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Information literacy is considered an essential skill that every society is expected to acquire in the modern knowledge-based global economy. Schools play the vital role of producing future citizens who are expected to be creative, critical thinkers, and lifelong learners. To accomplish this objective, schools are expected to implement information literacy programmes that are explicitly designed to equip students and teachers with the necessary aptitude that would help them become independent and active learners and workers. Information literacy is the adoption of appropriate method to identify, through whatever channel or medium, information well fitted to information needs, leading to wise and ethical use of information in society. The design of the research was descriptive survey in which few units were selected and examined and on that basis make inference about the population. Perception scale containing statements about information literacy was presented to respondents. A total of one hundred and fifty (150) copies of the questionnaire designed for the study were administered on the secondary school teachers handling arts courses in Lagos State, out of which only one hundred and twenty (120) copies were returned with useful responses, giving a response rate of 80.0%. At the end of the research is was discovered that teachers in Lagos State senior secondary schools have a positive perception towards the relevance of information literacy skills in enhancing their implementation of humanities curricula, 36.6% of teachers are qualified to teach at senior secondary school level, majority of the teachers are experienced because they have been teaching for more than six years, the research also revealed that only (44.2%) of the teachers. possess the skill of determining when information is needed for the implementation of the curriculum; only 39.2% possess the skill of accessing information; 50.8% have the skill of identify the sources of information and only 42.5 possess the ability to use information for the benefits of curriculum implementation, and finally, only (44.2%) of the teachers possess the skill of determining when information is needed for the implementation of the curriculum; only 39.2% possess the skill of accessing information; 50.8% have the skill of identify the sources of information and only 42.5 possess the ability to use information for the benefits of curriculum implementation. Keyword: Information literacy, Information technology, Lifelong learning, Information Abundance, Teaching and Learning

Information Literacy Skills of Arts Subject Teachers in Lagos State Senior Secondary Schools Nigeria