Abstract:
INTRODUCTION: This study investigates the information needs and information-seeking patterns of
secondary level geography teachers in Lesotho to guide the design and implementation of an information
service for these teachers. Leckie, Pettigrew and Sylvain's model of professionals' information-seeking
served as a theoretical framework but was overlaid with other models such as that of Savolainen and
Wilson.
METHOD: Data were collected from in-service teachers through focus group discussions, prospective
teachers with a questionnaire, and key actors in Lesotho's secondary geography education context through
individual interviews.
ANALYSIS: The Statistical Package for Social Sciences was used to analyse the questionnaire responses.
Content analysis was used to analyse the verbal responses as well as an open-ended question on the
questionnaire. Triangulation was applied through using three sets of participants and different data
collection techniques for each. It allowed comparative analysis of responses and data collection techniques
used in the study.
RESULTS: The work environment of in-service geography teachers is revealed including their work roles,
associated tasks, information needs and information-seeking patterns. An information service model for
Lesotho secondary level geography teachers (including possible interventions) is proposed.
CONCLUSIONS: Lesotho geography teachers need information to fulfil their work related roles and tasks
that might be addressed through an information service. An implementation agency, information
specialist(s) and collaborative approach to service delivery are crucial for the implementation and
sustenance of the proposed information service.
