As misinformation continues to spread rapidly across digital platforms, the challenge is no longer just access to information – but the ability to understand, question and navigate it critically. Across Africa, this places new responsibility on education systems and learning tools to respond in ways that are locally relevant, accessible and effective.
At the Ghana Library Authority, Nora Serwah Obeng works on the frontlines of this challenge. As an Assistant Librarian, her work spans literacy programmes, community outreach and digital learning initiatives, with a focus on expanding access to information in underserved communities. Through projects such as Digital Learning @ Ghana Public Libraries, she has been involved in adapting global educational resources to reflect local realities – from language and culture to connectivity constraints.
Ahead of her session at eLearning Africa 2026, we spoke with her about her journey into librarianship, the evolving role of public libraries in the digital age, and how localising learning tools can help young people better understand and respond to misinformation.
Personal life & Inspirations
You’ve built your work around improving access to information and learning through libraries. Can you take us back to your early years – where you grew up, and how those experiences shaped your perspective on education and access?
I grew up in Ghana, in the Eastern Region in a town called Mampong, before later moving to Accra. I consider myself quite privileged because I was introduced to books at a very young age. My mother worked a lot, so one of the things we did at home was reading, spelling and academic activities.
Interestingly, my relationship with libraries actually started out of laziness. As children, we had a lot of chores, and the only way to be excused was if you were doing something academic. So, I would go to the library to read – and avoid chores! Over time, I became so familiar with the space that the librarian would even drop me home after closing sometimes.
That early exposure shaped everything. I had access to books, and I grew to love reading. But later in life, I realised that not everyone has that same access – and that’s what ultimately influenced my career path.
You’ve worked closely with schools and underserved communities over the years. Was there a particular moment or experience in your childhood that made you realise just how unequal access to books and information can be?
It wasn’t so much in childhood – it came later, during my university years at the University of Ghana. As part of our programme, we had to work in communities, identify problems and try to solve them through education or library interventions.
One of the biggest shocks for me was seeing that many students only had access to required textbooks – nothing beyond that. There was no exposure to broader reading, especially fiction, which I personally love.
Another moment that really stayed with me was working in a school in Legon, which is actually one of the more developed parts of Accra. Even there, I met students who had never seen or used a computer mouse before.
That was my “aha” moment. It made me realise how deep the gap is – not just in access to books, but also in digital access – and how much work still needs to be done.
Professional Journey
You’re currently an Assistant Librarian at the Ghana Library Authority. How did your journey into librarianship begin?
Growing up, I actually wanted to be one of three things – an actor, a teacher, or a lawyer. But during my time in senior high school, I participated in a project where we worked in a rural community, and that experience shifted my thinking.
I realised I wanted to be in education – I just didn’t know in what capacity. When I got to university, I chose to study education, and then added Information Studies because I loved reading and books. That combination led me into librarianship.
Over time, I began to see the bigger picture – that libraries can be powerful equalisers. Many people cannot afford books, but if we invest in libraries and make them accessible, we can bridge that gap.
Public libraries are often seen as free spaces – but access models can differ. How does this work in your context?
The Ghana Library Authority oversees a network of public libraries across the country – currently around 141 libraries, with more still being developed.
Many public libraries are completely free. However, the specific library I work in – the National Children’s and Mobile Library in Accra – has a small membership fee. It’s a very modern, highly digitised space, so people pay a small annual fee, mainly to register and access services.
It’s very affordable and it allows us to manage the system properly, including tracking borrowed books. But importantly, many other public libraries remain free and accessible to everyone.
Your work sits at the intersection of reading culture and digital literacy. From your experience, where is the biggest disconnect today between how information is made available and how young people actually engage with it?
The biggest disconnect is not access – it’s credibility.
Today, information is everywhere. Students can Google anything, use AI tools, and get answers instantly. But many don’t have the skills to evaluate whether that information is actually true.
So while access has improved significantly, the ability to verify and critically engage with information is still lacking. That’s where the real challenge lies.
The Ghana Library Authority
For those unfamiliar, how would you describe the role of the Ghana Library Authority in supporting education and community development across the country?
The Ghana Library Authority is the government body responsible for developing and managing public libraries across the country. We build libraries, equip them, and design programmes that support literacy, learning and access to information.
