article · NOUN-IJMGS
This study investigated the cognitive factors that influence the ability of undergraduate Library and Information Science (LIS) students at the University of Maiduguri to evaluate digital information. Using a descriptive survey design, data were collected from 285 LIS students. The findings showed that most students possessed a moderate level of digital information evaluation competency. Critical thinking skills, cognitive load management, and metacognitive awareness were all found to have a significant positive correlation with this competency. These three cognitive factors collectively accounted for 56% of the variation in competency, with metacognitive awareness identified as the strongest predictor. The research suggests implications for LIS curriculum development and information literacy instruction.
In today's digital world, the ability to critically evaluate online information is crucial for everyone. This research helps us understand the cognitive skills that underpin this ability, particularly among future information professionals. Recognising these factors can lead to better educational strategies, ensuring students are well-equipped to navigate and assess digital content effectively.
This research provides insights for educational programme developers and institutions, particularly within Library and Information Science departments. It suggests the need for integrating metacognitive instruction and cognitive skills training into curricula to enhance digital information evaluation competency. This is early-stage research informing pedagogical approaches and curriculum design, with potential application in developing educational tools or training modules for educators.
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This study examined the cognitive factors influencing digital information evaluation competency among undergraduate students of Library and Information Science (LIS) at the University of Maiduguri, Borno State, Nigeria. The research employed a descriptive survey design with a population of 1,080 undergraduate LIS students. Through multistage sampling, 285 students were selected across all academic levels. Data were collected using a validated questionnaire with a reliability coefficient of 0.87. The results revealed that the majority of respondents (58.2%) demonstrated moderate digital information evaluation competency (X̅= 3.32, SD = 0.68). Critical thinking skills showed a significant positive correlation with competency (r = 0.64, p < 0.01), as did cognitive load management (r = 0.52, p < 0.01) and metacognitive awareness (r = 0.69, p < 0.01). Multiple regression analysis indicated that these three cognitive factors collectively explained 56% of the variance in digital information evaluation competency (R² = 0.56, F(3, 269) = 59.87, p < 0.001). The study concludes that metacognitive awareness appears to be the strongest predictor of competency. These findings may have implications for curriculum design in LIS education and highlight the potential importance of integrating cognitive skills training into information literacy instruction. It is recommended that LIS Department should integrate metacognitive instruction across LIS curricula, model expert thinking processes, and invest in faculty development for effective information literacy pedagogy.
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DOI: 10.82265/nmwp-dv72
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