Challenges associated with information literacy and seeking patterns of entry-level academics in federal universities in North Central, Nigeria

This study investigated the challenges associated with information literacy and seeking patterns of entry-level academics in federal universities in North-Central, Nigeria. Information literacy is essential for academics to effectively navigate, evaluate, and utilize information resources in the modern digital age. However, entry-level academics face unique barriers to developing these skills. The study employed a descriptive survey design, utilized a structured questionnaire validated by experts and administered to 384 randomly selected entry-level academics across seven federal universities. Data analysis included descriptive and inferential statistics and findings revealed key challenges such as inadequate ICT facilities, insufficient training programs, lack of access policies, and limited awareness of open-access resources. Conversely, mentorship by senior colleagues, institutional support, regular training, and motivational incentives were identified as highly appropriate strategies for addressing these challenges. The study concluded that entry-level academics struggle with systemic and resource-based barriers that hinder their ability to acquire the needed skills for optimal functioning. The study recommended that the federal universities in Nigeria should provide an enabling environment that encourages regular training and continued mentorship with an efficient reward system as motivation, and the government should improve on funding for infrastructures/facilities, acquisition of information resources, and training for capacity development for all academics to improve research productivity in federal universities.