Our work goes beyond books – we support digital literacy, community learning, and outreach initiatives. Through mobile libraries and school programmes, we try to reach communities that may not have direct access to physical library spaces.
From your perspective on the ground, how are reading habits evolving – particularly between physical books and digital formats?
I wouldn’t say there has been a complete shift. What I see more is curiosity.
There’s definitely growing interest in digital content – especially among young people – but physical books still play a very important role. So, it’s not a case of replacement or competition. The two formats actually complement each other.
And in terms of access, what kind of digital resources are available to users within your libraries?
We provide both physical and digital access. In the library, we have computers, tablets, internet access, and even assistive tools like magnifiers for those with visual challenges.
We also have an app where users can access e-books. It works similarly to the physical library – you can borrow books digitally for a limited time rather than permanently downloading them.
So we try to provide a full ecosystem – whether someone prefers physical books or digital content.
Session Spotlight – Localising Learning to Fight Misinformation
At this year’s eLearning Africa conference, you will be presenting a session titled “Localising Open Educational Resources to Fight Misinformation in Ghana.” The session explores how global learning tools can be adapted to local contexts to make them more relevant, accessible, and effective.
Your session focuses on localising an educational game originally developed outside Africa. What motivated this process, and why is localisation so important when addressing misinformation in a Ghanaian context?
The project came through a collaboration where we were introduced to the game as a learning tool to help young people understand misinformation. But when we first engaged with it – even as adults – we quickly realised that it did not reflect our local context.
The examples, language, and scenarios were very foreign, which made it harder to fully connect with the content. That’s when it became clear that if we wanted this to be effective for young people in Ghana, it needed to be adapted to reflect their everyday realities.
Localisation is important because misinformation itself is very context-specific. The way it appears, spreads, and is understood differs across communities. If learning tools don’t reflect that reality, they lose their impact. Our goal was to make the experience relatable, so that young people could see themselves in it and engage more meaningfully.
For those unfamiliar, what is the game and how does it work as a learning tool?
The game is designed as an interactive, escape-room–style learning experience that teaches players how to identify and respond to misinformation. Participants work through different scenarios, solving challenges and analysing content as they go.
What makes it effective is that it is not just theoretical – it is very practical and engaging. Learners are actively involved in questioning information, spotting manipulation, and discussing their decisions. It creates a safe space for them to explore real-world issues in a way that feels both fun and educational.
Without giving too much away, what were some of the most important changes you and your team made to ensure the content felt culturally relevant and relatable to young learners?
The biggest change was adapting the content to reflect local context. The original version used examples, references, and language that were unfamiliar to our learners, so we reworked those to reflect situations young people in Ghana actually encounter – including the kinds of misinformation they see on social media.
Another major change was around accessibility. The original game required internet access, but we know that connectivity is still a challenge for many communities. So, we redesigned it to work offline, allowing it to be used in libraries and other spaces without relying on constant internet access.
These changes made the experience not only more relatable, but also more inclusive.
The project also emphasises offline access and delivery through public libraries. In your view, what role can libraries play in helping young people critically engage with information – especially in low-connectivity environments?
Libraries play a very important role because they are trusted community spaces. For many young people, especially in underserved areas, the library may be their main point of access to information and learning resources.
Beyond access, libraries also provide guidance. Through programmes, discussions, and tools like this game, they can help young people not just consume information, but question it – to think critically about what they see, hear, and share.
In low-connectivity environments, this becomes even more important. By offering offline resources and facilitated learning experiences, libraries can bridge the gap – ensuring that young people are not left behind in developing the skills they need to navigate today’s information landscape.
Off the Record: Quick Fire
One misconception about misinformation or “fake news” that you wish people would stop repeating?
That only uneducated people fall for fake news. That’s not true – anyone can be misled, especially with how advanced technology has become.
One skill every young person should develop to better navigate information online?
Be sceptical. Question everything, look deeper, and always ask whether what you’re seeing could be false or manipulated.
One fiction book or story that has stayed with you over the years?
Someday, Maybe by Onyi Nwabineli. It’s a powerful story about grief and really stayed with me.
If misinformation were a villain in a story – how would you defeat it?
Through education – and by equipping people with the skills they need to think critically and question information.
If you had to describe Africa’s digital future in one word?
Transformative
Interview conducted by Warren Janisch
