The teaching of information communication in Namibian schools
| Date | 09 July 2018 |
| Pages | 389-402 |
| Published date | 09 July 2018 |
| DOI | https://doi.org/10.1108/ILS-03-2018-0022 |
| Author | Tonderayi Wilfred Chanakira |
| Subject Matter | Library & information science,Librarianship/library management,Library & information services |
The teaching of information
communication in
Namibian schools
Tonderayi Wilfred Chanakira
SAPES Trust, Harare, Zimbabwe
Abstract
Purpose –The study is a survey coveringthe Ohangwena, Khomas and Otjozondjupa regions highlighting
developments in the teaching of information literacy in Namibian schools through the subject Basic
Information Science(BIS). This paper aims to provide an update on previous related studies which havebeen
conducted in Namibia led by Nengomasha et al. (2012), Namibia Library Council (NLIC) Report (2007) and
Smith et al.’sBaseline Study (2008).
Design/methodology/approach –The main objective of this study is to find reasons for non-
compliance in the effective teaching of BIS in Namibian schools focus sing on the three regions. The data
collectionmethods were questionnaires and focus group discussions.
Findings –A major finding from the studyis that 80 per cent school principalsare supporting the teaching
of the subject BIS in the Ohangwena region, while 20 per cent are non-compliantin the teaching of BIS. The
compliance levelsin the Otjozondjupa region is that 75 per cent school principalssupport the teaching of BIS
whilst 25 per cent school principals are non-compliant. In total, 60 teachers were randomly sampled in the
Otjozondjuparegion, while 75 school principals out of a populationof 157 were also randomly sampled in the
Ohangwena region. In the Khomas (100) region, 52 school principals were randomly sampled out of a
population of a 108. The study recommendsthat it is critical for school principals in Namibia to fully support
the developmentof young learnersto be critical thinkersfor lifelong learning challenges through the teaching
of informationliteracy.
Originality/value –This study is original.
Keywords Namibia, Information literacy, Basic information science, Khomas region,
Ohangwena region, Otjozondjupa region
Paper type Research paper
Introduction
In Namibia, the subject Basic Information Science (BIS) is a compulsory non-
promotional subject taught to contribute to the development of young learners’
information literacy skills. The teaching of information literacy through the subject BIS
was first introduced in Namibian schools in 1997, but this effort has many challenges.
The launch of Vision 2030 in Namibia brought in the teaching of BIS as an important
cross-curricular subject taught to young learners from Grades 5 to 10. To meet the
challenges of achieving a knowledge-based society as envisioned in Namibia’s Vision
2030, schools must be transformed in ways that will motivate learners to acquire
critical creative thinking, independent problem solving, collaboration and innovative
skills for lifelong learning. The challenges are that school principals lack clarity on the
roles and objectives school libraries as information centre hubs where the teaching of
This paper forms part of a special section “Contemporary issues in information management: an
African context”, guest edited by Cathrine Nengomasha.
Teaching of
information
communication
389
Received23 March 2018
Revised23 March 2018
Accepted10 April 2018
Informationand Learning Science
Vol.119 No. 7/8, 2018
pp. 389-402
© Emerald Publishing Limited
2398-5348
DOI 10.1108/ILS-03-2018-0022
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