INFORMATION NEEDS AND SEEKING STRATEGIES OF LIBRARY AND

INFORMATION SCIENCE STUDENTS IN BAYERO UNIVERSITY KANO

BY

BINTA FATIMAH ADAMU

SPS/23/MIM/00002

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 SECTION ONE

INTRODUCTION

1.1 Background to the Study

In the digital era, access to information has become both a necessity and a challenge for

students, particularly those studying Library and Information Science (LIS). Information

is a vital academic resource that supports learning, research, and personal development.

For LIS students, acquiring relevant and timely information is fundamental not only for

academic success but also for professional preparation in the field of information

management (Case & Given, 2016). As students navigate academic life, they

continuously encounter varying levels of information needs, ranging from specific

course-related materials to broader scholarly resources needed for seminars, term papers,

and final year projects.

Modern information environments have evolved significantly with the advent of

technology. The proliferation of digital resources such as online journals, e-books,

academic databases, and open-access repositories, alongside traditional information

sources like physical libraries and printed materials, has created a complex landscape for

information seekers (Tenopir et al., 2013). Students now have access to a wider range of

sources including search engines, institutional repositories, social media platforms, and

digital libraries. Despite this abundance, students often face barriers in locating,

evaluating, and using credible and relevant information effectively.

The effectiveness of information-seeking behavior is influenced by factors such as digital

literacy, awareness of available resources, infrastructural support, and the individual's

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ability to articulate their information needs (Kuhlthau, 2004). At Bayero University Kano

(BUK), undergraduate LIS students represent a unique group with both academic and

professional motivations for engaging with information. Their academic success and

future careers depend heavily on their competence in navigating information

environments, critically evaluating sources, and applying information to solve academic

and real-world problems.

Therefore, it is crucial to examine their specific information needs and the strategies they

employ to satisfy those needs. Such insights can help improve library services, teaching

methods, and institutional support systems, ultimately enhancing students' academic

experiences and outcomes.

1.2 Statement of the Problem

Despite the proliferation of information sources, many LIS students at BUK struggle with

accessing and utilizing the right information at the right time. Several students report

challenges in identifying credible academic resources, navigating online databases, and

distinguishing scholarly content from general web information. These issues are

compounded by limited digital infrastructure, inconsistent internet connectivity, and

inadequate training in information literacy (Ademodi & Adepoju, 2009). Many students

rely heavily on general search engines such as Google, often bypassing more scholarly

databases due to unfamiliarity or perceived difficulty in access.

Furthermore, the pressure to perform academically without adequate support in

navigating information landscapes leads to frustration and reduced academic

productivity. A disconnect between available resources and student awareness/use

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hinders optimal learning and research. Understanding the nature of these challenges and

the strategies students use to overcome them is essential to providing targeted support.

This study, therefore, seeks to bridge the gap by identifying the specific information

needs of LIS students at BUK, analyzing the strategies they employ in seeking

information, and examining the challenges they face in the process.

1.3 Research Questions

The research seeks to provide answers to the following research questions;

1. What information needs do LIS students in BUK have?

2. What strategies do they use in seeking information?

3. What sources of information do they use in seeking information?

4. What challenge do they face in seeking information?

1.4 Research Objectives

The broad objective of this research is to investigate the Information Needs and Seeking

Strategies of Library and Information Science Students in Bayero University Kano.

Specific objectives include to:

1. Determine the information needs of LIS students in BUK

2. Find out what strategies LIS students use in seeking information

3. Investigate the sources of information LIS students use in seeking information

4. Find out the challenges LIS students face in seeking information.

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1.5 Significance of the Study

This study is significant for several stakeholders. Firstly, it will provide empirical data to

help university administrators and library management tailor services and infrastructure

to better meet students’ information needs. Secondly, it will guide curriculum planners in

developing more effective information literacy programs. For lecturers, the findings will

offer insights into the support students require for academic research and project work.

Moreover, LIS students themselves will benefit from the study's findings, as it may

inform institutional strategies for improving access to quality information and building

digital research skills. The research also contributes to the broader literature on

information behavior, particularly within the Nigerian academic context, and can serve as

a reference point for further studies.

