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The purpose of the study is to establish the information literacy skills status, medium for the acquisition of the skills and the impacts on the quality of life of artisans in Lagos, Nigeria.

Multi-stage sampling technique was adopted in selecting the sample. First, the purposive sampling technique was adopted in selecting five categories of artisans specialised in creative works such as: hat making, knitting of clothes, fashion designing/tailoring, hair dressing and shoe making. Second, the proportionate stratified random sampling technique was used in selecting five artisans, each representing a particular category from the 20 local government areas that make up Lagos State. Hence, the sample size is 100. The instruments for data collection were questionnaire and oral interview. The oral interview was meant to complement the questionnaire, as the researcher observed that some of the artisans communicate better in oral discussions than in written ones. The researcher personally administered the instruments. The oral interview was guided by the interview schedule constructed by the researcher based on the research questions. The questionnaire collection period lasted three weeks. Data collected were analysed using simple percentages and frequency count and presented in tables and figures.

The outcome of the study revealed that the artisans’ level of information literacy skills increased following their exploration of technological gadgets such as android and smart-phones which the study had established to be the main means through which they acquire their information literacy skills. Other sources such as the library and training organised by the state government have not benefited them. The result established that the increase in their information literacy skills status has enhanced their quality of life.

An improvement in the information literacy skills status of artisans could positively impact their quality of life.

An exploration of the information literacy skills status, medium for the acquisition of the skills and the impacts on the quality of life of artisans in Lagos has not been carried out before now. This study revealed the status as well as the most accessible and appealing medium of information literacy skills acquisition by the artisans. This will help the government and public library management with the knowledge of the information literacy skills’ needs including, formats and media most suitable for this category of people.

This chapter examines the efforts undertaken to restructure the legal education system in South Africa and Nigeria. It investigates the connection between contextual influences and professional development, particularly with respect to the concept of legal information literacy and the value of acquired educational skills in the context of legal practice. The chapter provides insights to the needs and challenges for graduate requirement for legal information literacy skills in the effort to ensure productivity in the legal education system in Africa. Data were obtained using both quantitative and qualitative approaches. Outcomes from the study were supportive of the importance of information literacy as central to the development of professional competence. Findings also point to a need for greater collaboration between the legal education system and the legal profession in narrowing the gap between the teaching and practice of law specifically in the design and implementation of an information literacy framework for the legal education system.

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

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

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

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

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

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

The concepts of ‘information literacy’ and ‘digital literacy’ are described, and reviewed, by way of a literature survey and analysis. Related concepts, including computer literacy, library literacy, network literacy, Internet literacy and hyper‐literacy are also discussed, and their relationships elucidated. After a general introduction, the paper begins with the basic concept of ‘literacy’, which is then expanded to include newer forms of literacy, more suitable for complex information environments. Some of these, for example library, media and computer literacies, are based largely on specific skills, but have some extension beyond them. They lead togeneral concepts, such as information literacy and digital literacy which are based on knowledge, perceptions and attitudes, though reliant on the simpler skills‐based literacies

This article presents an annotated bibliography of literature recently published on the topic of library instruction and information literacy in academic, school, public, special, and all types of libraries. Collaboration was a strong theme, especially among academic and school libraries. Other themes discussed in the articles include the globalism of information literacy, assessment, the use of course management systems, and the use and value of online tutorials.

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

Introduces and annotates periodical articles, monographs, and exhibition catalogues examining library instruction and information literacy.

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.

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 audiovisual material examining library instruction and information literacy.

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

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

The purpose of this paper is to examine post‐graduate health promotion students' self‐perceptions of information literacy skills prior to, and after completing PILOT, an online information literacy tutorial.

Post‐graduate students at Queensland University of Technology enrolled in PUP038 New Developments in Health Promotion completed a pre‐ and post‐self‐assessment questionnaire. From 2008‐2011 students were required to rate their academic writing and research skills before and after completing the PILOT online information literacy tutorial. Quantitative trends and qualitative themes were analysed to establish students' self‐assessment and the effectiveness of the PILOT tutorial.

The results from four years of post‐graduate students' self‐assessment questionnaires provide evidence of perceived improvements in information literacy skills after completing PILOT. Some students continued to have trouble with locating quality information and analysis as well as issues surrounding referencing and plagiarism. Feedback was generally positive and students' responses indicated they found the tutorial highly beneficial in improving their research skills.

This paper is original because it describes post‐graduate health promotion students' self‐assessment of information literacy skills over a period of four years. The literature is limited in the health promotion domain and self‐assessment of post‐graduate students' information literacy skills.