Purpose -Sets out to investigate the use of electronic resources by students and faculty of Ashesi University, Ghana, in order to determine the level of use, the type of information accessed and the effectiveness of the library's communication tools for information research. Design/methodology/approach -A questionnaire-based survey was utilized. It consisted of 16 questions to determine level of use, type of information accessed, assessment of library's communication tools, problems encountered when using electronic resources and ways to improve the provision of electronic information in the community. The questionnaire was distributed to all students, faculty and administrative staff in order to reduce the generalization of the results. The students were made up of four year groups categorized as YearGroupA, YearGroupB, YearGroupC, YearGroupD. The questionnaire was pre-tested on six students from three different year groups and some amendments were made. A total of 169 questionnaires were therefore distributed and 141 completed questionnaires were returned, giving an overall response rate of 83 per cent. Survey responses were coded and input into Excel for analysis. Findings -The study found that general computer usage for information access was high because of the University's state-of-the art IT infrastructure. Usage of some internet resources were also very high, whilst the use of scholarly databases was quite low. The low patronage was attributed to inadequate information about the existence of these library resources. The study recommends, among others, the introduction of information competency across the curriculum and/or the introduction of a one-unit course to be taught at all levels and the provision of more PCs on campus. Originality/value -Would be of value to library administrators considering how to determine level of use, type of information accessed, assessment of library's communication tools, problems encountered when using electronic resources and ways to improve the provision of electronic information.

Purpose -The aim of this study is to investigate the personal information management (PIM) practices of students and its implications for library services at the University of Ghana. Design/methodology/approach -This was a survey research, and questionnaires were administered to 150 students across their various programs of study. Questionnaire design was based on the literature reviewed and research objectives. Findings -Results showed that, format, skills, size of collection, memory, and habits accounted for diverse PIM practices among students. Among the major drawbacks were inadequate skills, information fragmentation, inappropriate habits, and imperfect memory. These aspects when improved, would enhance the effectiveness of students' PIM practices tremendously.Research limitations/implications -The study adopted the PIM framework developed by James and Teevan and focused on the core activities of PIM namely: keeping, organizing and re-finding. In order to provide a fair rounded picture of the PIM situation of students, it is expected that subsequent studies would cover the remaining variables notably-information maintenance; selection and implementation of a scheme; managing privacy and the flow of information; matters of security; measurement and evaluation; and making sense of things. Practical implications -The study concludes that, through comprehensive information literacy training programmes offered by libraries; student-oriented PIM researches; the formation of PIM clubs spearheaded by librarians and supported by university administrators, benevolent organizations and individuals, the PIM practices of students can be made better. PIM efforts should aim at shaping, improving, integrating and supporting students' PIM habits, skills, personal information collections and memories respectively. Originality/value -PIM practices of students is among the least explored topics in the field of library and information studies in Ghana. This research would not only create awareness about PIM practices, but would also draw attention to the efforts that can be made to improve PIM practices of students in Ghana.

This paper investigates the prospects and challenges of using an e-learning platform, Knowledge Environment for Web-based Learning, (KEWL) by the teaching staff of the Faculty of Social Studies, University of Ghana. It also highlights the need for interoperability of e-library services within the e-learning platform. Data collected through survey questionnaires and in-depth interviews were used to examine faculty awareness and opinions, expectations and capabilities in using KEWL for teaching and learning. The analysis of the data suggests that infrastructure, technology and training should be considered by the university administrators to increase the rate of adoption of e-learning within the community. Implications for the development of strategies for e-learning and interoperability of e-library services within that platform are proposed for university administrators not only in Ghana but also for other African countries. This paper presents a modest contribution to the discourse on the integration of e-library services within the e-learning platform from a developing country’s perspective. It offers important insights into how e-library services and e-learning in developing countries can be better managed to enhance its rapid adoption.

2000) as "a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information." Bruce (1997) defi nes it "as the ability to access, evaluate, organize, and use information in order to learn, problem-solve, make decisions -in formal and informal learning contexts, at work, at home and in educational settings." Information literacy is becoming increasingly important in this contemporary society of rapid technological change and proliferating information resources. Individuals are faced with abundant information choices from a variety of sources -both print and electronic. Questions about the quality of information obtained from this wide array of choices, either from the Internet or other multimedia, pose serious threats in terms of the authenticity, validity and reliability of the information. As a result, special challenges arise in terms of evaluating, understanding and using information in an ethical and legal manner.In the university setting, information literacy is of critical importance. Students are expected to discover things for themselves, fi nd the information they need and use the data to support their assignment and projects. It is thus paramount for the universities to ensure that all students acquire competencies in knowing how to learn, to formulate questions, to access potential sources of information, to evaluate what is found for accuracy, to organize information and fi nally to use information to do something with it (Doyle, 2003). Proper utilization of information, as noted by Idiodi (2005), can create opportunities for effective handling of the problems facing developing countries, such as unemployment, environmental degradation and poverty. Incorporating the concept of IL in the curricula has been recommended as a way to ensure that individuals are adequately equipped by the time they complete university education.This paper seeks to examine the different components of IL initiatives that are offered at two universities in Ghana, namely, the University of Ghana and the University of Cape Coast. The two institutions were chosen for their range of enrolment levels as well as the similarity of courses they offer. The paper also investigates the possibility of introducing formal Information Literacy: assessing the readiness of Ghanaian universitiesThe two oldest universities in Ghana are undertaking various information literacy initiatives, but need to develop a formal information literacy environment to prepare students for effective lifelong learning.

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