Libraries at University of Nebraska-Lincoln


Document Type



ACRL (2011). Information Literacy Standards for Teacher Education Ebss Instruction for Educators Committee 2006‐2007 – 2010‐2011 Approved by the ACRL Board of Directors at the Spring Executive Committee Meeting May 11, 2011. Retrieved 26/03/14, from

Andreassen, R., & Bråten, I. (2013). Teachers' Source Evaluation Self-Efficacy Predicts Their Use of Relevant Source Features when Evaluating the Trustworthiness of Web Sources on Special Education. British Journal of Educational Technology, 44(5), 821-836. Doi:10.1111/J.1467-8535.2012.01366.X

Campbell, S. (2005). Defining Information Literacy Skill in the 21st Century. Journal of Academic Libraries. Vol. 6. Pp. 82 – 86.

Cardiff University (2015). Information Literacy: Guidance Note. Retrieved on 24/08/2016, from

Dadzie, S. P. (2008). Promoting Information Literacy: The Role of the Librarian. INASP Newsletter (Pp. 2-30).

De Jager, K., Nassimbeni, M. & Underwood, P. (2007). Libraries, Literacy and Learning: Retrospect and Prospects. Retrieved on 08/08/2014, from,%20nassimbeni%20%26%20underwood.pdf.

Department of Education England (2013). School Workforce in England. Retrieved on 12/08/2016, from

Department of Education, Kwazulu-Natal (2014). Retrieved on 08/08/2014, from

Durodolu, O. O & Ocholla, D. O (2017). Search Strategy, Self-Concept and Metacognitive Skills of Secondary School Teachers in Selected Cities in Nigeria and South Africa. LIBRI :International Journal of Library and Information Science, from doi:10.1515/libri-2016-0104

Durodolu, O. O., Adekanye, E. A., Olorunfemi, D. Y. (2013). Information Literacy Skills of Arts Subject Teachers in Lagos State Senior Secondary Schools, Nigeria. IOSR Journal of Humanities and Social Science (IOSR-JHSS) Volume 14, Issue 6.

Ebersol, Samuel (2000). “Uses and Gratifications of the Web among Students,” Journal of computer-Mediated Communication, Vol. 6 (1): September 2000,

Erfanmanesh, M., Abdullah, A. & Karim, N. H. A. (2014). Information Seeking Anxiety: Concept, Measurement and Preliminary Research. International Journal of Information Science and Management, Vol. 12, No. 1, 2014, 47-64.

Filson, C. K. & Kwafoa, P. Y. (2016). The Impact of Information Literacy Skills on the Performance of Past Students at Their Workplaces: The Case of University of Cape Coast, Ghana. Journal of Applied Information Science, 4(2), 1-8.

Hollis, P. (2011). The Problem with "Information Age" Is Proliferation of Wrong Information. Southeast Farm Press, 38(19), P.4-10.

Kurbanoglu, S. S. (2003). Self-Efficacy: A Concept Closely Linked to Information Literacy and Lifelong Learning. Retrieved 09 24, 2014, from

Onwuegbuzie, A. J. & Jiao, Q. C. (2004). Information Search Performance and Research Achievement: An Empirical Test of the Anxiety-Expectation Mediation (AEM) Model of Library Anxiety. Journal of American Society for Information Science & Technology, 55 (1), 41-54.

Othman, N. & Leng, K. B. (2011). The Relationship between Self-Concept, Intrinsic Motivation, Self-Determination and Academic Achievement among Chinese Primary School Students. Retrieved 10 4, 2014, from

Purcell, S. & Barrell, R. (2014). The Value of Collaboration: Raising Confidence and Skills in Information Literacy with First Year Initial Teacher Education Students. Journal of Information Literacy, Vol. 8 (2), 56-70. Doi:10.11645/8.2.1917.

Rapchak, M. E., Lewis, L. A., Motyka, J. K., & Balmert, M. (2015). Information Literacy and Adult Learners: Using Authentic Assessment to Determine Skill Gaps. Adult Learning, (4), 135. Doi:10.1177/1045159515594155.

Sanchez & Roda (2003). Relationships between Self-Concept and Academic Achievement in Primary Students. Electronic Journal of Research in Educational Psychology and Psychopedagogy , 1 (1), 95 - 120.

Search Strategy, Self-Concept and Metacognitive Skills of Secondary School Teachers in Selected Cities in Nigeria and South Africa. Libri: International Journal of Library and Information Science, From Doi:10.1515/Libri-2016-0104.

Skelton, C. (2003). Male Primary Teachers and Perceptions of Masculinity. Educational Review, Vol. 55, No. 2.

Soleymani, M. R. (2014). Investigating the Relationship between Information Literacy and Academic Performance among Students. Journal of Educational Health Promotion. Vol.3: Issue 95.

Toit, M. & Stilwell, C. (2012). The Kwazulu-Natal School Library Policy and its Feasibility for Implementation in The Province. South Africa Journal of Library and Information Science Vol. 78 (2). Retrieved on 06/08/2014, from file:///c:/users/user/downloads/39-386-1-pb.pdf.

Williams-Mitchell, M. (2014). Becoming 'Information Literate' Starts with Library. Retrieved 04/10/2014, from


The research scrutinises information literacy, self-concept and metacognitive ability of teacher-librarians at the University of Zululand, South Africa. A total of one hundred and ten (110) copies of questionnaire were distributed among second-year teacher-librarians, out of which fifty-seven (57) copies were returned with valuable responses, giving a response rate of 51.8%. The study chronicled basic issues that concern self-efficacy, personal knowledge, task and procedural knowledge, strategic and declarative knowledge, conditional knowledge and planning ability of teachers. The research revealed, amongst other things, that the teacher-librarians lacked the ability to use computer applications unaided. The teacher-librarians also acknowledged that they had problem with their self-concept, especially pertaining to having the confidence to seek for help in using computers and the Internet. In spite of the apparent advantages of information literacy to teaching and learning, many of them declined that information literacy skill has the potential to enhance their teaching skills. It was also observed that the teacher-librarians lacked the ability to evaluate and identify sources of information resources. In conclusion, the findings will constitute a veritable feedback to the Department of Education and lecturers handling the teacher-librarians in evaluating the progress made in acquiring information literacy skill.