changing information
landscape and to thrive in their academic pursuits.
It is essential for students to develop information literacy skills specifically
tailored for their utilization. These skills encompass various aspects, including the
ability to formulate effective search strategies, critically evaluate the credibility
and authority of online sources, analyze and synthesize information from multiple
sources, and ethically use and cite electronic resources (American Library
Association, 2015). By acquiring these skills, students can enhance their research
capabilities, improve the quality of their academic work, and become more
engaged and informed digital citizens.
The utilization of electronic resources in education brings forth numerous
benefits for students. Firstly, electronic resources provide access to a wealth of up-
to-date and relevant information that can greatly enhance students' learning
experiences (Abdullah, 2019). With just a few clicks, students can access a vast
array of scholarly articles, research papers, and academic publications, enabling
them to delve deeper into their subjects and explore multiple perspectives.
Additionally, electronic resources offer the convenience of 24/7 access, allowing

students to study and conduct research at their own pace and from any location
with an internet connection (Griffiths & Brophy, 2017).
Despite the immense potential of electronic resources, many students
encounter challenges in effectively utilizing them. Students often struggle with
information overload, the inability to evaluate the credibility and relevance of
sources, and difficulties in navigating complex databases and search interfaces
(Koltay, 2016). These challenges can hinder students' ability to locate and utilize
the most appropriate and reliable information for their academic needs.
Educational institutions and libraries play a critical role in fostering
information literacy skills among students. They have the responsibility to provide
students with access to electronic resources and to offer guidance and support in
developing effective strategies for their utilization (Kapitzke, 2017). Additionally,
educators can integrate information literacy instruction into their curriculum,
helping students develop the necessary skills to navigate the digital information
landscape effectively.
It is based on this background that the researcher carried out this study on
the information literacy skills of students at Imo State University, Owerri, with a
specific focus on their utilization of electronic resources.
Statement of the Problem
In today's digital age, electronic resources play a crucial role in students'
academic success and lifelong learning. However, many students face challenges
in effectively utilizing electronic resources which may be due to lack of
information literacy skills. This problem is particularly evident among students at
Imo State University, Owerri, who may struggle to locate, evaluate, and use
electronic resources to support their studies and research. The researcher therefore
wonders if the inability to utilize electronic resources is because of poor
information literacy skill. This is what this study is set to examine.
Scope of the Study
This study aims to explore the information literacy skills of students of Imo
State University, Owerri, specifically in relation to the utilization of electronic
resources. Only the undergraduate students in the Faculty of Education, Imo State
University will be studied.
The study will also cover the following concepts: electronic resources,
information literacy skills, challenges of acquiring information literacy skills.
Purpose of the Study
The general purpose of this study is to examine the information literacy
skills of students of Imo State University, Owerri, with a specific focus on their
utilization of electronic resources. The specific purposes of the study are as
follows:
1. to identify the electronic resources used by the students of Imo State
University.
2. to find out the information literacy skills possessed by the students.
3. to ascertain the extent students use information literacy skills in utilization
of electronic resources; and
4. to examine the challenges faced by students in acquisition of information
literacy skills.
Significance of the Study
This study holds significant importance for various stakeholders such as
students, faculty members, University administrators, library and information
science professionals, employers and industries, societies and researchers.
The study will directly benefit students by enhancing their information
literacy skills and equipping them with the necessary competencies to effectively
utilize electronic resources. Improved skills in locating, evaluating, and using

information will support their academic success, research capabilities, and overall
learning experience.
Faculty members play a crucial role in guiding students' learning and
research processes. The study's findings can inform faculty members about the
existing information literacy skills gaps among students, helping them develop
targeted interventions, instructional materials, and assignments that promote
effective utilization of electronic resources. This can lead to improved teaching and
learning outcomes.
Understanding the information literacy skills of students is essential for
university administrators in planning and implementing relevant policies and
support services. The findings can inform decisions related to curriculum
development, resource allocation, and the provision of information literacy training
programs or workshops to enhance students' skills.
As custodians of information resources and providers of library services,
librarians and information professionals can utilize the study's findings to design
and deliver targeted information literacy programs, workshops, and tutorials. This
will ensure that students have the necessary skills to access, evaluate, and
effectively use the electronic resources available in the university library.
Employers value graduates who possess strong information literacy skills.
By improving students' information literacy competencies, the study can contribute
to producing graduates who are better prepared for the demands of the modern
workplace. This benefits employers by having a pool of job-ready individuals who
can effectively utilize electronic resources for research, problem-solving, and
decision-making.
The skills are crucial for informed citizenship and lifelong learning. By
equipping students with these skills, the study contributes to producing individuals
who can critically evaluate information, engage in evidence-based decision-
making, and contribute to the social, economic, and cultural development of their
communities.
The findings of this study will be beneficial to researchers as it will give
them foundational information on the subject area. They may also review it as
empirical study. It will add to already existing knowledge on the subject area.
Research Questions
The following research questions are posed to guide the study:
1. What are the electronic resources used by the students of Imo State
University?
2. To what are the information literacy skills possessed by the students?

