THE FEDERAL POLYTECHNIC, ILARO

PROJECT PROPOSAL

ON

INFORMATION LITERACY SKILLS AND THE USE OF E-RESOURCES BY THE

SCIENTISTS IN INTERNATIONAL INSTITUTES OF TROPICAL AGRICULTURE,

IBADAN

SUBMITTED BY:

TIJANI SADIAT FUNMILAYO

MATRIC NUMBER

H/LIS/22/0116

PROJECT SUPERVISOR

MRS. OBAFUNMISO, C. K.
 CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

In today's rapidly evolving digital landscape, the ability to effectively navigate, evaluate, and

utilize electronic resources is crucial for scientists across various disciplines. Information

literacy skills, encompassing the ability to access, evaluate, and use information effectively,

play a pivotal role in ensuring that scientists can leverage the vast array of electronic

resources available to them. This introduction will explore the importance of information

literacy skills and the use of e-resources among scientists, highlighting the challenges and

opportunities in this dynamic environment (Meyers, 2023).

Information literacy skills are essential for scientists to stay abreast of the latest developments

in their fields, conduct thorough literature reviews, and produce high-quality research

outputs. These skills enable scientists to critically evaluate the credibility, relevance, and

reliability of information sources, ensuring that they base their research on sound evidence

and authoritative sources. In today's digital age, where information is abundant but not

always trustworthy, information literacy skills empower scientists to discern fact from fiction

and make informed decisions in their research endeavors (Okiki, 2023).

Electronic resources, including online databases, digital libraries, e-journals, and scientific

repositories, have revolutionized the way scientists access and disseminate information.

These resources offer unprecedented access to a wealth of scholarly content, spanning diverse

disciplines and geographical regions. By leveraging e-resources, scientists can access the

latest research findings, collaborate with colleagues worldwide, and contribute to the

advancement of knowledge in their respective fields. Additionally, e-resources facilitate

interdisciplinary research and interdisciplinary collaboration, enabling scientists to explore

immense benefits to scientists, they also pose challenges related to information overload,

information quality, and digital literacy. The sheer volume of available information can

overwhelm scientists, making it challenging to identify relevant sources and extract

meaningful insights. Furthermore, the proliferation of predatory journals and misinformation

online underscores the importance of critical thinking and discernment in evaluating e-

resources. However, these challenges also present opportunities for innovation and

collaboration. By developing information literacy programs, providing training in digital

research skills, and fostering collaboration among scientists, institutions can empower

researchers to harness the full potential of e-resources and contribute to scientific

advancement (Candela, 2021).

Information literacy is essentially an indispensable skill as technology is rapidly evolving and

so is advancement in electronic information resources. As the use of electronic information

resources continues to rise especially within institutions and organizations, staffs and workers

are expected to develop the required information literacy skills. In the fast-growing

knowledge society, information literacy skills have become one of the most important skills.

This is because employees with research information needs will most likely use electronic

resources if they have the skills required for their effective use. Whilst information literacy

seems to be a term that is mostly associated with Library and Information Science discipline,

its application to electronic information resources is yet to be widely exploited. Information

literacy is much more than computer literacy, although having basic computer skills is an

aspect of information literacy skills. Amalahu, Oluwasina and Laoye (2021) noted that

information literacy encompass library literacy, computer literacy, publishing literacy, and

tool literacy. According to the University of Idaho Information Literacy Portal (2022)

information literacy is the capability to identify needed information, understand organisation

evaluate the sources, and disseminate such information. Other authors also think that

information literacy goes beyond locating and using information but includes holistic

knowledge of information and information evaluation (Banta and Mzumara, 2019).

Information literacy skills and the use of e-resources are indispensable for scientists in today's

digital age. By equipping scientists with the necessary skills to navigate electronic resources

effectively and critically evaluate information, institutions can enhance research quality,

promote scientific integrity, and foster interdisciplinary collaboration. As technology

continues to evolve and new e-resources emerge, ongoing investment in information literacy

education and digital research skills training will be essential to ensure that scientists remain

at the forefront of innovation and discovery.

