Humanizing Students' Information Literacy Development

Students' ability to search, analyse, synthesise and use information often associated with students' cognitive ability. Such a perspective has limited the knowledge on affective domain of students' information literacy development. The study examined the interplay of affective domain in students' information literacy development in higher learning. The study employed a qualitative research design and involved 31 lecturers, librarians and students in a public research university. Data was collected using semi-structured interviews and analysed using qualitative data analysis approach. The study found that respect, appreciation and trust among lecturers, librarians, students, experts, and practitioners have led to collective and organised efforts of students' information literacy development at classroom, department and university levels. The study also found that personal passion, irritation, self-esteem, patience, boredom, frustration, difficulty, and preference have somewhat influenced lecturers', librarians', and students' participation and non-participation in students' information literacy development. The study further implicated that the integration of affective domain in the planning and implementation of the learning process, outcomes and assessment of students' information literacy development is a way forward to humanise and thus sustain the development and application of information literacy in higher learning.