Assessing the Information Literacy Skills of First-Year Students at Kwame Nkrumah University, Zambia

Information literacy is essential for academic success, particularly for first-year students adjusting to higher education. This study assesses the information literacy skills of first-year students at Kwame Nkrumah University in Zambia, emphasizing their ability to locate, evaluate, and use information effectively. Utilizing a mixed-methods approach that incorporates surveys and observational data, the research identifies key challenges faced by students and suggests strategies for improving their information literacy. Findings reveal that while students possess basic skills in retrieving information online, they struggle with evaluating sources and following citation standards. The paper concludes with recommendations for integrating focused information literacy instruction into the first-year curriculum. Proposed strategies include embedding structured instruction in first-year courses, collaborating with librarians for specialized training sessions, and creating online resources and self-paced learning modules. Additionally, future research should examine the long-term impact of these interventions on students’ academic performance.