Evaluating the effectiveness of information literacy programmes in academic libraries: A case of Isa Kaita Library Kaduna polytechnics

Abstract

Information literacy (IL) is a critical skill for students in higher education, enabling them to locate, evaluate, and use information effectively. Academic libraries play a central role in developing these competencies through structured IL programs that support academic success and lifelong learning. This study evaluated the effectiveness of IL programs at the Federal Polytechnic Isa Kaita library, Nigeria, using a descriptive survey design involving 592 respondents, including students, faculty, and librarians. Data were collected via structured questionnaires and analyzed using descriptive statistics. Findings indicate that students demonstrated high competence in evaluating and applying information resources (Composite Mean = 3.07), though training on plagiarism and citation was moderate (Mean = 2.81). Faculty recognized the importance of IL for research and teaching (Composite Mean = 3.05) but showed limited collaboration with librarians, while librarians exhibited strong commitment to IL instruction (Composite Mean = 3.05), emphasizing workshops, orientations, and technology-based interventions. The study concludes that IL programs are valued across the academic community but require improvements in plagiarism education, faculty-librarian collaboration, and curriculum integration. Recommendations include enhancing structured training for students, promoting collaborative teaching, institutionalizing IL in curricula, and providing continuous professional development for librarians to strengthen program effectiveness and support academic success.