Abstract
In Botswana, secondary schools are expected to be at the forefront in imparting information literacy to students to prepare them adequately for higher education or even for the labour market. However, students entering the University of Botswana from secondary schools to pursue academic programmes are largely information illiterate, thus posing great challenges to the university in terms of offering effective academic programmes. This paper discusses the information literacy (IL) challenges facing the University of Botswana occasioned by the admission of new students who lack the capacity to pursue university education because they are information illiterate. The conclusion proposes a framework for IL to help the University of Botswana address these challenges.
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