1.6 Scope and Limitation

This research is confined to undergraduate students of Library and Information Science at

Bayero University Kano. It focuses specifically on academic-related information needs

and the strategies employed in seeking such information. Students from other faculties

are excluded to maintain the specificity of the study population.

1.7 Definition of Key Terms

Information Needs: The recognition of a gap in knowledge that prompts an individual to

seek information to bridge that gap.

Information Seeking behaviour: The process and behavior associated with identifying,

locating, evaluating, and using information to satisfy a particular need.

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Strategies: In this context, strategies are defined as the purposeful methods, techniques,

or approaches employed by LIS students to identify, access, retrieve, and utilize

information resources to meet their academic or research-related needs. This includes but

is not limited to the use of library catalogues, electronic databases, internet search

engines, consultation with lecturers or librarians, use of social media platforms for

academic purposes, and peer collaboration.

Student: A student refers specifically to any individual formally enrolled in the Library

and Information Science (LIS) program at Bayero University, Kano during the period of

data collection, regardless of level, gender, or mode of study (full-time or part-time).

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 SECTION TWO

LITERATURE REVIEW

2.0 Introduction

This chapter describes review of related literature to the study. The chapter is broken

down into conceptual framework, theoretical review as well as review of empirical

studies. The conceptual review describes the concept of information needs as well as

information seeking behaviors. Theoretically, the chapter reviews the Wilson’s Model of

Information Behavior.

2.1 Conceptual Framework

2.1.1 Information Needs

The concept of information needs refers to the recognition of an inadequacy in

knowledge that compels an individual to engage in information-seeking behavior (Belkin,

1980). For university students, especially those studying Library and Information Science

(LIS), information needs are multifaceted and context-dependent. They arise from

academic responsibilities such as assignments, research papers, presentations, and

examination preparation, as well as personal development, current awareness, and career

planning (Shenton & Dixon, 2004).

Information needs refer to the recognition of a knowledge gap that compels an individual

to seek information in order to satisfy curiosity, complete tasks, or make decisions

(Wilson, 2000). It is a subjective concept and varies from individual to individual based

on academic requirements, personal interests, and environmental factors.

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For university students, information needs often arise in response to coursework,

examinations, project work, or general academic exploration. LIS students at Bayero

University Kano may exhibit complex information needs due to the multidisciplinary

nature of their field, which includes aspects of communication, technology, management,

and social sciences.

Information needs can be understood as the driving force behind information-seeking

behavior. According to Wilson (1981), an information need arises when an individual

becomes aware of an anomaly in their state of knowledge that prevents them from

achieving a desired objective. This internal state generates a motivation to seek

information to fill that gap. Wilson categorized needs into physiological, cognitive, and

affective origins, recognizing that information seeking is not purely rational but

influenced by personal, social, and environmental conditions.

Taylor (1968) earlier articulated a four-level model of information need: (1) the visceral

need (an unexpressed need), (2) the conscious need (internally formulated but

unexpressed), (3) the formalized need (expressed in language), and (4) the compromised

need (as it is actually presented to an information system). This model remains influential

in demonstrating that users may struggle to articulate their needs clearly and that system

designers must account for such limitations in search interfaces and user support services.

Expanding on this, Belkin, Oddy, and Brooks (1982) introduced the concept of the

"Anomalous State of Knowledge" (ASK), suggesting that the information retrieval

process is initiated not by a well-formed query but by an incomplete understanding of the

problem. The ASK model emphasizes that users often cannot articulate their needs

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effectively because their very lack of knowledge is what impels them to search. This

model shifts attention away from information systems to the cognitive state of users and

underscores the need for supportive interfaces and intelligent mediation.

In academic settings, particularly in universities, information needs are shaped by

curricula, pedagogy, research assignments, and students’ personal interests. According to

Case (2002), academic information needs are often externally imposed by instructors or

internalized through academic aspirations. They are also influenced by students’ prior

knowledge, digital literacy skills, and available resources. For example, an LIS student

conducting a research project may need access to peer-reviewed journals, databases,

citation guides, and examples of similar work.

