Abstract:
Due to the exponential increase in the volume of information available particularly online, information literacy for students and other information users has become much more important than ever before. Universities as producers and custodians of knowledge are implored to develop appropriate information literacy programmes which satisfy the needs of students at all levels of study. This study investigated the content of information literacy programmes in South African Institutions of Higher Learning, paying special attention to Rhodes University and the University of Fort Hare. Both Rhodes University and the University of Fort Hare offered information literacy to students particularly at the entry level. The main aim of this study was to analyze the content of information literacy programmes and their contribution to students‟ success. Seized with this broad aim, the study sought to fulfill the following objectives: to find out aspects of and instruction methods which are covered in the information literacy programmes at both Rhodes University and the University of Fort Hare, to find out standards of information literacy which are used at both Rhodes University and the University of Fort Hare, to determine perceptions of students on the contribution of information literacy instruction to superior academic performance, to establish the impact of Information Communication Technologies on the provision of information literacy at Rhodes University and the University of Fort Hare; and, to identify constraints which impinge on information literacy instruction best practices and suggest content that may inform policy formulation on information literacy programmes in South African institutions of higher learning.