3. What extent do students use information literacy skills in utilization of
electronic resources?
4. What are the challenges faced by students in the acquisition of information
literacy skills?
CHAPTER TWO
REVIEW OF LITERATURE
The researcher reviewed the chapter under the following subheadings: major
concepts of the study, theoretical framework, review of empirical studies and
summary of literature review.
Major Concepts of the Study
Electronic resources
The concept of electronic resources refers to digital materials that are
accessible and available online for various purposes such as research, education,
entertainment, and information retrieval. Electronic resources encompass a wide
range of digital content, including electronic books (e-books), electronic journals
(e-journals), databases, multimedia content, online newspapers, research articles,
and other forms of digital information. According to Borgman (2020), electronic
resources can be defined as "information in digital form that can be accessed,
retrieved, and manipulated through electronic means." They are typically stored
and accessed through computer systems and networks, allowing users to search,
retrieve, and interact with the content electronically.
Electronic resources have become increasingly prevalent in academic and
research settings. They offer numerous advantages over traditional print resources,
such as ease of access, faster retrieval, and the ability to search and navigate
through large volumes of information (Borgman, 2020). Dempsey and Malpas
(2019) stated that electronic resources encompass both licensed content, such as
databases and journals subscribed to by libraries, and open access resources freely
available on the internet. These resources can be accessed remotely and provide
global access to information, breaking down barriers of time and location.
One of the significant benefits of electronic resources is their potential for
cost savings. Instead of purchasing and maintaining physical copies of books and
journals, institutions and individuals can subscribe to electronic databases or
platforms that provide access to a wide range of resources (Dempsey & Malpas,
2019). This cost-effectiveness makes electronic resources more accessible to a
broader audience. Electronic resources also promote collaborative and interactive
learning. They often offer features such as annotations, highlighting, and
bookmarking, allowing users to personalize their reading experiences and engage
with the content in a dynamic way (Waters, 2014). Online discussion forums and
interactive multimedia elements further enhance the collaborative learning
experience (Dempsey & Malpas, 2019).
However, electronic resources also present challenges. One major challenge
is ensuring the reliability and credibility of the information available online. With
the ease of publishing digital content, it is crucial to critically evaluate the sources
and verify the accuracy and validity of the information (Borgman, 2020).
Utilization of Electronic resources
The utilization of electronic resources refers to the effective and efficient use
of digital materials available through various online platforms and databases.
Electronic resources offer a wealth of information and resources that can be
accessed and utilized for research, learning, professional development, and
personal enrichment. One of the key benefits of electronic resources is their
accessibility. Users can access electronic resources from anywhere with an internet
connection, allowing for greater convenience and flexibility in accessing
information (Borgman, 2020). This accessibility is particularly valuable for
individuals who may not have easy physical access to libraries or other traditional
information sources.
Electronic resources also enable users to conduct efficient searches and
retrieve information quickly. Search functionalities, filters, and advanced search
options offered by electronic databases and platforms facilitate targeted and precise
information retrieval (Dempsey & Malpas, 2019). This enables users to find
relevant and up-to-date information more efficiently compared to traditional
methods. The utilization of electronic resources also promotes interdisciplinary
research and exploration. Electronic databases often cover a wide range of subject
areas, allowing researchers to access information from various fields and
perspectives (Borgman, 2020). This interdisciplinary approach can lead to new
insights and connections across different disciplines.
Furthermore, electronic resources provide opportunities for interactive
learning and engagement. Online educational platforms, e-learning materials, and
multimedia resources enhance the learning experience by incorporating interactive
elements such as videos, simulations, and quizzes (Waters, 2014). This interactive
nature encourages active participation and enhances understanding and retention of
information.
However, effective utilization of electronic resources requires information
literacy skills. Users need to be able to evaluate the credibility and reliability of
online sources, critically analyze information, and properly cite and attribute
sources (Dempsey & Malpas, 2019). Information literacy skills are essential for
distinguishing between reliable and unreliable sources and ensuring the integrity of
research and learning.
Information Literacy Skills
Information literacy skills refer to a set of abilities that enable individuals to
recognize when information is needed, locate relevant information, evaluate its
credibility and quality, effectively use and apply the information to accomplish a
specific purpose, and understand the ethical and legal considerations surrounding
the use of information (Bruce, 2017).
The Importance of information literacy skills in the digital age includes:
I. Fostering critical thinking: Information literacy skills help individuals
develop critical thinking abilities by teaching them to evaluate and analyze
information sources, identify biases, and assess the reliability and accuracy
of information (Cheuk, 2016)
II. Promoting lifelong learning: In the digital age, information is constantly
evolving. Information literacy skills empower individuals to stay updated
and adapt to new information by effectively searching, evaluating, and
utilizing digital resources (Godwin & Parker, 2017).
III. Enhancing academic success: Information literacy skills are essential for
academic success as they enable students to conduct research, locate relevant
and reliable sources, and effectively integrate information into their
assignments and projects.
IV. Empowering informed decision-making: Information literacy skills equip
individuals with the ability to access and evaluate a wide range of
perspectives, enabling them to make informed decisions in various aspects
of life, such as healthcare, finance, and politics (UNESCO, 2013).

V. Fostering digital citizenship: Information literacy skills promote responsible
and ethical use of information in the digital realm. Individuals with strong
information literacy skills are better equipped to navigate the digital world,
protect their privacy, and engage in respectful online interactions.
Students utilize electronic resources in :
A. Accessing electronic resources: This involves the ability to access and navigate
various electronic resources such as online databases, digital libraries, e-books, e-
journals, and other digital materials. It includes understanding how to use different
platforms, login procedures, and access restrictions (Kuhlthau, 2014).
B. Effective searching strategies for online databases and digital libraries: This
refers to the skills and techniques needed to conduct efficient and effective
searches within online databases and digital libraries. It includes formulating
appropriate search queries, using advanced search features, applying filters, and
refining search results (Large & Beheshti, 2018).
C. Evaluation of electronic resources for credibility and reliability: This entails
assessing the credibility, reliability, and quality of electronic resources. Students
need to critically evaluate the authority of the source, verify the accuracy of
information, and consider potential biases or limitations of the resource (Lupton,
2018).
D. Incorporation of electronic resources into academic work: This involves
integrating electronic resources into academic assignments and research papers.
Students should be able to effectively cite and reference electronic sources,
understand copyright and fair use principles, and appropriately integrate
information from electronic resources into their own work.
Factors Affecting Information Literacy Skills and Utilization of Electronic
Resources:
These are several factors affecting information literacy skills and utilization
of electronic resources. These as identified by Bruce (2018) Julien and Genuis
(2011), and Joudrey (2019) include:
A. Technological barriers and challenges: This refers to the difficulties and
obstacles individuals may face in using technology and electronic resources
effectively. It includes issues such as limited digital literacy skills, lack of
familiarity with specific software or platforms, technical glitches, and inadequate
internet connectivity.
B. Digital divide and access to technology: The digital divide refers to the gap
between individuals who have access to technology and those who do not.
Socioeconomic factors, geographic location, and infrastructure limitations can
contribute to unequal access to electronic resources. Disparities in access can
hinder the development and utilization of information literacy skills.
C. Educational and institutional support for information literacy: The level of
support provided by educational institutions, such as schools and universities, can
significantly impact information literacy skills. Adequate curriculum integration,
librarian involvement, resources, and training programs are essential in fostering
information literacy competencies among students.
D. Cultural and socioeconomic factors influencing information literacy skills:
Cultural and socioeconomic factors can influence individuals' exposure to
information literacy skills. Factors such as language barriers, educational
background, social norms, and economic resources can shape an individual's
access to information and their ability to develop information literacy skills.
E. Emerging technologies and their impact on information literacy: The rapid
advancement of technology poses challenges and opportunities for information
literacy. New technologies, such as artificial intelligence, virtual reality, and big
data, are changing the information landscape. It is important for educators and
librarians to stay updated on these emerging technologies and understand how they
affect information literacy skills. Integrating these technologies into information
literacy programs can enhance student learning experiences and prepare them for
the digital future.
F. Addressing the evolving needs of students in the digital era: As students' needs
and expectations evolve in the digital era, it is crucial to adapt information literacy
programs accordingly. Students today have grown up in a highly digital and
interconnected world, and they have unique information needs and preferences.
Information literacy programs should take into account the changing information
behaviors, preferences for multimedia content, and the ability to critically evaluate
information from various online sources. It is important to engage with students to
understand their needs and incorporate their feedback into the design and delivery
of information literacy initiatives.
G. Strategies for continuous improvement and adaptation of information literacy
programs: Information literacy programs should be dynamic and responsive to
changing needs and trends. Regular assessment and evaluation of information
literacy initiatives can help identify areas for improvement and inform necessary
adaptations. Collaborative efforts among librarians, educators, and stakeholders
can provide valuable insights and promote a culture of continuous improvement.
Additionally, staying connected with the broader information literacy community,
attending conferences, and participating in professional development opportunities
can provide valuable resources and ideas for enhancing information literacy
programs.
Theoretical Framework:
There are two prominent theoretical frameworks that are relevant to the topic of
"information literacy skills for utilization of electronic resources by students."
They are Information Search Process Model (ISP) and Constructivist Learning
Theory
Information Search Process Model (ISP)
Information Search Process Model (ISP) was developed by Carol Kuhlthau in
1988. This model focuses on the cognitive and affective aspects of information
seeking and use, highlighting stages such as initiation, selection, exploration,
formulation, collection, and presentation of information.This framework helps to
understand and analyze the process by which people search for information to
fulfill their information needs or solve problems. the Information Search Process
(ISP) model offers a comprehensive framework for understanding the complexities
of information seeking and use, taking into account cognitive, affective, and
contextual factors that shape individuals' interactions with information. It continues
to be a valuable tool for researchers, educators, librarians, and information
professionals seeking to support effective and meaningful information-seeking
experiences.
This theory is related to our Study as it is widely applied in the field of
information literacy and helps in understanding students' information-seeking
behaviors and experiences with electronic resources. It guides the development of
instructional strategies to support students in effectively utilizing electronic
resources.
The Constructivist Learning Theory
Constructivist Learning Theory was proposed by Jean Piaget and Lev
Vygotsky. Piaget's work spans from 1896 to 1980, while Vygotsky's work covers
the period from 1896 to 1934. Constructivist learning theory emphasizes active
knowledge construction by learners through social interactions and personal
experiences. It recognizes the significance of students' prior knowledge,
scaffolding, and collaboration in the learning process.
This theory is in relation to this study in the context of information literacy
and the utilization of electronic resources, constructivist learning theory
underscores the need for students to actively engage with resources, critically
evaluate information, and construct their own understanding. It supports student-
centered learning, collaborative activities, and reflection on the use of electronic
resources.
Review of Empirical Studies
A study by Uwandu (2022) The study examined the use of electronic
information resources by postgraduate students of Faculty of Education in Imo
State University, Owerri Library. Four research questions guided the study. Survey
research design was adopted in carrying out this study. The population of the study
is 181 postgraduate students of Faculty of Education in Imo State University,
Owerri. The sample for the study was 181 postgraduate students. Using census
sampling technique, the entire population was adopted as sample for the study.
Online questionnaire was used to collect data for this study and was rated using the
four-point scale. A total of 135 respondents participated in filling out the
questionnaire showing 74.6% return rate. Data collected for the study was analysed
using frequency and mean. The findings of the study revealed that e-journals, e-
books, e-newspapers, e-conference proceedings, Online Public Access Catalogue
(OPAC), CD-ROM databases, e-magazines, electronic databases, online databases,
e-theses and dissertations and Internet resources are the types of electronic
information resources available for use by postgraduate students in the library
studied; postgraduate students use electronic information resources to a low extent
in the library studied; access to a wider range of information, faster access to