Ford (2015) highlighted the role of metacognition in shaping academic information

needs, noting that self-awareness of one’s learning style, gaps in knowledge, and strategic

use of resources plays a crucial role in successful academic research. Moreover, academic

information needs often oscillate between short-term goals (e.g., writing a term paper)

and long-term development (e.g., building professional competence).

2.1.2 Students and Information Needs

Library and Information Science (LIS) students represent a unique subgroup of academic

information seekers. Their information needs are both academic and professional. They

must understand library classification systems, metadata standards, digital archiving, and

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information policy. They also need practical experience with information retrieval tools,

bibliographic databases, and evolving technologies such as AI in information systems.

Studies have shown that LIS students often face challenges in articulating complex

research needs due to gaps in research skills or inadequate familiarity with specialized

resources. For example, Choo (2006) pointed out that LIS students must navigate both

formal academic sources and informal sources such as online forums, blogs, and

professional networks. Their information needs also include current awareness of

industry trends, employment opportunities, and technological innovations.

In the Nigerian context, LIS students in universities such as Bayero University, Kano,

may also face infrastructure limitations, including unreliable internet access, limited

access to subscription-based journals, and insufficient training in advanced search

techniques. These constraints shape their information-seeking behavior, often leading

them to rely heavily on freely accessible resources such as Google Scholar, open-access

journals, and social media platforms.

With the advent of digital libraries, mobile access, and social media, the way students

perceive and respond to their information needs has changed significantly. Savolainen

(2008) argued that in the digital age, information needs are increasingly shaped by

immediacy, convenience, and perceived trustworthiness of sources. The traditional

distinction between scholarly and popular sources is becoming blurred, especially among

students with limited information evaluation skills.

Mobile technologies and learning management systems (e.g., Moodle, Canvas) have also

enabled new modes of information seeking. Students today may not recognize they are

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engaging in information-seeking behavior when they watch a YouTube tutorial,

participate in a WhatsApp academic group, or browse a subreddit on library science

topics. Understanding information needs has direct implications for academic librarians,

educators, and policymakers. Libraries must tailor their services to meet the evolving

needs of students by providing user-centered services such as digital reference,

information literacy training, personalized research assistance, and access to open

educational resources. Instructors, on the other hand, can design assignments and class

activities that foster deeper engagement with scholarly resources and critical thinking.

Furthermore, recognizing that information needs are culturally and contextually situated

is essential. The strategies effective in Western academic environments may not directly

transfer to institutions in Africa, Asia, or Latin America due to differences in

infrastructure, pedagogical practices, and student expectations.

The concept of information needs is rich, multifaceted, and central to both the theory and

practice of Library and Information Science. Far from being a static or easily measurable

entity, an information need is shaped by internal states, social conditions, technological

environments, and institutional structures. For LIS students, particularly in developing

contexts like Bayero University, Kano, understanding and addressing their information

needs is critical for academic success and professional development. Future studies

should continue to explore these needs in relation to emerging technologies, evolving

academic expectations, and the changing landscape of higher education.

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2.1.3 Students Information Seeking Behaviour

Information-seeking behavior among students involves the cognitive and physical

activities undertaken to locate and use information that satisfies those needs. According

to Marchionini (1995), this behavior encompasses recognizing an information need,

formulating search strategies, selecting information sources, accessing and evaluating

information, and using it effectively.

LIS students are expected to be proficient in seeking and using information due to the

nature of their field. Sources they typically consult include textbooks, scholarly journals,

academic databases (e.g., JSTOR, ScienceDirect), library catalogs, institutional

repositories, internet search engines (e.g., Google Scholar), and human sources such as

lecturers, librarians, and peers (Kakai et al., 2004; Omeluzor et al., 2013). Despite their

exposure, varying levels of digital literacy, resource accessibility, and training can affect

how effectively they meet their information needs.

Furthermore, the rise of digital technologies and electronic resources has expanded the

scope and complexity of information seeking. Students must now evaluate not only

content credibility but also source reliability, relevance, and usability within academic

frameworks (Head & Eisenberg, 2009). Information overload and misinformation have

also become common barriers, especially for users who lack advanced evaluation skills.

