Chapter One — 1.1 Background to the Study

Over the past decade, the relationship between information literacy training and research output of academics has become a subject of considerable debate among scholars and industry practitioners alike, particularly within the context of Nigeria and Selected ECOWAS Member States where operating conditions differ markedly from more developed markets.

Within the context of Nigeria and Selected ECOWAS Member States, this relationship carries particular significance. Organizations in this setting operate under a distinct combination of economic, regulatory, and market conditions that may amplify or dampen the effect of information literacy training on research output of academics, making a context-specific inquiry both timely and necessary.

1.2 Statement of the Problem

Despite a growing body of literature on information literacy training, there remains limited consensus on the precise nature of its relationship with research output of academics, particularly within Nigeria and Selected ECOWAS Member States. Many organizations continue to make decisions about information literacy training without a clear, evidence-based understanding of how those decisions ultimately affect research output of academics. This gap between practice and empirical understanding is the central problem this study seeks to address.

1.3 Objectives of the Study

1. To examine the effect of Information Literacy Training on research output of academics in Nigeria and Selected ECOWAS Member States.
2. To assess the extent to which information literacy training influences research output of academics within the study area.
3. To identify the challenges associated with information literacy training in relation to research output of academics.
4. To recommend strategies for optimizing information literacy training in order to improve research output of academics.

1.4 Research Questions

1. What is the effect of information literacy training on research output of academics in Nigeria and Selected ECOWAS Member States?
2. To what extent does information literacy training influence research output of academics within the study area?
3. What challenges are associated with information literacy training in relation to research output of academics?
4. What strategies can be adopted to optimize information literacy training in order to improve research output of academics?

1.5 Significance of the Study

This study is significant to a range of stakeholders. For policymakers and regulators, the findings offer evidence to guide the design of frameworks that support healthier outcomes around research output of academics. For managers and practitioners within Nigeria and Selected ECOWAS Member States, the study provides practical insight into how information literacy training can be better managed. Finally, it contributes to the academic literature on library and information science by extending existing knowledge into a specific empirical context, and offers a reference point for future researchers.

1.6 Scope of the Study

The study is limited to an examination of Information Literacy Training and its relationship with research output of academics within the context of Nigeria and Selected ECOWAS Member States. It reflects a clearly defined scope of analysis and relies on data and perspectives available within that scope; generalizing the findings beyond this specific context should therefore be done with appropriate caution.