Information literacy competency of visually impaired students of Kyambogo University

Abstract

The contemporary study concentrated on the information literacy competency of visually impaired students at Kyambogo University. The objectives of the study were; to examine the information literacy level of the students with visual impairments of Kyambogo University; establish how the visually impaired students of KyU acquire Information Literacy competencies; Identify the factors affecting the Information Literacy Competency of the visually impaired students of Kyambogo University; Propose areas of intervention for enhancing Information Literacy competency of the visually impaired students of Kyambogo University. The study utilized a Case study research design within a mixed methods research paradigm, employing unstructured interviews and open-ended questionnaires for data collection from a sample of 67 respondents. It was found that visually impaired students at KyU demonstrate proficiency in using and communicating information, and uphold ethical information use. However, they struggle with accurately incorporating citations and quotes into documents. While they are effective at evaluating information from various sources, they face difficulties in evaluating online sources. KyU provides pre-education on assistive technologies, but challenges include limited time allocated to information literacy teaching and poor attitudes towards literacy training among visually impaired students. The study suggests the implementation of adequate and accurate information literacy resources training as a strategy for improvement of Literacy competency of the visually impaired students of Kyambogo University. The study's findings reveal that visually impaired students at KyU possess information literacy competencies to a significant extent, albeit with notable limitations. Specifically, the study concludes that KyU can effectively enhance the acquisition of information literacy skills among visually impaired students through the implementation of relevant inclusive IL programs. However, it also identifies ongoing challenges faced by KyU in supporting information literacy training for visually impaired students, indicating the need for further improvement. To address this, the study emphasizes the importance of adopting the recommended strategies to enhance information literacy skills among visually impaired students at KyU. The study underscores the importance of improving information literacy among visually impaired students at KyU. To address this, it recommends increased investment in computer programs and specialized software tailored to their needs. Furthermore, it suggests mandatory training in pre-education technologies for all library staff to better support visually impaired students in achieving their educational goals. Creativity among library staff is also highlighted as crucial for maximizing available resources and time to enhance information literacy. Finally, the study advocates for the adoption of all suggested strategies to comprehensively improve information literacy among visually impaired students at KyU.