Marchionini (1995) described information seeking as “a process in which humans

purposefully engage in order to change their state of knowledge.” Strategies, in this

context, are the planned, systematic, or improvised methods applied during this process.

They encompass a spectrum of activities ranging from identifying relevant sources,

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formulating queries, selecting retrieval tools, evaluating results, and iteratively refining

the search.

According to Wilson (1999), strategies are part of the broader framework of information

behavior, which he defined as “the totality of human behavior in relation to sources and

channels of information.” Strategies are more specific than behavior; they refer to the

actual tactics and approaches chosen to satisfy a recognized information need.

Bates (1979) differentiated between “search tactics” and “strategies,” suggesting that

tactics are the micro-level moves (e.g., choosing a keyword, deciding to broaden or

narrow a query), while strategies represent higher-order plans that guide the overall

search process (e.g., starting with general overviews and progressively moving to

specialized sources).

2.1.4 Types of Information Seeking Strategies

Information seeking strategies can be categorized in various ways. Case (2002) noted that

strategies typically fall into the following broad types:

Directed searching: Focused efforts to locate specific known items, such as looking up a

cited article in a database.

Browsing: Informal scanning of shelves, journals, or websites without a precise target.

Query formulation: Using keywords, Boolean operators, or controlled vocabularies to

retrieve information in a structured way.

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Networking: Consulting colleagues, instructors, librarians, or online communities for

recommendations.

Citation chasing: Following references backward (footnotes) or forward (articles that cite

a known work).

Monitoring: Setting alerts, subscribing to journals, or using RSS feeds to remain up to

date.

In recent years, digital environments have introduced new strategies, including social

searching (using platforms like ResearchGate, Academia.edu, or even Twitter hashtags)

and participatory practices (asking questions in forums or communities).

2.1.5 Information Seeking Strategies among Students

Students’ strategies are shaped by several factors, including information literacy skills,

familiarity with library systems, motivation, and resource constraints. Ford (2015)

observed that novice searchers often rely on simple strategies, such as typing natural

language queries into search engines. More experienced students use advanced

techniques, such as combining search operators or employing citation databases.

Gross and Latham (2012) found that undergraduate students often overestimate their

search skills, leading them to use suboptimal strategies and accept lower-quality sources.

As a result, librarians and educators play a vital role in guiding students toward more

effective practices.

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In LIS education specifically, students are expected to develop a repertoire of

sophisticated strategies, including:

Database searching: Using discipline-specific databases like Library, Information Science

& Technology Abstracts (LISTA) or Scopus.

Controlled vocabularies: Employing thesauri and subject headings such as Library of

Congress Subject Headings.

Citation management tools: Organizing search results using tools like Zotero, EndNote,

or Mendeley.

Grey literature searching: Locating conference papers, reports, and policy documents

beyond conventional journals.

2.1.6 Factors Influencing Strategy Selection

Numerous factors influence how students select and apply information seeking strategies:

Task complexity: More complex assignments lead to more systematic and varied

strategies (Vakkari, 1999).

Domain knowledge: Students with higher prior knowledge can define better queries and

select appropriate sources (Fidel, 1991).

Time constraints: Pressured deadlines often lead students to rely on quick, superficial

searches (Case, 2002).

Digital literacy: Confidence in using databases, search engines, and online tools

significantly affects strategy choice (Ford, 2015).

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Affective factors: Anxiety or lack of confidence can result in premature closure or

avoidance behaviors (Kuhlthau, 1991).

Information seeking strategies encompass the diverse, adaptive, and often iterative

methods students employ to meet their information needs. They range from simple

keyword searches to complex citation chaining and networking. For LIS students,

mastering these strategies is essential for academic success and future professional

competence. Understanding these strategies allows librarians and educators to design

training programs, develop supportive technologies, and cultivate information literate

graduates ready to navigate an increasingly complex information landscape.

2.3 Empirical Review

Several studies have investigated the information needs and seeking behaviors of

students, both globally and within the Nigerian context.

