Journal of Education, Society and Behavioural Science

This study explored the lived experiences of first-year undergraduate students receiving information literacy (IL) instruction at a public health sciences university in Ghana and examined how participants perceived its influence on their academic adjustment, study practices and learning development. A qualitative research design was adopted, using semi-structured interviews with 20 purposively selected first-year students from diverse health-related programmes. Data were analysed thematically to capture participants’ experiences, perceptions and meanings attached to IL instruction during their transition into university education.

The findings revealed that students initially experienced emotional and cognitive challenges, including anxiety, intimidation and uncertainty, particularly among those with limited prior ICT exposure. Participants reported that IL instruction was more demanding than expected, as it extended beyond basic library orientation to include scholarly databases, referencing, plagiarism awareness, research skills and information evaluation. Despite these early difficulties, students described gradual adaptation to university-level learning and the development of more independent academic practices.

Participants further reported changes in their information-seeking behaviour, including increased use of scholarly databases and reduced reliance on general web sources. They also perceived improvements in assignment preparation, academic writing, referencing practices, study habits, confidence and autonomy. However, continuing challenges were identified, including unreliable internet connectivity, limited access to computers, large classes, time constraints and difficulties accessing full-text resources. The study is limited by its single-institution setting, small purposive sample and reliance on self-reported experiences. Nevertheless, the findings suggest that IL instruction can play an important role in supporting first-year students’ academic transition and learning development. The study recommends strengthened technological infrastructure, differentiated instructional approaches, additional hands-on support and enhanced librarian-led guidance to improve the effectiveness of IL programmes in higher education.