authoritative and reliable information, access to current and up-to-date information,
provision of unlimited access to information, hyperlinks to other resources and
ease in sharing and duplicating are the benefits derived from using electronic
information resources by postgraduate students in the library studied and
inadequate funds, poor internet connectivity, lack of ICT skills/knowledge, limited
subscribed titles, inadequate power supply, irrelevant EIR in various disciplines,
inadequate ICT infrastructure and lack of staff orientation and training are
constraints to effective use of electronic information resources by postgraduate
students in the library studied. Based on the findings of the study, the researcher
recommends among others that university library should sustain the provision of
electronic information resources to ensure continuous availability in the library.
This work is related to the current study because it uses the same research
design which is descriptive survey and also questionnaire was administered to get
results for data the presentation and is conducted in Imo State University, owerri
and the respondents are both students from the school.
Another study was carried out by Okoye, (2019) on “Information Literacy
for Effective Utilization of Information Resources in Academic Libraries in
Nigeria. Four objectives, three research questions and two hypotheses were
evaluated. The study was a descriptive survey. Four hundred copies of
questionnaire were administered to students of four academic institutions- Federal

University of Technology Owerri Imo State, Imo State University, Federal
Polytechnic Nekede and Alvan Ikoku Federal College of Education. The data
collected were analyzed using descriptive statistics. Descriptive statistics of mean
scores were used to analyze data generated by the research questions. A criterion (a
mid-point mean score) of 2.50 was adopted. The result indicated that most of the
students were aware of importance of information literacy although some of them
could not identify some aspects of plagiarism. Practical component were not taught
and use of ICT in teaching was lacking. The study was a descriptive survey. The
data collected were analyzed using descriptive statistics. Descriptive statistics of
mean scores were used to analyze data generated by the research questions which
is in relation to the current study.
The work is related to the study because it deals Information Literacy for
Effective Utilization of Information Resources in Academic Libraries in Nigeria, it
uses descriptive survey tools with 400 respondents who are students from
differents schools in Owerri and the data was analysed using frequency and mean.
In a study by Ismaila (2019), he examined the influence of computer self-
efficacy and information literacy skills on the use of electronic information
resources among the undergraduate students in University of Ilorin and Kwara
State University. Two objectives, two research questions and two hypothesis
guided the study. Also, the study adopted descriptive survey design and used a
sample of 376 undergraduate students. Data for the study was collected using a
questionnaire and were analyzed using frequency counts and percentages while the
two hypotheses were tested using Pearson Product Moment Correlation (PPMC).
The study found that majority of the undergraduate students had a high level of
computer self-efficacy which influence their use of electronic information
resources. In the same vein, the study found that majority of the undergraduate
students found that information literacy skills influence their use of electronic
information resources. Furthermore, the study found that the combination of
computer self-efficacy and information literacy skills influence the use of
electronic information resources by undergraduate students in University of Ilorin
and Kwara State University. Similarly, the study found that majority of the
undergraduate students use electronic information resources to do their
assignments and also use electronic information resources to get relevant academic
materials through personal searches.
This study is related to the current study because it adopted descriptive
survey design and the data for the study was collected using a questionnaire was
conducted in the University of Ilorin and Kwara State University with a sample
size of 376 respondents who are undergraduate students and uses questionnaire for
data collection.
Another study was conducted by Toyo (2017) and he examined
undergraduates’ information literacy skills and the use of electronic resources in
Delta State University, Abraka, Nigeria. Two research objectives, two research
questions and one hypotheses were analyzed. The study adopted the survey
method. A questionnaire was used for data collection. The sample size for the
study is 121 undergraduate Library and Information Science students. The data
collected were critically analyzed using frequency and percentage tool. The study
revealed that undergraduate LIS students in Delta State University, Abraka make
use of various electronic resources. The study further revealed that the respondents
are well versed with information literacy skills which they use to exploit the
millions of information available in electronic resources via the internet. It was
also discovered that undergraduate students derive various benefits from the use of
electronic resources and they include instructional delivery to support teaching and
research activities, relatively easy to use, access to a wider range of information,
aids access and retrieval of information, improvement in general communication,
improved overall academic performance and high dependency value on research
work. Also, it was discovered by the study that there are various obstacles faced by
undergraduate LIS students on the use of electronic resources which include
ineffective communication channels, slow internet access, lack of awareness of
electronic information resources, erratic power supply and excessive academic
workload amongst others.
This study is related to the current study, the study was conducted in Delta
State University,Abraka, Nigeria The study adopted the survey method. it uses a
questionnaire for data collection and the data collected were critically analyzed
using frequency and percentage tool. A sample size of 121 undergraduate Library
Information Science Students.
In a study by Ndagi and Madu, (2018) This study examined the effect of
information literacy skills on use of electronic library resources by lecturers in
universities in North Central Nigeria was examined . Two objectives, two research
questions and two hypotheses guided the study. Descriptive survey research design
was adopted for this study. The population of the study was 6,267 lecturers in the
universities in North central Nigeria. Neyman's allocation formula was employed
selecting the sample size for each selected university giving a total of 404
respondents. cluster sampling technique was used to select nine (9) out of 23
universities in the North Central Zone of Nigeria, each cluster containing three
teams each represented federal, state and private owned universities. Questionnaire
was administered as instrument for data collection. Simple percentage statistical
tool was used to answer the research questions while the hypotheses were tested
using Statistical Package for the Social Sciences (SPSS) at 0.05 significance level.
The study showed that the respondents possessed high levels of information
literacy skills electronic resources such as e-journals, e-books, and internet
resources were available in this institutions and highly utilized. Hypotheses tested
revealed that there exists strong positive correlation between information literacy
skills and utilization of electronic resources it was also revealed descriptively that
information literacy skills had great positive effect on the utilization of electronic
resources.
The study is related to the study it examined the effect of information
literacy skills on use of electronic library resources by lecturers in universities in
North Central Nigeria.
