Library, Information Sciences and Knowledge Economy

Information-seeking behaviour and adoption of improved sorghum farming practices in Dodoma, Tanzania

2026-01-01T00:00:00Z

Information-seeking behaviour and adoption of improved sorghum farming practices in Dodoma, Tanzania Kadilikansimba, Peter B.; Sife, Alfred S.; Machimu, Gervas M. Reliable agricultural information is vital for adopting improved sorghum practices, including certified seed use, effective pest and disease management, and reducing post-harvest losses. Guided by the Diffusion of Innovations and Information Seeking behaviour frameworks, this study examined determinants of information-seeking behaviour and its influence on adoption of improved sorghum practices among farmers in Dodoma, Tanzania. A cross-sectional survey of 399 household heads was conducted using multi-stage random sampling. Quantitative data were obtained using a structured questionnaire administered by the researcher. Qualitative data were also collected through 15 key informant interviews with extension officers and agricultural experts. Data were analysed with descriptive statistics, a linear mixed model to identify predictors of information-seeking behaviour, and binary logistic regression to assess its effect on adoption. Thematic analysis was used to examine qualitative data. Education level (β = 0.296, p = 0.008) and ownership of communication assets (β = 0.749, p < 0.001) significantly increased information-seeking behaviour. Farmers who actively sought information were four times more likely to adopt improved practices (OR = 4.03, p < 0.001), while trust in credible sources also significantly enhanced adoption (OR = 2.79, p = 0.006). Strengthening extension systems, promoting credible information channels such as community radio and mobile platforms, and supporting farmer groups can enhance informed decisionmaking and adoption of improved sorghum practices in semi-arid regions. Interventions targeting farmers’ education and access to communication tools are likely to maximise adoption outcomes. Vol. 3 (Iss. 1) 2026, pp. 500-512 African Quarterly Social Science Review https://quarterlyreview.net ISSN: 3006-3493

Adopting ChatGPTinacademic library reference services

2026-01-01T00:00:00Z

Adopting ChatGPTinacademic library reference services Ponera, Jaffar M.; Kyumana, Valeria Background: The adoption of ChatGPT in reference services delivery among academic libraries is perceived as an innovation aimed at replacing traditional reference services. Purpose: This study examines the challenges and opportunities of implementing ChatGPT in reference service delivery within academic libraries. Methods: A systematic review was conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. Various databases were consulted, including DOAJ, EBSCOhost, Google Scholar, and Emerald. A total of 123 articles were retrieved, of which 47 (38.2%) met the selection criteria. The study is guided by the theory of diffusion of innovation. The theory provides effective frameworks for explaining the adoption and use of technology inorganisations. Results: The findings revealed that ChatGPT offers several benefits when integrated into reference service delivery.These benefits include its ability to provide prompt responses to users, 24/7 accessibility, research assistance, support for information literacy, and information retrieval. The study established that, despite its potential for libraries, ChatGPT has several drawbacks, including a lack of privacy and security, the potential to provide incorrect answers to users, and inherent bias. Conclusion: The study revealed that the integration of ChatGPT in reference service delivery across academic libraries will not completely replace the role of reference librarians, as they will be required to intervene and respond to users’ queries should ChatGPT fail. Recommendations: The study recommends that librarians acquire the necessary skills to use ChatGPT for providing reference services. They should also train users to become skilful information consumers with the ability to evaluate content generated by ChatGPT

Innovation in Library and Information Services in the Digital Era

2025-01-01T00:00:00Z

Innovation in Library and Information Services in the Digital Era Rugoye, J.M; Anthony, Exavery C. The digital era presents both an imperative and an opportunity for library and information services to evolve beyond traditional standards. While the adoption of technologies like artificial intelligence (AI), open-access platforms (OA), and makerspaces is frequently discussed, the evidence remains fragmented across case studies, obscuring a comprehensive understanding of the full impact and consistent challenges. This study fills this knowledge gap by synthesizing empirical data on digital innovation in libraries using a thorough literature review anchored by the Technology-Organisation-Environment (TOE) framework. Following the PRISMA guidelines, we analyzed 85 peer-reviewed studies published between 2014 and 2024. Our findings identify four predominant thematic areas of innovation, such as intelligent discovery systems, scholarly communication infrastructures, digital literacy platforms, and the expansion into lending non-traditional items (Library of Things). The review confirms that these innovations significantly enhance operational efficiency, accessibility, user personalization, and community relevance. The TOE framework analysis reveals that digital innovation is consistently hindered not by technological limitations but by organisational barriers (financial constraints, skills gaps) and environmental pressures (funding models, competition). The study concludes that the sustainable integration of digital innovation is a strategic issue, requiring committed investment from parent institutions and a paradigm shift in library education. This review provides a consolidated evidence base for policymakers, library administrators, and LIS educators to make informed decisions for future-proofing library services. Article

Integrating Information Literacy Subject into Universities’ Curricular towards Achieving Life Long Learning Habit among Students

2017-01-01T00:00:00Z

Integrating Information Literacy Subject into Universities’ Curricular towards Achieving Life Long Learning Habit among Students Ponera, Jaffar M.; Kimaro, Prosper J. Information literacy (IL) subject plays a significant role in imparting life-long reading habit among University students which also enables students to become skillful information users in problem solving. The current number of Universities in Tanzania is 68, where 25 are public universities and 43 private universities. Moshi district is among the areas in Tanzania where some of these Universities are located. Since information is an essential commodity in academic and socio-economic development, integrating information literacy subject in the Universities curricular becomes of great important. The main objective was to assess if Universities in Kilimanjaro region have integrated information literacy subject in their curricular. Specifically, the study intended; to examine how information literacy have been integrated at Moshi Co-operative University (MoCU), Mwenge Catholic University (MWECAU) and Stefano Moshi Memorial University College (SMMUCo), to identify the role that has been played by Universities librarians in imparting information literacy skills to students and to assess challenges facing the integration of information literacy subject in the Universities curricular. The design of the study is multiple-case study which MoCU, MWECAU and SMMUCo were used. The study found out that all three Universities have not integrated IL subject in their curricular. With regard to the challenges towards integrating IL subject, study found that, the current Tanzania Education Policy has not stated whether or not it is mandatory for all Universities in Tanzania to integrate IL subject in their curricular. There are no institutional policies which provide guidelines of integrating IL subject in their curricular and lack of librarian’s involvement in curriculum development creates more difficulties. The study has also recommended that, Tanzania Education Policy of 1995 has to be revised to accommodate this important aspect, there should be involvement of librarians in curriculum development and institutional top management should support the efforts of integrating IL in their curricular.