1.2 Statement of the Problem

Some characteristics of an information literate person include being able to locate and handle

information using information technology, as well as being able to critically assess and apply

that information in an ethical manner to solve problems. The attitude of inquiry and tenacity

in determining what is required to complete the task at hand are further traits of an

information literate person. The amount of "information" is growing quickly in the

Information Age in which we find ourselves. We have access to the Internet, television, radio,

and other information sources around-the-clock, every day of the week. But just because so

much information is readily available does not imply that it is all valuable or accurate.

This study seeks to explore the challenges and opportunities surrounding information literacy

skills and the utilization of electronic resources (e-resources) among scientists. The research

aims to investigate the following key issues:

skills, including their ability to access, evaluate, and effectively utilize e-resources for

research purposes.

 Use of E-Resources: Analyzing the extent to which scientists utilize e-resources in their

research activities, encompassing online databases, digital libraries, scholarly journals,

and research repositories.

 Challenges and Barriers: Exploring the challenges and barriers encountered by scientists

in accessing and navigating e-resources, such as information overload, limited access to

subscription-based databases, and concerns regarding data security and privacy.

 Opportunities and Solutions: Identifying opportunities for improving information literacy

skills among scientists and promoting the effective use of e-resources through targeted

training programs, workshops, and collaborative initiatives.

By addressing these key issues, the study aims to provide insights into how institutions,

policymakers, and stakeholders can support scientists in maximizing the benefits of e-

resources for their research endeavors. Additionally, the research seeks to identify

opportunities for innovation and collaboration in information literacy education and digital

research skills training, ultimately contributing to the advancement of scientific knowledge

and scholarship.

1.3 Objectives of the Study

The general objective of this study is information literacy skills and the use of e-resources by

the scientists in international institutes of tropical agriculture, Ibadan. Precisely the study

seeks to:

1. To assess the current level of information literacy skills among scientists in IITA Ibadan
2. To investigate the extent to which scientists utilize e-resources in their research activities

in IITA Ibadan

3. To identify the key factors influencing scientists' adoption and utilization of e-resources

in IITA Ibadan

4. To explore opportunities for enhancing information literacy skills among scientists in

IITA Ibadan

5. To examine the challenges and barriers faced by scientists in accessing and navigating e-

resources in IITA Ibadan

6. To determine the solutions to the challenges and barriers faced by scientists in accessing

and navigating e-resources in IITA Ibadan

1.4 Research Questions

1. What are the current levels of information literacy skills among scientists in IITA Ibadan?

2. What are the extents to which scientists utilize e-resources in their research activities in

IITA Ibadan?

3. What are the key factors influencing scientists' adoption and utilization of e-resources in

IITA Ibadan?

4. What are the opportunities for enhancing information literacy skills among scientists in

IITA Ibadan?

5. What are the challenges and barriers faced by scientists in accessing and navigating e-

resources in IITA Ibadan?

6. What are the solutions to the challenges and barriers faced by scientists in accessing and

navigating e-resources in IITA Ibadan?

The significance of the study on information literacy skills and the use of e-resources by

scientists lie in its potential to impact various stakeholders and contribute to the advancement

of scientific research and scholarship. Some key aspects of its significance include:

 Enhancing Research Quality: By assessing scientists' information literacy skills and their

utilization of e-resources, the study can provide insights into factors that contribute to the

quality of research outputs.

 Promoting Academic Success: Information literacy skills are essential for academic

success, enabling scientists to effectively navigate the vast amount of information

available and produce high-quality research.

 Fostering Collaboration and Innovation: The effective use of e-resources can facilitate

collaboration among scientists and foster innovation in research.

 Improving Resource Allocation: Understanding scientists' preferences and usage patterns

regarding e-resources can inform resource allocation decisions by institutions and

libraries.

