Information Literacy as a Correlate of Information Resources Use for Lifelong Learning among Undergraduate Students in National Open University of Nigeria

Background: This study investigates the relationship between information literacy skills, information retrieval skills, and the utilization of information resources for lifelong learning within an Open and Distance Learning (ODL) context at the National Open University of Nigeria (NOUN).

Method: A multi-stage sampling technique was employed to select 778 undergraduate students across six NOUN study centers, representing Nigeria’s geopolitical zones. Data were collected via structured questionnaires and document analysis of seminar papers, evaluated against the Association of College and Research Libraries (ACRL) standards. Statistical analysis was conducted using SPSS and the Pearson Product-Moment Correlation Coefficient.

Findings/Results: Results indicated a strong, statistically significant positive correlation between information literacy skills and retrieval skills for lifelong learning engagement (r = 0.922, p < 0.001) and between information literacy skills and resource retrieval and utilization (r = 0.648, p < 0.001). Descriptive statistics revealed high proficiency in digital, network, and media literacy, but lower performance in advanced search strategies and critical evaluation of academic sources.

Implications: The findings suggest that while information literacy and retrieval skills significantly enhance resource utilization, deficiencies in advanced search techniques and source evaluation persist, potentially limiting academic and lifelong learning outcomes.

Conclusion: The study concludes that information literacy and retrieval skills are statistically significant predictors of effective resource use for lifelong learning at NOUN, though targeted interventions are required to address identified skill gaps.

Recommendations: The study recommends enhancing digital library infrastructure, improving internet accessibility, and integrating structured information literacy training into the curriculum. Additionally, leveraging AI-driven technologies is advised to optimize information retrieval and support self-directed learning