An Analysis of the Information Behaviour of Geography Teachers in a Developing African Country– Lesotho

Abstract

Information behaviour studies have the potential to inform the design of effective information
services that incorporate the information needs, information-seeking and preferences for
information sources of target users; hence a doctoral study was conducted on the information
behaviour of geography teachers in Lesotho with the aim of guiding the design and implementation
of an information service model for these teachers. This paper focuses on the analysis of the
information behaviour of geography teachers in Lesotho as a contribution of original knowledge on
geography teachers’ information behaviour. The analysis established the information behaviour of
geography teachers using the information behaviour concept that encompasses information needs,
information-seeking and information sources. Data were collected and analyzed through focus
group discussions and conceptual content analysis respectively.
The analysis reveals that these geography teachers need current and accurate information covering
a variety of aspects in teaching and learning, such as content, pedagogy, classroom management
and learners’ assessment. Owing to the increasing number of orphans in schools as a result of the
HIV and AIDS pandemic, most teachers expressed the need for information on social assistance for
orphans and vulnerable children. Recommendations include information literacy training for
teachers and access to the Internet in schools, including the use of open access journals on the
Internet by the teachers.