Abstract
This research paper delves into the Information Literacy (IL) skill development strategies implemented by Senior High Schools (SHSs) in the Tolon District of Northern Ghana. The study employs a phenomenological approach and qualitative method to explore the perspectives of students, teaching staff, and management within these institutions. Through purposive sampling and focus group interviews, the research investigates both the institutional and individual efforts in enhancing IL skills of students. The findings illuminate the proactive measures taken by SHS management, including fresh students’ orientation programs and dedicated library time and creation of conducive learning environment. There is no IL course in the curriculum of the SHS. The findings further reveal that teaching staff, recognizing the significance of IL, employ varied strategies to enhance students' IL skills. Despite these efforts, a noteworthy challenge emerges: teaching staff lack the requisite IL skills. Finally, students of these institutions rely on Google, teachers, parents and colleagues for the needed information. The research recommends a holistic approach to IL education, incorporating policy reforms, teacher training programs, and targeted interventions to address the identified challenges.
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