Towards digital information literacy guidelines for African libraries: a survey of the relationship between digital and information literacy of university students in Ghana

Abstract

The relationship between digital literacy and information literacy has been suggested in many studies. Despite this suggestion, research providing context-related data and research findings for university librarians and educators in Ghana is inadequate. This has left many academic librarians with the difficult task of training students for the digital world on their own, with insufficient resources to provide guidance. The insufficient resources include context-relevant data to guide policy, clear research findings to support actions and evidence to convince university policy makers about the need for course reform and increased access to technology.

This paper uses a correlational design in a sample of Ghanaian university students. It investigates the relationship between digital literacy, information literacy, access to and use of technology and intention to use technology. Pearson correlation coefficients were computed for pairwise relationships between the variables. The relationship between information literacy and digital literacy was conceptualized as digital information literacy and backed with data from the study.

Correlations between digital literacy and information literacy were supported, and a simple linear regression further showed that information literacy predicts digital literacy. A correlation between the intention to use technology and digital literacy, as well as information literacy and intention to use technology, was supported.

The findings suggest that academic librarians in Africa improve information literacy training to cover digital topics. University policy makers are advised to improve access to and use of digital technology, be open to the ethical use of digital sources of information and ensure that all students receive training in digital sources of information and new approaches.