Descriptive survey research design was adopted for this study which is
same as the current study and total of 404 respondents lecturers universities of
North Central Nigeria, questionnaire was administered as instrument for data
collection.
Summary of Literature Review
The literature review on information literacy skills and utilization of
electronic resources highlighted the importance of these skills in the digital age.
The review indicated that information literacy skills are essential for students to
effectively access, evaluate, and use information in academic settings and beyond.
It emphasizes the need for students to develop competencies in information
seeking, critical thinking, ethical use of information, and organization and
management of information.
The review also revealed that the utilization of electronic resources plays a
significant role in students' academic work. Accessing electronic resources,
employing effective search strategies, evaluating the credibility of digital content,
and incorporating electronic resources into assignments and research are key
aspects of utilizing electronic resources effectively.
Additionally, the literature review identifies various factors that can influence
information literacy skills and the utilization of electronic resources. These factors
include technological barriers, the digital divide, educational and institutional
support, and cultural and socioeconomic factors. The review highlights the need to
address these factors to ensure equitable access to information and enhance
information literacy skills among students.
Two prominent theories were adopted for this study and they include
Information Search Process Model (ISP) and constructivist learning theory model.
The review of literature revealed that some empirical studies have been
carried out on information literacy skills and electronic resources but there is non
to the best of the knowledge of the researcher on information literacy skills and
utilization of electronic resources in the area of this study. This is the gap in
knowledge that this study has filled.
CHAPTER THREE
RESEARCH DESIGN AND PROCEDURES
This chapter describes the design, research area of the study, population of
the study, sample and sampling techniques, instrument for data collection,
validation of the instrument, method of data collection and method of data
analysis.
Research Design
Research design refers to the overall strategy or plan that guides the
researcher in conducting a study and collecting relevant data to address the
research objectives or research questions. It outlines the specific methods and
procedures that will be used to gather and analyze data, ensuring the study's
validity and reliability (Creswell, 2014). The study employed a descriptive
survey/research design to explore the information literacy skills and utilization of
electronic resources among students at Imo State University. The research design
guides the selection of appropriate data collection methods for gathering
information about students' information literacy skills. This could include surveys,
interviews, observations, or document analysis. The chosen research design
ensures that the selected methods align with the research objectives and are
capable of generating the required data.
Area of Study
Imo State was created on February 3, 1976, during the military
administration of General Murtala Ramat Mohammed. Imo State is located in the
southeastern part of Nigeria, bordered by the states of Abia to the east, Rivers to
the south, Anambra to the west, and Ebonyi to the north. Imo State has a land area
of approximately 5,530 square kilometers, making it one of the smaller states in
Nigeria in terms of land size. Imo State is situated between latitudes 4°45'N and
7°15'N, and longitudes 6°50'E and 7°25'E. As of the 2006 census, Imo State had a
population of about 3.9 million people. However, it is important to note that
population figures may have changed since then due to natural growth and
migration.
Imo State University (IMSU) was chosen as the study site for investigating
the information literacy skills of students for several reasons. Firstly, IMSU is a
prominent educational institution located in Imo State, Nigeria, making it a
relevant and representative sample for studying the information literacy skills of
students within the state. Secondly, IMSU attracts students from diverse
backgrounds and disciplines, providing a diverse participant pool for the study.
Additionally, IMSU is likely to have resources and infrastructure, such as libraries
and computer labs, that support the utilization of electronic resources by students.
Conducting the study at IMSU also offers opportunities for collaboration with
faculty members, librarians, and other stakeholders who can contribute to the
research process. Finally, findings from the study conducted at IMSU may have
broader applicability and generalizability to other universities or educational
institutions within Imo State or similar contexts.
The study was conducted specifically at Imo State University, focusing on
the students enrolled in various academic programs across different faculties and
departments.
Population of the Study
The population of the study consisted of 908,000 undergraduate students
enrolled in Imo State University (Edurank). These students represent the target
group for examining information literacy skills and electronic resource utilization.
Sample and Sampling Techniques
The sample size of the study was 400 undergraduates. This was determined
using Taro Yamene’s formula for sample size (𝑁=𝑁/1+(𝐸)2). A sample of students
will be selected using a stratified random sampling. The techniques used to select
the sample size from the population is simple random sampling Technique. 100
students were chosen each from selected faculties which are Faculty of
Humanities, Faculty of Social Sciences, Faculty of Biological Sciences and Faculty
of Education. It gives every member of the population opportunity to be
represented using simple random sampling techniques.
Instrument for Data Collection
The primary instrument for data collection was a self -structured rating
scale. The instrument was designed to assess students' information literacy skills,
their level of familiarity with electronic resources, their usage patterns, and the
challenges they encounter. The instrument included Likert scale items, made up of
four (4) clusters and with 20times. Clusters 1, 2 and 4 were rated with Strongly
Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SA) while cluster 3
was rated with Very High Extent (VHE), High Extent (HE), Low Extent (LE) and
Very Low Extent (VLE). All were weighted with 4, 3 ,2 and 1 respectively.
Validation of Instrument:
The instrument under went a process of content validation by the supervisor.
Her input was sought to ensure that the instrument adequately measures the
intended constructs and effectively captures the research objectives. The
corrections and inputs were effected before the final administration of the
instrument.
Method of Data Collection
The instrument was administered to the selected respondents through a
combination of in-person and research assistants from faculties selected which
lasted for two weeks.
Method of Data Analyses:
The data collected were analyzed using descriptive statistics. Descriptive
statistics of mean scores were used to analyze data generated from the research
questions. A criterion mean of 2.50 was adopted. The average of the response on a
4 point type scale is 2.50 (4+3+2+1=10/2=2.50). Any mean that rank from 2.50
and above is regarded as positive and accepted while 2.49 and below is regarded as
negative and rejected.
CHAPTER FOUR
RESULTS
In this chapter, the researcher presents the data analysis of the the
information literacy skills of students of Imo State University, Owerri. The data
collected from the rating scale are discussed and analyzed under their respective
research questions.
Research Question 1: What are the electronic resources used by the students of Imo
State University?
Table 1: Electronic Resources used by the Students of Imo State University

