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This is a review of information literacy interventions which focused on fostering information literacy skills for agriculturalists and health practitioners in Tanzania. The purpose of the intervention was to impart information literacy skills to agriculturalists and health professionals based on problem-solving and collaborative approaches through pedagogical theories of Kolb and Vygotsky which emphasize experiential and reflective learning as well as mediated communication. The interventions were based on an integration of knowledge from information behaviour research and educational theory and current Information and library science perspectives of information literacy. This was preceded by a survey which collected data on information literacy needs of agriculturalists and health practitioners in order to determine what should be taught in information literacy courses for both categories of professionals. The interventions were evaluated through exercises, reflective discussions and observations of activities. Diagnostic tests were also carried out before and after the interventions to provide an indication of knowledge changes. It was generally discovered that both categories of practitioners lacked information literacy skills and had a dire need for the same to effectively perform their work. Work experiences of participants as well as problems associated with lack of information to perform assigned tasks in their occupations were motivational factors for their active participation in the courses. Judging from participants’ feedback, the courses were effective. Participants were able to demonstrate their abilities to solve a particular information-related problem through collaborative learning and work experience. It is recommended that information literacy courses in work places should focus on work-related information problems and active participation.

This chapter gives a general overview of the book, indicates the rich diversity of information literacy (IL) and information behaviour (IB) work carried out and is organised into four broad areas moving from the strategic to the highly contextualised. The four areas are specifically: strategic view; delivering information literacy education; the link between university and work; beyond higher education. The approach for each chapter is summarised. This chapter also examines the inter-related nature of the concepts of information literacy and information behaviour. It shows how these ideas are contextualised, theorised and researched. The authors argue that far from being conflicting approaches to the same problem of information capability, they are, in fact, complementary. Though these are epistemologically different both have much to offer in terms of explanation and also as tools for fostering information capability. The history of information literacy and information behaviour is overviewed and their inter-relation explored. It is argued that information literacy can be viewed as the practitioners’ model for delivering information capability whilst information behaviour, being more research focussed, explains it. A diagram is presented at the end of the chapter which helps to highlight and summarise the distinctions and similarities between IB and IL research.

This chapter evaluates the readiness of the higher education system to contribute to the competitiveness of African countries in the knowledge economy. Using institutions of higher learning in Kenya and Uganda as case studies, the study demonstrates that the higher education system in Africa is ill-equipped to fulfill the role of knowledge production for the advancement of African economies. The chapter proposed promising ways through which higher education in the region can play a more fulfilling role to the global knowledge economy through the formation of relevant skills for the growth of African economies. In an era where knowledge assets are accorded more importance than capital and labor assets, and where the economy relies on knowledge as the key engine of economic growth, this chapter argues that higher education institutions in Africa can assist in tackling the continent’s challenges through research in knowledge creation, dissemination, and utilization for improved productivity. These institutions need to engage in design-driven innovation in the emerging knowledge economy. To enhance their contributions toward human capital development and knowledge-intensive economies in the region, it is imperative to employ public-private initiatives to bridge and address various challenges and gaps facing universities and research institutions in Africa.

This chapter presents selected findings from an exploratory case study, which aimed to identify the information literacy of undergraduate students in the Faculty of Arts, Silpakorn University, Thailand. An embedded case study approach was adopted, data were gathered from academics, students, and librarians and relevant policy and curriculum documents were examined. Four departments were chosen as units of analysis within the case study to represent the different disciplines. These were Departments of Thai, Modern Eastern Languages (MEL), History and Geography. A total of 23 lecturers from these 4 departments were interviewed. A total of 35 students from the same departments and 10 librarians from the Central Library were surveyed using focus groups.

For each department, the data was analysed and triangulated and the information literacy conceptions of academics and students were mapped and compared, together with a picture of the department’s goals and pedagogic approach for information literacy. Finally, findings from all four departments were brought together to provide holistic insight into the information literacy of students in the faculty.

It emerged from the data that both staff and students identified a number of personal attributes that were expected of the information literate student. These were categorised into four groupings: attitude, research skills, generic skills and knowledge. The study revealed some common and distinct characteristics of different disciplines, which reflect the similarities and differences of perceptions of information literacy in this study. The key variations were: the conceptualisation and nature of ‘information’, the degree to which the outside world is of importance and the use of specialised technology.

Information literacy education is perceived as a holistic approach, integrated through courses across the curriculum through formal and informal education. Students are engaged with different aspects of information literacy through different teaching, learning and assessment methods and activities. Independent learning is emphasised as a teaching and learning strategy. Discussion-based and coursework-based instructions are identified as best methods in developing students’ information literacy. The findings also reveal that teaching and learning information literacy is deemed the responsibility of academic lecturers while librarians are not involved in information literacy education.

Although previous studies have examined the influence of celebrity involvement in behavioural intentions, the role of celebrity dimensions such as attraction, self-expression and centrality in influencing tourists’ intention in the context of developing countries such as Tanzania remains largely unaddressed. This study, therefore, examined the relationship between celebrity involvement and domestic tourists' intentions to visit tourist attractions, attitude being the mediating variable.

A questionnaire was self-administered on a convenient sample of 279 domestic tourists in the Tanzania’s four largest regions, namely, Dar es Salaam, Mbeya, Arusha and Mwanza. Employing a quantitative research approach, structural equation modelling was performed to test the cause-and-effect relationships between celebrity involvement and tourists’ intentions before testing the mediating role of attitude in such a relationship. Confirmatory factor analysis was also performed to test the measurement models.

Attraction emerged to be the main determinant of the celebrity dimension that significantly influenced domestic tourists’ travel intentions, whereas attitude partially mediates such a relationship. Moreover, Bongo Fleva musicians, particularly Diamond Platnumz, one of the leading celebrities in this genre, were found to influence most of the respondents’ travel intentions – he posted a picture on his Instagram account of him touring the Serengeti National Park.

The study focused on domestic tourists residing in four of the Mainland Tanzania’s largest regions, hence excluding those residing on the islands of Unguja and Pemba. Due to cultural differences, including the islands not only could unleash new perspectives on celebrity involvement dimensions but also could have introduced new determinants of travel intentions.

This study offers guidance to tourism businesses on designing their marketing campaigns that they should harness celebrity’s attractive qualities effectively. The focus should be directed not only towards linking destinations with celebrities but also on stimulating positive perception of those destinations, aligning with the attitudes of their followers.

The study has set out a new perspective for researchers, practitioners and tourism businesses to refine their promotional strategies and for academicians to gain a deeper understanding of visitor behavioural intention dynamics.

This study has proposed and verified that attraction is a dominant determinant compared to self-expression and centrality in explaining tourists’ travel intentions and attitudes, which play a significant role in explaining such a relationship. Although the study employed a modified theory of planned behaviour in a celebrity involvement study, the findings have broadened the understanding and its applicability in the context of a developing country.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and exhibition catalogues examining library instruction and information literacy.

The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.