Abstract
The purpose of this study was to instigate the development of information literacy skills within a Virtual Reference System at the University of Namibia (UNAM) Library. An empirical survey was carried out between February and March 2015 using a quantitative approach to investigate how the UNAM Library could improve undergraduate students’ information literacy training using Web 2.0 tools. The author’s insights and understanding of the phenomenon studied was guided by a positivism paradigm and educational learning theories. Data was collected using a close-ended questionnaire, administered to a sample of 352 undergraduate students registered for more than 12 months at all UNAM campuses. An IBM SPSS statistical data analysis version 22 was used to analyse the collected data. Findings showed that although enquiries related to circulation co-activities; access to lecture`s notes and course materials dominated Reference Desk. A total of 36.9% possessed “a fair to moderate” knowledge and skills in searching the library bibliographic system (OPAC) and e-resources databases particularly those at third and fourth year level of study. The study also showed that there is a greater usage of laptops and mobile phones to access internet-based information at the university. Findings revealed that instant interactive services such as WhatsApp, Facebook, Wikipedia and YouTube were the most used Web 2.0 tools by undergraduate students. The study therefore recommends that UNAM Library should integrate these Web 2.0 tools into the information literacy program to add value to undergraduate students’ academic knowledge acquisition and skills development processes. The study further recommends that future studies need to evaluate the usability and impact of the UNAM Library Website as well as Web 2.0 tools on students’ undergraduate academic performance.
M.Phil. (Information Management)