S/N ITEMS SA A D SD Mean decision
(4) (3) (2) (1)
1 Online databases 90 100 120 90 2.47 Disagree

360 300 240 90
2 E-books 100 100 100 100 2.5 Agree
400 300 200 100
3 Online journals 100 90 120 90 2.45 Disagree
400 270 240 90
4 Encyclopedias and reference 120 80 100 100 2.55 Agree
sources 480 160 200 100
5 Institutional digital 50 50 150 150 2.0 Disagree
repositories 200 150 300 150
Analysis in Table 1 shows that the respondents agreed that they use e-books
and encyclopedia and reference sources. This is shown by their respective mean
scores of 2.5 and 2.55 which are above the criterion mean of 2.50. However, they
disagreed on the use of online databases, online journals and institutional digital
repositories with 2.47, 2.45 and 2.00 mean scores respectively.
Question 2: What are the information literacy skills possessed by the students?
Table 2: Information literacy skills possessed by the students
S/N ITEMS SA A D SD Mean Decission

(4) (3) (2) (1)
1. Information seeking 100 90 90 120 2.42 Disagree

400 270 180 120
2. Source evaluation 120 80 100 100 2.55 Agree
480 240 200 100
3. Information retrieval 100 100 90 110 2.47 Disagree
400 300 180 110
4. Ethical and legal use of 130 70 90 110 2.55 Agree
information 520 210 180 110
5. Effective communication 50 50 130 170 1.95 Disagree
200 150 130 170
Analysis in table 2 shows that the respondents agreed that they possess
Source evaluation and Ethical and legal use of information. This shown by their
respective mean scores of 2.55 and 2.55 which are above the criterion mean of
2.50. however, they disagreed that they possess Information seeking, Information
retrievaland Effective communication with 2.42, 2.47 and 1.97 mean score
respectively.
Research Question 3: To what extent do you use information literacy skills in
utilization of electronic resources?
Table 3: Extent of Use of Information Literacy Skills in Utilization of

Electronic Resources
S/N ITEMS VHE HE LE VLE Mea Decision

(4) (3) (2) (1) n
1. Online Databases 100 100 100 100 2.5 High

400 300 200 100 Extent
2. E-books 140 80 90 90 2.67 High
560 240 180 90 Extent
3. Websites 100 80 80 140 2.35 Low

400 240 160 140 Extent
4. Online Videos and Webinars 100 130 70 100 2.57 High
400 260 140 100 Extent
5. Digital Libraries 100 80 80 140 2.35 Low
400 240 180 140 Extent
Grand mean 2.49 Low
Extent
Analysis in Table 3 shows that the respondents to a high extent use

information literacy skills in the utilization of online databases, e-books and Online
videos and webinars. This is shown by their respective mean scores of 2.5, 2.67
and 2.57 which are above the criterion mean of 2.50. However, they use
information literacy skills to a low Extent to utilize websites and digital libraries
with 2.35, and 2.35 mean score respectively.
Research question 4: What are the challenges faced by students in the acquisition
of information literacy skills?
Table 4: Challenges Faced by Students in the Acquisition of Information
Literacy Skills
S/N ITEMS SA A D SD Mea Decision

(4) (3) (2) (1) n
1 Inadequate or insufficient 90 90 110 100 2.37 Disagree

instruction on information 360 270 240 100
literacy skills
2 Students face difficulties in 100 80 120 100 2.45 Disagree
navigating and using 400 240 240 100
electronic resources
3 100 120 70 110 2.52 Agree
Limited Information Access: 400 360 140 110
4 Lack awareness of 90 80 130 100 2.4 Disagree
information literacy skills 360 240 260 100
5 Problem from busy schedules 60 140 70 130 2.32 Disagree
and multiple academic 240 480 140 130
responsibilities
Analysis in Table 4 shows that the respondents agreed that the challenges
faced by the Students in the acquisition of information literacy skills is Limited
Information Access This is shown by the mean score of 2.52 which is above the
criterion mean of 2.50. However, they disagreed that inadequate or insufficient
instruction on information literacy skills; difficulties in navigating and using
electronic resources, lack of awareness of information literacy skills and busy
schedules and multiple academic responsibilities with 2.37, 2.45, 2.4 and 2.32
mean score respectively are not challenges.
1. students of Imo State University make use of only e-books and encyclopedia and
referencesources
2. students do not posess much information library skills.
3. The Extent of use of Information Skills In Utilization of Electronic Resources is
low
4. The major challenge students in the acquisition of information literacy skills is
limited information access
CHAPTER FIVE
DISCUSSION OF FINDINGS AND SUMMARY OF STUDY
This chapter presents the discussion of the finding, the educational
implications of the findings, limitations of the study, recommendations,
suggestions for further studies and summary of the study.
Discussion of Findings
Electronic resources used by the students of Imo State

Research question one was to ascertain the electronic resources used by the
students of Imo State University Imo State. Findings revealed that online
databases, E-books, online Journals, Institutional digital repositories,
Encyclopedias and reference sources are electronic resources used by students in
Imo State University. The result is in line with the study by Uwandu (2022) who
discovered. The findings of the study revealed that e-journals, e-books, e-
newspapers, e-conference proceedings, Online Public Access Catalogue (OPAC),
CD-ROM databases, e-magazines, electronic databases, online databases, e-theses
and dissertations and Internet resources are the types of electronic information
resources available for use by postgraduate students in the library studied. This
shows that there unavailability of electronic resources available to the students of
Imo State University, which likely affects their learning.
The Information Literacy Skills Possessed by the Students of Imo State