Kakai et al. (2004) studied undergraduate students at Makerere University in Uganda and

found that their primary information needs were academic in nature, particularly related

to coursework and exams. Students relied heavily on libraries, textbooks, and lecturers as

key sources of information.

Omeluzor et al. (2013) examined Nigerian university students and reported that electronic

resources such as internet search engines were the most utilized. However, students faced

challenges like inadequate training in using e-resources and insufficient internet

bandwidth.

Onuoha and Ofoegbu (2015) focused specifically on LIS students in South-East Nigeria.

They found a preference for using Google and library databases, although students often

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lacked the ability to evaluate the credibility of web-based content. They also noted

limited use of academic journals due to access restrictions.

Ademodi and Adepoju (2009) emphasized the role of digital skills among librarians in

academic institutions. While their study was focused on professionals, the findings

highlight the need for technical proficiency, which is equally important for students.

Ojo and Akande (2005) identified poor internet connectivity, lack of computer literacy,

and inadequate library orientation as major barriers to effective information seeking

among undergraduates in Nigerian universities.

Issa et al. (2015) found that many students in Nigerian universities still rely on outdated

library collections and that lack of awareness of online academic databases limits their

research effectiveness.

Anunobi and Udem (2014) highlighted gender and academic level as factors that

influence information-seeking behavior. Their study showed that senior students are more

likely to use scholarly databases, while junior students depend on lecture notes and

textbooks.

Adeleke and Olorunsola (2010) examined information-seeking behavior at the University

of Ilorin and found that while students appreciated the role of ICTs, many lacked skills to

retrieve scholarly articles, leading to underutilization of library subscriptions.

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 SECTION THREE

METHODOLOGY, RESULTS AND CONCLUSIONS

3.0 Introduction

This chapter presents the methodology adopted in the course of this research which

contains the research design, population and sample, instrument for data collection,

method of data collection and method of data analysis. The chapter also contains the

analysis of the results obtained, discussion of the findings, summary of the study,

conclusions as well as recommendations.

3.1 Research Design

This study adopted a descriptive survey design, which is suitable for investigating

phenomena as they occur naturally, without manipulation. The design was selected

because it allows the researcher to collect quantitative data from a large number of

respondents and to describe, interpret, and analyze their information-seeking behavior,

needs, and challenges (Creswell, 2014). The descriptive survey design provides a

snapshot of the current situation among LIS students at Bayero University Kano (BUK),

making it ideal for this exploratory investigation.

3.2 Population and Sample Size

The study population comprised all undergraduate students enrolled in the Department of

Library and Information Science at BUK during the 2023/2024 academic session. The

department had a total of 200 registered students across all levels (100 to 400). To ensure

that the findings reflect a broad representation of student perspectives, the researcher

selected a sample of 100 students using the simple random sampling technique. This

18
probability sampling method was used to give each student an equal chance of being

selected, thus minimizing selection bias and enhancing the generalizability of the

findings.

3.3 Instrument for Data Collection

A structured questionnaire served as the primary instrument for data collection. The

questionnaire was developed based on insights from related literature (e.g., Omeluzor et

al., 2013; Onuoha & Ofoegbu, 2015) and consisted of both closed-ended and open-

ended questions. It was divided into three major sections:

 Section A: Demographic information (gender, level of study)

 Section B: Types of information needs and preferred sources

 Section C: Strategies used and challenges encountered in seeking information

3.4 Method of Data Collection and Analysis

The questionnaires were administered physically by the researcher with the support of

class representatives. This direct approach ensured a high response rate and allowed the

researcher to clarify any ambiguities. Out of the 100 distributed questionnaires, 95 were

correctly completed and returned, resulting in a 95% response rate.

Data collected were coded and entered into Microsoft Excel. Descriptive statistical tools

such as percentages and frequency tables were used for analysis, allowing the

identification of patterns and trends among the respondents.

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3.5 Results and Discussion

3.5.1 Demographic Profile of Respondents

Variables Frequency Percentage

Gender

Male 42 44%

Female 53 56%

Level of Study

100 Level 19 20%

200 Level 29 30%

300 Level 24 25%

400 Level 23 25%

The demographic data indicates a relatively balanced representation across academic

levels and a slightly higher participation of female students.