 Informing Policy and Practice: The findings of the study can inform policy decisions and

institutional practices related to information literacy education, digital research skills

training, and the provision of e-resources.

 Contributing to the Scholarship of Information Science: The study contributes to the

broader scholarship of information science by advancing our understanding of

information behavior, digital literacy, and the use of electronic resources in a scientific

context

Overall, the study on information literacy skills and the use of e-resources by scientists has

significant implications for the research community, academic institutions, policymakers, and
the broader society. By addressing these issues, the study has the potential to enhance

research quality, promote academic success, foster collaboration and innovation, improve

resource allocation, inform policy and practice, and contribute to the scholarship of

information science.

1.6 Scope of the Study

The scope of the study on information literacy skills and the use of e-resources by scientists

encompass various dimensions that are essential for a comprehensive understanding of the

subject matter.

Hence the study will be limited to the staff of International Institute of Tropical Agriculture

(IITA) Ibadan, Oyo state.

1.8 Historical Background of International Institute of Tropical Agriculture (IITA)

Ibadan, Oyo state The International Institute of Tropical Agriculture (IITA) is a nonprofit

organization that works with partners to enhance crop quality and productivity, reduce

producer and consumer risks, and generate wealth from agriculture, with the ultimate goals of

reducing hunger, malnutrition, and poverty. IITA's research-for-development (R4D) focuses

on addressing the development needs of tropical countries. The institute was established in

1967 and headquarters located in Ibadan, Nigeria, with several research stations spread

across Africa. The organization is governed by a Board of Trustees, supported by several

countries and the Consultative Group on International Agricultural Research (CGIAR).

IITA was established in 1967 in Ibadan as a result of the Ford and Rockefeller Foundations'

desire to establish a center for the improvement of the quality of tropical foods. The institute

came into existence with the enactment of decree 32. of 1967. Part of the institute's initial

goals was to develop a better productive farming system, the selection and breeding of high-

yielding crop varieties that are resistant to diseases and pests, and strengthening agricultural
research in the humid and tropic regions. The institute was initially situated on a 1000-hectare

land. The institute focused on a cereal improvement program, grain and legumes

improvement program, farming systems, and root and tuber improvement program. The grain

and legume improvement system consisted of soybean, cowpea and tuber program composed

of yam and cassava.

IITA joined CGIAR in 1971. It later added tree products such as plantain and banana.

1.9 Operational Definition of Terms

Information literacy, Digital literacy, E-resources, Scientist Research, Information behavior,

Information utilization, Researchers

LITERATURE REVIEW

2.1 Introduction

In this chapter, the researcher makes a survey of some previous literature which has some

relationship with this present study. Thus, the literature review is treated under the following

sub-headings:

2.2 Concept of Information Literacy

2.3 Concept of E-Libraries and Resources

2.4 Types of E-Libraries and Resources

2.5 Information literacy in a special library

2.5.1 Types of information literacy programs in a special library

2.6 Information usage in a special library

2.7 The impact of special library

2.8 Importance of E-resources in a special library

2.9 Applications of information literacy in a special library

RESEARCH METHODOLOGY

3.1 Introduction

This chapter is the research's beating heart. It is the chapter that is supposed to reveal the

researcher's comprehension of the problem investigated. As a result, this chapter will discuss

the methods by which the researcher will acquire data in order to solve the topic under

investigation, as well as the rationale for using any method or method of conducting the

study.

As a result, the following subheadings will be used to organize this chapter:

3.2 Research Design

3.3 Population of the study

3.4 Sample size and sampling technique

3.5 Research Instrument and Administration

3.6 Method of data collection

3.7 Method of data analysis

3.8 Validity of the study

3.9 Reliability of the study

CHAPTER FOUR: DATA ANALYSIS AND INTERPRETATION

4.1 Introduction
4.2 Questionnaire Administration and Return Rate

4.3 Results of Findings

4.4 Discussion of Findings

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Recommendations

References

Appendix