University.
Research Question two was to ascertain the information literacy skills
possessed by the students of Imo State University. The findings revealed that
Information seeking, source evaluation, information retrieval, ethical and legal use
of information, effective communication. This finding is in with Toyo (2017)
who discovered that undergraduate students derive various benefits from the use of
electronic resources and they include instructional delivery to support teaching and
research activities, relatively easy to use, access to a wider range of information,
aids access and retrieval of information, improvement in general communication,
improved overall academic performance and high dependency value on research
work. This shows that without information Literacy Skills that the Imo State
students would not make head good information and communication.
The Use of Information Literacy Skills in Utilization of Electronic Resources

Research Question three was to ascertain the use information literacy skills
in utilization of electronic resources The findings revealed that online databases,
E-books, websites, Online videos and webinars, digital libraries are information
literacy skills in utilization of electronic resources. The findings is agreement with
Ndagi and Madu, (2018) they said that the respondents possessed high levels of
information literacy skills electronic resources such as e-journals, e-books, and
internet resources were available in this institutions and highly utilized. This shows
that the use of Literacy Skills in Utilization of electronic resources important in
students learning.
Challenges Faced By Students In The Acquisition Of Information Literacy

Skills
Research Question four was to ascertain challenges faced by students in the
acquisition of information literacy skills in Imo State University. The findings
revealed that Inadequate or insufficient instruction on information literacy skills,
Students face difficulties in navigating and using electronic resources, Students
who are non-native speakers or have limited language proficiency, on Lack
awareness of what information literacy skills, on Problem from busy schedules and
multiple academic responsibilities. The shows the challenges faced by students in
the acquisition of information literacy skills in Imo State. This results is in
agreement with Julienand Genuis (2011)
Who discovered issues such as limited digital literacy skills, lack of familiarity
with specific software or platforms, technical glitches, and inadequate internet
connectivity and Taylor, A. G., & Joudrey, D. N. (2009) who says Socioeconomic
factors, geographic location, and infrastructure limitations can contribute to
unequal access to electronic resources. Disparities in access can hinder the
development and utilization of information literacy skills.
Educational Implication of the Study
1. E-books, online Journals, Institutional digital repositories, Encyclopedias and
reference sources are electronic resources used by students as resources used by
students of Imo State
Emphasizing Digital Literacy: The use of various electronic resources highlights
the importance of digital literacy among students.
Faculty Training and Support: Faculty members play a vital role in guiding
students on the effective use of electronic resources.
2. Information seeking, source evaluation, information retrieval, ethical and legal
use of information, effective communication as skills possessed by the students of
Imo State.
Cultivating Critical Thinking: Emphasizing information seeking and source
evaluation encourages students to think critically about the information they
encounter.
Enhancing Research Skills: By focusing on information retrieval and source
evaluation, educational institutions can equip students with advanced research
skills. .
Fostering Digital Literacy: Teaching students to effectively access and evaluate
digital information promotes digital literacy.
Nurturing Information Literacy: Students will understand the importance of proper
citation, avoiding plagiarism, and adhering to academic integrity standards,
resulting in responsible and ethical information use.
3. online databases, E-books, websites, Online videos and webinars, digital
libraries are information literacy skills in utilization of electronic resources as the
use of information skills in utilization of electronic resources in imo state.
Utilization of electronic resources, such as online databases, E-books, websites,
online videos and webinars, and digital libraries, is a critical aspect of information
literacy for students in Imo State.
Access to Diverse Information: By utilizing online databases, digital libraries, and
websites, students gain access to a wide range of information from various sources.
Digital Literacy Development: Engaging with electronic resources fosters digital
literacy skills, enabling students to navigate online platforms, assess the credibility
of online content, and effectively use technology for research and learning
purposes.
Research Proficiency: The use of online databases and digital libraries enhances
students' research capabilities.
Information Evaluation: Accessing online videos, webinars, and websites requires
students to critically evaluate the credibility and reliability of the content.
4. Inadequate or insufficient instruction on information literacy skills, Students
face difficulties in navigating and using electronic resources, Students who are
non-native speakers or have limited language proficiency, on Lack awareness of
what information literacy skills, on Problem from busy schedules and multiple
academic responsibilities as challenges faced by the students Imo State University.
Inadequate or Insufficient Instruction: Students may not receive adequate
instruction or guidance on information literacy skills during their academic
journey.
Difficulties in Navigating Electronic Resources: Some students may encounter
difficulties in navigating and effectively using online databases, E-books, digital
libraries, and other electronic resources..
Language Proficiency Barriers: Non-native speakers or students with limited
language proficiency may face challenges in comprehending complex academic
texts and using electronic resources effectively.
Limitations of the study
During the period of this study the researcher was confronted with some
hindrances which took him some time to come by.
 One of such limitations was on the content area of the study and the scope in
terms of area of study is large.
 The researcher worked with only information made available to her, limited
by time.
 The researcher did not find it very easy convincing the respondents to fill the
instrument.
 The research was expensive to carry out.
In spite of the limitations, the study was assumed to have achieved the purpose.
Recommendation of the Study
The following recommendations are proposed to enhance and promote
information literacy among the student body:
1. There should be provision of Electronic resources used by the students in the
schools.
2. The students should be trained on Information Literacy Skills to help enhance

their performance in the school.
3. The Use of Information Literacy Skills in Utilization of Electronic Resources

should be made available in the school.
4. The Acquisition Of Information Literacy Skills should be enhanced and
improved to help the students
Suggestions for Future Study:
1. Conduct a comparative study between Imo State University, Owerri, and other
universities in Nigeria or internationally to explore variations in information
literacy skills among students.
2. Conduct a longitudinal study that tracks students' information literacy skills over
an extended period, such as throughout their undergraduate education.
3. Explore faculty members' perspectives on students' information literacy skills
and their experiences in integrating information literacy into their courses.
4. Investigate the correlation between students' information literacy skills and their
academic performance across various disciplines.
Summary of the Entire Studies
The study deals Information Literacy Skills for Utilization of Electronic
Resources by Student of Imo State University, Owerri. The study is consist of five
chapters
The chapter one, the researcher discussed the following subheadings:
background to the study, statement of the problem, scope of the study, purpose of
the study, significance of the study and research questions.
In the chapter two, The researcher reviewed the chapter under the following
subheadings: major concepts of the study, theoretical framework, review of
empirical studies and summary of literature review.
In the chapter three, the researcher reviewed the research design, area of the
study, population of the study, sample and sampling techniques, instrument for
data collection, validation of the instrument, method of data collection and method
of data analysis.
In the chapter four, the researcher reviewed the result, analysis and the
Discussion of Findings
In the chapter five, the researcher presents the discussion of the finding,
the educational implications of the findings, limitations of the study,
recommendations, suggestions for further studies and summary of the study.
Conclusion:
The study focused on Information Literacy Skills for Utilization of

