Information literacy, information use and sustainable development of higher education in Nigeria
| DOI | https://doi.org/10.1108/IDD-04-2021-0048 |
| Published date | 11 October 2021 |
| Date | 11 October 2021 |
| Pages | 275-284 |
| Subject Matter | Library & information science,Library & information services,Lending,Document delivery,Collection building & management,Stock revision,Consortia |
| Author | Clement Ola Adekoya |
Information literacy, information use and
sustainable development of higher
education in Nigeria
Clement Ola Adekoya
Federal University of Technology Akure, Akure, Nigeria
Abstract
Purpose –The need for sustainable development (SD) of higher education (HE) is recognized in the UN 2030 Agenda for SD. Central to the SD of HE
is information literacy and information use. This study aims to investigate information literacy, information use and SD of HE in Nigeria.
Design/methodology/approach –A descriptive survey research design was used for the study. The population for the study was the staff of public
higher educational institutions in Southern Nigeria. A self-structured online questionnaire was sent to the respondents via social media. The data
generated were analysed using mean, frequency count and percentages.
Findings –It was reflected that information literacy played a significant role in the SD of HE and that the extent of information use was high. It was revealed
that the areas of HE that require SD include economic/finance and investment priorities; administration, mission and planning; and research and scholarship.
Originality/value –The study emphasizes that SD of HE in the current educational enterprise requires that people are information literate and
information is extensively used.
Keywords Information, Information literacy, Information use, Higher education, Sustainable development, Higher education institutions
Paper type Research paper
Introduction
The universe has been condensed to a global village by the current
rise in modernization and technological development. As such,
there is a necessity for a workforce that is proficient to steer the
global knowledge economy through the production of a brawny
economic and social support for the benefit of both the national
andglobaleconomy.Itisbelievedthatitisthrougheducation,
mostly higher education (HE), that a dexterous workforce can be
produced thereby obtaining values, competencies and
proficiencies needed for nation building (Federal Republic of
Nigeria [FRN], 2013). This is because HE is saddled with the
responsibility of creating a doable knowledge economy for
accomplishing the competitive edge in the contemporary global
village (World Bank, 1999). In today’s world, HE delivery aims at
creating competencies needed to contribute evocatively to local,
national and international development (European Union, 2013).
HE plays an incredibly essential role in the expansion of high
competent manpower development for sustainable national
development (Blessinger et al., 2018). As every nation needs
proficient and knowledgeable persons for its advancement, the
outputs of HE are the materials for such advancement.
In Nigeria, it has been noted that higher education
institutions (HEIs) stimulate development through the
provision of advanced education for the development of
manpower by the way of teaching, learning and research(FRN,
2013;Gboyega, 2003). FRN (2004) reiteratedthat HEIs shall
contribute optimally to national development through the
intensification and diversification of their programmes for the
expansion of higher level manpower within the framework of
the requirements of the nation. HE is a powerful tool for the
development knowledge economy in Nigeria (Aigheyisi and
Obhiosa, 2014). The objective of HE within the context of
Nigeria is to turn out exceedingly proficient, well-motivated
and prolific graduates imbibed with the suitable values of self-
discipline, high intelligence,temperament and information and
communication technology (ICT) compliance, who will
stimulate the unearthing,transfer and application of knowledge
to boost the culture,economic, as well as well-being and quality
of life of the people in momentous and sustainable ways
(Peretomode,2008).
Sustainable development (SD) of HE is an issue of global
concern in the modern era (Abdulkareem and Fasasi, 2012;
FRN, 2013;Adebisi, 2014;Sharma,2014;Iroka and Ndulaka,
2018). SD of HE is pivotal to the accomplishment of the
United Nations (UN) sustainable development goals (SDGs)
(United Nations General Assembly, 2015). HE is captured in
SDG4. Target 4.3 of SDGs is to “by 2030 ensure equal access
for all women and men to affordable and quality technical,
vocational and tertiary education, including university”
(Australian Library andInformation Association, 2018). SD of
HE as a durable foremost educational initiative answers some
predicaments connected to human advancement and furnishes
students with the “requisite knowledge, skills, attitudes and
values to create a sustainable future”(Blessinger et al.,2018).
The current issue and full text archiveof this journal is available on Emerald
Insight at: https://www.emerald.com/insight/2398-6247.htm
Information Discovery and Delivery
50/3 (2022) 275–284
© Emerald Publishing Limited [ISSN 2398-6247]
[DOI 10.1108/IDD-04-2021-0048]
Received 20 April 2021
Revised 17 June 2021
9 July 2021
Accepted 25 July 2021
275
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