Influence of Globalisation on Teaching and Learning: What is the Stance of Information Literacy in Nigerian Tertiary Institutions?

Influence of Globalisation on Teaching and Learning: What is the Stance of Information Literacy in Nigerian Tertiary Institutions?

A. O. Issa (University of Ilorin, Nigeria) and Kingsley N. Igwe (Akanu Ibiam Federal Polytechnic, Nigeria)
DOI: 10.4018/978-1-4666-8632-8.ch098
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Abstract

This chapter examines the influence of globalization on teaching and learning and the poor state of Information Literacy skills (IL) of students owing to the neglect of IL programmes in Nigerian tertiary institutions. Conceptualizing IL and situating it within the framework of the Nigerian higher institutions, the chapter discusses the implementation of IL programmes in these institutions and the likely attendant challenges. It concludes on the poor state of IL skills of students, which is due to the lack of implementation of IL programmes in higher institutions of learning in Nigeria. It recommends, among others, that administrators and planners of tertiary education in Nigeria should begin to see IL as more of an academic issue, rather than being a library thing, and urges regulatory agencies of these institutions to become more responsible in embracing contemporary issues like the IL programmes.
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Teaching And Learning In The Globalisation Era

Globalization era is characterized by flow of data, information and knowledge mainly via the online environment. Data smug, information glut and knowledge explosions are manifesting in the teaching and learning system across the globe. Also, communication, collaboration and sharing of information by individuals across countries, regions and continents are now carried out with ease due to ICT availability and accessibility; pointing to the fact that teaching and learning in this era via the information superhighway and other digital gadgets are feasible in spite of geographical barriers, if properly articulated and implemented.

The era of globalization has redefined open and distance education as practiced and executed by some institutions of higher learning. Many reputable and accredited universities and other categories of such institutions all over are now providing e-learning and online educational opportunities to qualified individuals ranging from certificate, diploma, bachelor, masters to doctoral programmes. While most of these programmes are accessible from all corners of the globe, and are 100% online, others require some degree of residency. These online programmes are facilitated with learning management systems, plagiarism detection systems, and Web portals, majority of which are open source programmes, freely available online for tertiary institutions. Students of such online programmes are expected to posses certain skills, among which are excellent knowledge of English language rules, communication skills, ICT knowledge and skills as well as information literacy competencies. Even students of conventional tertiary institutions are also expected to posses the above-stated skills because both categories of students are faced with the same volume of online information resources.

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