Electronic Resources by Student of Imo State University, Owerri. provides
valuable insights into the current state of information literacy among the student
population. The findings shows that There is electronic resources used by the
students of Imo State University, Many of them lacks information literacy skills ,
The Extent of use of Information Skills In Utilization of Electronic Resources is
low. Majority of the students are faced with challenges in the acquisition of
information literacy skills. The following recommendations guided the study.
There should be provision of Electronic resources used by the students in the
schools. The students should be trained on Information Literacy Skills to help
enhance their performance in the school, The Use of Information Literacy Skills in
Utilization of Electronic Resources should be made available in the school.
References
Abdullah, Z. (2019). Use of electronic resources in higher education: A review of

literature. International Journal of Scientific Research and Management
Studies, 6(3), 53-57.
American Library Association. (2015). Framework for information literacy for
higher education. Retrieved on 11/06/23 from
http://www.ala.org/acrl/standards/ilframework
American Library Association. (2015). nformation literacy competency standards
for higher education. Retrieved 11 th May, 2023. From
http://www.ala.org/acrl/standards/informationliteracycompetency
American Library Association. (2017). information literacy competency standards
for Higher Education. Retrieved 07th May 2023. From
http://www.ala.org/acrl/standards/informationliteracycompetency
Ankrah, & Atuase, (2018). The use of electronic resources by postgraduate
students of the University of Cape Coast. Library Philosophy and Practice.
Ankrah, E., Boateng, R., & Amartey, P. (2018). Information literacy skills:
Perceived attitudes and challenges among undergraduate students in a
Ghanaian private university. Library Philosophy and Practice, 1-18.
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?
article=14079&context=libphilprac
Bates, M. J. (2010). Information behaviour: An interdisciplinary perspective.
Heartland journal of Library and Infromation Science: H-JOLIS,2 (1&2),
141-152.
Bonn, M. & Bonn, D. (2022). Digital resources in the 21st century classroom. In
Handbook of research on digital content management and development in
modern libraries (pp. 1-18). IGI Global.
Borgman, C. L. (2020). Big data, little data, no data: Scholarship in the networked
world. MIT Press.
Bruce, C. (2017). Information literacy as a catalyst for educational change: A
background paper. UNESCO.
Bruce, C. (2017). Information literacy in the digital age: An evidence-based
approach. ALA Editions.
Bruce, C. (2017). Seven faces of information literacy in higher education. The
Library Instruction Round Table (LIRT) Journal, 2(2), 21-29.
Bruce, C. (2017). The seven faces of information literacy. In S. Kurbanoğlu et al.
(Eds.), Information Literacy in the Workplace (pp. 11-30). Springer.
Bruce, C. (2018). The evolving information landscape: Challenges and
opportunities for information literacy. In R. Schwartz, M. K. Bergman, & C.
C. Eckert (Eds.), Global perspectives on information literacy: Fostering a
dialogue for international understanding (pp. 3-13). Chicago Press Inc.
Association of College and Research Libraries.
Bruce, C. S. (2008). Information literacy as a catalyst for educational change: A
background paper. The Curriculum Corporation. ALA Editions.
Bundy, A. (Ed.). (2014). Australian and New Zealand Information Literacy
Framework: Principles, Standards, and Practice, Australia. Australian and
New Zealand Institute for Information Literacy.
Cheuk, B. (2016). Information literacy in the digital age: An evidence-based
approach. England. Chandos Publishing.
Cheuk, B. (2016). What is information literacy? In D. Secker & J. Coonan (Eds.),
Rethinking information literacy: A practical framework for supporting
learning. United Kingdom. Facet Publishing.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed
methods approaches (4th ed.). SAGE Publications.
Dempsey, L. & Malpas, C. (2019). The library in the life of the user: Engaging
with people where they live and learn. association of College and Research
Libraries.
Dempsey, L., & Malpas, C. (2019). Rethinking library technical services:
Redefining our profession for the future. Libraries Unlimited.
Godwin, P. & Parker, J. (2017). Information literacy in the digital age: An
evidence-based approach. England. Chandos Publishing.
Godwin, S. & Parker, J. (2017). 21st century skills and competences for new
millennium learners in OECD countries. European Journal of
Contemporary Education, 14(1), 67-79.
Griffiths, J. R., & Brophy, P. (2017). Student use of electronic resources: Tackling
the challenges of electronic resources provision and use. Routledge. 5(1), 1-2.
Ismaila, N. A. (2019). Influence of computer self-efficacy and information literacy
skills on the use of electronic information resources by undergraduate
students. Library Philosophy and Practice.
Jacobson, T. E., & Mackey, T. P. (2018). Metaliteracy in Practice. ALA Neal-
Schuman. African Journal of Library, Archives and information Science, 6
(1), 43-49.
Johnson, A. M., & Lamb, A. (2017). Information literacy as a student learning
outcome: The perspective of institutional accreditation. Communications in
Information Literacy, 11(1), 42-61.
Johnston, B., & Webber, S. (2013). Information Literacy in Higher Education: A
Review and Case Study. Studies in Higher Education, 28(3), 335-352.
Julien, H. & Genuis, S. K. (2011). Information literacy and learning preferences:
A study of basic oral health knowledge. Canadian Journal of Information and
Library Science, 35(4), 405-427. doi:10.1353/ils.2011.0020
Kapitzke, C. (2017). Information literacy and libraries in the age of fake news.
The Australian Library Journal, 66(2), 123-135.
Koltay, T. (2016). Information overload, curation, and information literacy. In
research 2.0 and the impact of digital technologies on scholarly inquiry (pp.
77-95). IGI Global.
Kuhlthau, C. C. (1988). Developing a model of the library search process:
Cognitive and affective aspects. RQ, 28(2), 232-242.
Kuhlthau, C. C. (2014). Guided inquiry: Learning in the 21st century. California,
United States. ABC-CLIO.
Kuhlthau, C. C. (2014). Seeking meaning: A process approach to library and
information services. New York, US. Libraries Unlimited.
Large, A., & Beheshti, J. (2018). Information literacy: Theories, methods, and
practices. United Kingdom. Chandos Publishing.
Large, A., & Beheshti, J. (2018). The information behavior of students in higher
education. In K. Christian (Ed.), Handbook of Research on Student
Engagement in Contemporary Classroom Environments (pp. 52-77). IGI
Global.
Lupton, M. (2014). Digital information literacy: Digital natives and digital
immigrants. Library Hi Tech, 32(1), 24-40.
Lupton, M. (2018). Digital literacies. Glyn Jones, Andrew Cox. In Information
literacy and lifelong learning (pp. 65-86). United Kingdom. Chandos
Publishing.
Ndagi, S. & Madu, E. C. (2018). Effect of information literacy skills on use of
electronic library resources by lecturers in universities in North Central
Nigeria. International Journal of Library Science and Research, 2(3), 98-
108.
Okoye, E. O. (2019). Information literacy for effective utilization of information
resources in academic libraries in Nigeria. Journal of Library and
Information Science, 1(1), 45-59.
Okoye, Ifeyinwa. (2019). Information Literacy For Effective Utilization Of
Information Resources In Academic Libraries In Nigeria. Seminar essays on
themes and problems. Maiduguri: Ed-L Inform Services.
Piaget, J., & Vygotsky, L. S. (1997). The collected works of L. S. Vygotsky: The
history of the development of higher mental functions (Vol. 1). Springer
Science & Business Media.
Prabawanto, S. & Hariyanto, A. (2018). Information literacy skills for digital era.
IOP Conference Series: Materials Science and Engineering, 434(1), 012215.
Taylor, A. G., & Joudrey, D. N. (2009). The organization of information (3rd ed.).
Westport, CT: Libraries Unlimited.
Toyo, O. (2017). Undergraduates' information literacy skills and the use of
electronic resources in Delta State University, Abraka, Nigeria. Journal of
Library and Information Science, 3(2), 87-101.
UNESCO. (2013). Media and information literacy curriculum for teachers.
UNESCO.
UNESCO. (2013). Media and information literacy for knowledge societies: A
declaration of the Alexandria meeting. Retrieved from
http://unesdoc.unesco.org/images/0022/002241/224196E.pdf
Uwandu, L. (2022). Use of Electronic Information Resources by Postgraduate
Students of Faculty of Education in Imo State University, Owerri Library.
Library Philosophy and Practice. 1-17.
Uwandu, L. I. (2022). Utilization of electronic information resources by
postgraduate students: A case study of the university library. Journal of
Library and Information Sciences, 2(1), 56-67.
Waters, L. (2014). Academic libraries and the academy: Strategies and
approaches to demonstrate your value, impact, and return on investment.
United Kingdom. Chandos Publishing.
Waters, M. (2014). Transforming libraries in the digital age. Library Technology
Reports, 50(2), 5-54.
Xie, Q., & Sharma, P. (2020). Information literacy skills and learning outcomes: A
study of business students' electronic resource use. Journal of Business &
Finance Librarianship, 25(1-2), 22-36.
Department of Library & Information Science,

