Identifying difficulties relating to information literacy amongst postgraduate students at the University of Yaoundé I

Abstract

In the 21st century, the advent of the knowledge society and the exponential growth of digital data are radically transforming the global academic landscape. While immediate access to scientific information via Web 2.0 technologies represents a major opportunity, it also generates a cognitive and methodological constraint for learning and independent research. In Cameroon, this paradox is particularly acute among postgraduate research students (Master’s and Ph.D. levels), for whom completing a thesis or dissertation demands precise and rigorous methodological skills. The findings of this research point to a critical situation. Indeed, despite the overabundance of information, the majority of students demonstrate limited skills in accurately identifying their information needs, targeting relevant databases, critically evaluating the scientific validity of sources, and utilizing this knowledge in an ethical and legal manner. This qualitative study aims to identify the difficulties related to information literacy among Master’s and Ph.D. students. It was conducted with 10 students from the University of Yaoundé 1. The data collected through an interview guide were analysed using thematic content analysis. The results mapped the students' experiences, highlighted the exact nature of their difficulties, and identified their perceptions regarding training needs. Specifically, they reveal that information literacy gaps are not merely the result of a lack of individual effort, but are exacerbated by exogenous factors: inadequate local technological infrastructure, high costs of high-speed internet access, language barriers when facing predominantly English-language scientific literature, and a lack of familiarity with advanced indexing tools. Unanimously, participants designated training as an essential solution. Regarding this training, participants cited, among other formats, lectures, seminars, practical tutorials, and independent work.

Keywords: information literacy, training, students, University of Yaoundé 1.

Received Date: June 19, 2026

Accepted Date: July 10, 2026

Published Date: August 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/862