This article discusses the dimension of the PAPA (Privacy, Accuracy, Property, and Accessibility) framework used in information ethics practice in various fields. PAPA framework provides a holistic view of information ethics practice research. The aim is to identify what is the dimension used in PAPA components. An analysis of literature has been performed to capture the dimension and a brief description is presented. The analysis found unique dimensions used, and finally, a Hybrid PAPA framework is illustrated to provide a framework guide for further information ethics research. Keywords: Information ethics; library and information science; PAPA; ethical issues eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by E-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of AMER (Association of Malaysian Environment-Behavior Researchers), ABRA (Association of Behavioral Researchers on Asians), and cE-Bs (Centre for Environment-Behavior Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.
This paper discusses the findings of research investigating the implementation of a resource-based school history project in Malaysian secondary schools. It seeks to understand how the project contributes towards students’ information literacy development. The study took place in selected secondary schools in Kuala Lumpur, Malaysia. A total of 23 students and 5 teachers from four schools participated in the study, employing (a) student focus group interviews, (b) teacher individual interviews, (c) observation, and (d) document analysis as the data collection techniques. In general, although the history project is considered a “research” project by teachers and students, it is found to be a cursory information-gathering and information-compilation type of assignment, which is fully guided by the project guidelines or instructions. While teachers employ a mixture of teaching approaches in the project instruction, the efforts are concentrated on subject matter-related issues such as subject content and project instructions fulfillment. The larger learning experience such as information literacy and learning skills development, as well as research and report writing enhancement, appear to be overlooked in the instructions. The findings also show that (a) information literacy is loosely defined, (b) the “information gathering and information compilation” of the project task is of a superficial nature, and (c) inadequate guidance from teachers has resulted in low information literacy development among students. This study highlights the critical need to address information literacy in the education system, design resource-based assignments with a clear information literacy focus, and the importance of support from teachers for successful development. It provides a foundation for further research on the development of information literacy-focused resource-based school project assignments.
Objective - The purpose of this study is to provide an understanding whether there is a significant influence contributed by the activity in enhancing the education resource center's performance. The terms education resource center, school resource center, learning resource center and many others had been used interchangeably to represent a school library. The research intended to answer the following questions: What kind of promotional methods used by the education resource center in conducting promotional activities? What are the challenges faced by media teacher in conducting promotional activities? Do promotional activities affect the education resource center performance? Methodology/Technique - There should be an active encouragement towards a continuous usage of the education resource center, thus promotional activity can be seen as a vital approach in the delivery of comprehensive along with efficient services. Findings - Consequently, this can facilitate in building the perception of need and improve the image of the library. Novelty - Education resource center is vital to learning and act as a central point for engagement with all kinds of reading, access to information and knowledge building. Type of Paper: Conceptual Keywords: Education resource center; School library; Promotional activity; Media teacher.
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