An assessment of information literacy skills among first-year postgraduate students at Sokoine University of Agriculture Tanzania

Lwehabura, Mugyabuso Julius F.

doi:10.1177/0961000616667802

Cited by 19 publications

(15 citation statements)

References 20 publications

(20 reference statements)

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“…McDonald (2015) also urged librarians to embrace technology actively and play a dominant role in their social, academic and professional fields. Therefore, Chiu and Chou, 2012;Lwehabura, 2018 andBekker et al (2015) suggested digital fabrication and reflectors designed-based learning (RDBL) improving the young generation social activities, skills, and practices in the basic data structure. Even communication technology has changed the academic library from manual to automation and digital database access.…”

Section: Literature Reviewmentioning

confidence: 99%

Technology integration for students’ information and digital literacy education in academic libraries

Rafi

Zheng

Ahmad

2019

IDD

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Purpose Digital literacy has become a widely studied topic for connecting people, participation in government and public affairs. It encourages library professionals to train students and effectively acquire, preserve and disseminate knowledge. Academic libraries involve using digital technology improved the students’ level of digital literacy and technological skills. This paper aims to understand the students’ technological competence in using database resources and searching for online information. In addition, to evaluate the training contents and designated instructors on digital literacy education, the study also focuses on digitally exposed students’ learning behavior, the library management and students’ academic interaction on new technological trends. Design/methodology/approach This study uses a quantitative method for which primary data were collected from university students using a structured research questionnaire. Through targeted random sampling techniques, 1,500 printed questionnaires were distributed among students, and 1,266 (84.4%) responses were received. The authors applied descriptive statistics to analyze the demographic information of male and female students. The statistical technique Chi-square test (χ2) was applied using SPSS to determine the association between variables. Moreover, Bonferroni correction for the new a value [modified = 0.05/number of possible comparisons/analysis for each question shown in Tables (II-IX)] was also used to avoid a family-wise error. Findings The results inferred a strong association between students’ technological skill with using digital tools, utilization of database resources and browsing networked information on the Web. The association between universities in terms of recruiting designated instructors on digital literacy education, introducing ICT based curriculum and the association between library management in maintaining a regular training program on digital literacy demonstrated a negative association. Besides, the findings disclosed that student’s digital exposure is not the forcing factor in developing technological competence, but found to be a more encouraging factor. It was also concluded that library technological involvement significantly improves student technology-based learning skills. Practical implications The results obtained after the analyzed data may help library management in providing long-term strategy for improving digital literacy education and training for students in the effective utilization of technology for better academic performance and social integration. Originality/value The study was based on quantitative methods using a questionnaire. Extensive database coverage and digital literacy skills based on coach input can improve student performance and academic quality.

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Section: Literature Reviewmentioning

confidence: 99%

Technology integration for students’ information and digital literacy education in academic libraries

Rafi

Zheng

Ahmad

2019

IDD

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“…There is also a lack of a broader understanding of the links between information literacy and society or the transition to university (Lanning & Mallek, 2017;Lwehabura, 2018;Salisbury & Karasmanis, 2011), which is understandable to respondents. However, the generational emphasis is interesting (Eriksson-Backa et al, 2012;Lu et al, 2016;Strong et al, 2012) and the very perceived importance of information literacy present in students.…”

Section: Discussionmentioning

confidence: 99%

Discursive Formed Topics in Information Literacy: Literature Review and High School Students' Perspectives

Černý

2021

PEC

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Information literacy is a critical topic in contemporary pedagogy and information science, it is ranked among the essential competencies for the 21st century, and in recent years, it has received increasing research interest. The problem, however, is that the research is focused mainly on primary and university (college) contexts and only rarely analyses secondary school settings. This paper, therefore, focuses on a group of high school students and on whether the literature's idea of their needs corresponds to their actual needs. Based on the analysis of 32 documents indexed in the Scopus and Web of Science databases, the paper identifies seven significant discursive areas addressed in the literature, both theoretically and empirically. These are the relationship of libraries and librarians to the development of information literacy, information evaluation, the relationship of information literacy and learning competencies, connection with other competencies, emphasis on constructivist approach, the social dimension of information literacy and its possible use for self-actualization. These topics form a specific research discourse, which they set out. In the second phase of the research, focus groups (8 groups in 4 schools, 41 students) on information literacy are studied through the seven essential discourses mentioned. Although our sample lacked reflections on the relationship between the library and high school students, the remaining six fundamental discourses appeared in the testimonies of high school students (Libraries and librarians, evaluation of information, learning competencies, connection with other literacy, constructivist approach, the social dimension of information literacy, information literacy as a means of self-actualization). The findings show that the main difference between literary discourse and student responses is in the perception of libraries as centres of information literacy development and that students prefer the school or their teachers in their place. Keywords: focus groups, information evaluation, information literacy, media literacy, overview study

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“…Proto je nezbytné, aby na tuto situaci reagovaly také univerzity a hledaly cesty k podpoře studentů, kteří se ve vysokoškolském prostředí mohou cítit ztraceni. Svět infomačních potřeb je totiž radikálně odlišný (Salisbury & Karasmanis, 2011;Lwehabura, 2018;Schofield, 2012;Farmer, 2015;Lanning & Mallek, 2017), takže zatímco na střední škole se informační gramotnost silně zaměřuje na oblast médií a sociálních sítí v kontextu vysoké školy lze vidět důraz na odborné zdroje a vědecké časopisy, práce s databázemi a především na náročnější operace jako jsou pokročilé vyhledávací strategie schopnost pracovat s daty a kriticky hodnotit jednotlivé texty (Donham, 2014;Head, 2013). Zatímco Candy (2004) se domníval, že je možné pracovat s různou úrovní informační gramotnost, jako s něčím přirozeným, protože jde o kompetenci stejnou, jako mnoho dalších, zdá se, že výzkumný diskurs je v tomto ohledu velice odlišný.…”

Section: Diskuseunclassified

The role of information literacy in secondary education: a transformative element of society

Černý¹

2021

Journal of Technology and Information Education

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The overview study works with 19 papers from the Scopus database, which deal with information literacy in secondary schools. It aims to analyse the essential topics and problems that arise in this area and formulate specific recommendations for educational practice. The importance of information literacy for the university's transition to and success was clear from the analysed papers. Information literacy can thus be understood as an influential element in preventing academic failure. At the same time, however, it has a broader social dimension.

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An assessment of information literacy skills among first-year postgraduate students at Sokoine University of Agriculture Tanzania

Cited by 19 publications

References 20 publications

Technology integration for students’ information and digital literacy education in academic libraries

Technology integration for students’ information and digital literacy education in academic libraries

Discursive Formed Topics in Information Literacy: Literature Review and High School Students' Perspectives

The role of information literacy in secondary education: a transformative element of society

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