Faculty of Education,
Imo State University,
P.M.B 2000
Owerri,
14th June, 2023
Dear respondents,
I am undergraduate student of the above institution carrying out a research on

Information Literacy Skill and Utilization of Electronic Resources by Students of
Imo State University, Owerri.
I therefore urge you to respond to the questions contained here as it will contribute
to the success of the research.
1 shall be grateful for your co-operation and I will keep all information gathered
secret and confidential.
.…..………………………………..
Durugbor, Chinenyenwa Mary-Gustaff
Rating scale on Information Literacy Skills for Utilization of Electronic
Resources by Students of Imo State University, Owerri (ILSUERS)
Instruction: Please tick (√) on the space provided for your choice of answer.
Keys:
SA: strongly agree, A: agree, D:disagree, SD:strongly disagree and VHE:very high
extent, HE:high extent, LE:low extent, VLE:very low extent.
CLUSTER A
1. What are the electronic resources used by the students of Imo State University?
S/N ITEMS SA A D SD
(4) (3) (2) (1)
1 Online databases
2 E-books
3 Online journals
4 Encyclopedias and reference sources
5 Institutional digital repositories
2. What are the information literacy skills possessed by the students?
S/N ITEMS SA A D SD
(4) (3) (2) (1)
6 Information seeking
7 Source evaluation
8 Information retrieval
9 Ethical and legal use of information
10 Effective communication
3. To what extent do you use information literacy skills in utilization of electronic

resources?
S/N ITEMS VHE HE LE VLE

(4) (3) (2) (1)
Online Databases
11
12 E-books
13 Websites
14 Online Videos and Webinars
15 Digital Libraries
4. What are the challenges faced by students in the acquisition of information
literacy skills?
S/N ITEMS SA A D SD
(4) (3) (2) (1)
Inadequate or insufficient instruction

16
on information literacy skills
17 Students face difficulties in navigating
and using electronic resources
18 Students who are non-native speakers
or have limited language proficiency
19 Lack awareness of what information
literacy skills
20 Problem from busy schedules and
multiple academic responsibilities

Chinenyes Project Work Completted

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chinenyes Project Work Completted

Uploaded by

Copyright:

Available Formats

INFORMATION LITERACY SKILLS FOR UTILIZATION OF

ELECTRONIC RESOURCES BY STUDENT OF IMO STATE

CHINENYENWA MARY-GUSTAFF DURUGBOR

CHINENYENWA MARY-GUSTAFF DURUGBOR

A PROJECT SUBMITTED TO THE DEPARTMENT OF LIBRARY AND

Chinenyenwa Mary-gustaff Durugbor Date

Dr. (Mrs) Adaora Udo-Anyanwu Date

Dr. Basil O. Edom Date

Head of Department, Library

and Information Science

Prof. B. I. Nnodum Date

Dean, Faculty of Education

External Examiner Date

This research work is dedicated to my parents, Hon. Chief E. O. C.

The researcher also appreciates the Dean, Faculty of Education Prof. B. I.

Immeasurable thanks goes to her parents – Hon. Chief E. O. C. Durugbor

Table of Contents vii

CHAPTER ONE: INTRODUCTION

Background to the Study 1

Statement of the Problem 4

Scope of the Study 4

Purpose of the Study 5

Significance of the Study 5

CHAPTER TWO: REVIEW OF LITERATURE

Major Concepts of the Study 9

Review of Empirical Studies 19

CHAPTER THREE: RESEACH DESIGN AND PROCEDURES

Area of the Study 27

Population of the Study 28

Sample and Sampling Technique 28

Instrument for Data Collection 29

Method of Data Collection 30

Method of Data Analyses 30

CHAPTER FOUR: RESULTS

Data Analysis Based on Research Questions 31

CHAPTER FIVE: DISCUSSIONS OF FINDINGS AND SUMMARY OF

Educational Implication of the Study 38

Limitations of the Study 39

Suggestions for Further Study 4

Summary of the Entire Study 47

the study, significance of the study and research questions.

Background to the Study

In today's digital age, the utilization of electronic resources has become an

integral part of students' academic and research endeavours. The rapid

advancement of technology has provided students with unprecedented access to a

vast array of electronic resources, including online databases, e-books, journals,

computers, tablets, smartphones, or other digital devices. These resources can

include online databases, e-books, e-journals, websites, multimedia content, and

requires a set of essential skills known as information literacy skills (Ankrah,

Boateng, & Amartey, 2018).

Information literacy skills refer to the ability to identify, locate, evaluate,

resources and to become critical thinkers, independent learners, and active

participants in the digital information landscape (Bruce, 2017). Developing

landscape and to thrive in their academic pursuits.

It is essential for students to develop information literacy skills specifically

ability to formulate effective search strategies, critically evaluate the credibility

engaged and informed digital citizens.

The utilization of electronic resources in education brings forth numerous

array of scholarly articles, research papers, and academic publications, enabling

Additionally, electronic resources offer the convenience of 24/7 access, allowing

with an internet connection (Griffiths & Brophy, 2017).

Despite the immense potential of electronic resources, many students