3.5.2 Information Needs of Students

Respondents reported diverse academic and personal information needs. The majority

(92%) sought information primarily for:

 Assignments and term papers

 Research projects

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  Class presentations

 Examination preparation

This finding is consistent with Kakai et al. (2004), who observed that university students

prioritize academic-related information needs. Moreover, 64% of respondents indicated

they occasionally seek information related to career development and job opportunities,

while 48% mentioned interest in current affairs and personal development topics.

3.5.3 Information Seeking Strategies

Students reported using multiple strategies and sources to meet their information needs:

Source/Strategy Frequency Percentage

Google/Internet Search 87 92%

Library Resources 58 61%

Google Scholar 40 42%

Class Notes and Handouts 70 74%

Consulting Lecturers 34 36%

Academic Databases (e.g., JSTOR) 18 19%

The heavy reliance on Google confirms Omeluzor et al.'s (2013) findings, suggesting that

while students are active in digital environments, many lack awareness or access to

scholarly databases. Notably, 74% used class notes extensively, pointing to a preference

for easily accessible and instructor-verified content.

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Only 19% of students reported using academic databases regularly, citing issues like

password restrictions, lack of awareness, and inadequate training in database navigation.

These patterns support the assertion by Onuoha and Ofoegbu (2015) that LIS students

often bypass scholarly sources due to perceived difficulty or inaccessibility.

3.5.4 Challenges Faced in Information Seeking

The following challenges were identified:

Challenge Frequency Percentage

Poor Internet Connectivity 76 80%

Limited Access to Scholarly Databases 69 73%

Inadequate Information Literacy Skills 58 61%

Outdated Library Resources 45 47%

Difficulty in Evaluating Online Content 38 40%

Poor infrastructure, particularly slow or unreliable internet access, remains the most

pressing issue. Students noted that library Wi-Fi is often too slow for effective research,

and many cannot afford private internet subscriptions.

Additionally, limited access to updated databases and digital journals hinders research

quality. This aligns with findings by Ademodi and Adepoju (2009), who emphasized

infrastructure as a critical barrier in Nigerian academic institutions. Furthermore, the

study reinforces the need for digital skills training, as many students struggle with

evaluating online content and identifying peer-reviewed sources.

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3.6 Summary of Major Findings

Based on the analysis carried out above, the following is the summary of the findings;

1. The primary information needs of LIS students are academically oriented,

especially regarding assignments, projects, and examinations.

2. Google and class notes are the most frequently used sources; scholarly databases

are underutilized.

3. Students face significant challenges including poor internet, lack of access to

quality academic resources, and limited information literacy.

4. There is a gap between the available information infrastructure and student

competence in using it effectively.

3.7 Conclusion

This chapter has presented detailed findings on the information needs and seeking

strategies of LIS students at Bayero University Kano. The study revealed that although

students have access to a variety of information sources, their preference for general

search tools over scholarly databases is indicative of a broader issue involving training,

accessibility, and digital literacy. The challenges identified suggest a need for

institutional reform and enhanced support systems to help students maximize the

academic resources available to them.

3.8 Recommendations

Based on the findings, the following recommendations are proposed:

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1. Improve Internet Infrastructure: The university should invest in reliable and high-

speed internet access across academic buildings and hostels to facilitate research

and digital learning.

2. Expand Access to Academic Databases: Institutional subscriptions to databases

like JSTOR, EBSCOhost, and ScienceDirect should be enhanced and made easily

accessible to all students via university logins.

3. Information Literacy Training: The department and university library should

conduct periodic workshops and seminars on digital research skills, including

how to access, evaluate, and cite scholarly sources.

4. Upgrade Library Resources: Efforts should be made to update the library’s

physical and digital collections to reflect current academic trends and research

demands.

5. Promote Use of Academic Tools: Orientation programs should introduce students

to research management tools like Mendeley, Zotero, and Google Scholar alerts to

foster academic excellence.

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