Contextualisation of the Information Literacy Environment in the South African Education Sector

Abstract

The aim of this case study was to evaluate whether there had been educational changes and if so, in which phases of implementation and institutionalization in three African higher education institutions. The changes were evaluated from the point-of-view of trainees in the field of e-learning and library services during the project conducted in 2013-2015. Written texts and visual material were analysed using qualitative content analysis. The enthusiasm and mutual pedagogical understanding of the academic and support service staff were the key factors promoting the changes in the integration of e-learning and modern library services into everyday practices in these higher education institutions. The provision of suitable training and pedagogic skills to the academics and the support service staff made it possible dovetail these concepts to suit their home institution and provide them with a common language and value base that supported student learning.

21st Century Skills for Sustainable Education: Prediction Level of Teachers’ Information Literacy Skills on Their Digital Literacy Skills

“…Avoiding the dramatic effects of technological changes throughout teachersí careers is only possible if teachers have these competencies and continuous improvement. Even though it seems natural to access and use digital platforms, effective use requires being information literate (Durodolu & Mojapelo, 2020). Information literate individuals inevitably develop technology skills.…”

Readiness of Students for Multi-Modal Emergency Remote Teaching at A Selected South African Higher Education Institution

“…Although access and the ability to use ICT equipment are considered to be the foundation for readiness to use technology for learning, students who have been exposed to some form of online learning before seem to be more ready for remote learning than students who have not experienced it before (Caison et al, 2008;Firat & Bozkurt, 2020;Naffi, 2020). Having taken an online course before positively impacts the students' online readiness (Basol et al, 2018) and lack of experience in online education impedes students' ability to cope and master online courses (Durodolu & Mojapelo, 2020). Helsper and Eynon (2009) claim that previous experience of technology to be one of the significant descriptors of a person who was more likely to use technology.…”

“…The majority of students reside in rural areas where network connectivity is still poor and as such, found it difficult to download content and participate in virtual classes. Such challenges inhibit the effective use of technology for learning as argued by Durodolu and Mojapelo (2020). The challenges are not only common to historically disadvantaged institutions but also advantaged ones (Krige, 2020).…”

Pedagogy and Information Technology Integration, As Strategies for Improving Academic Performance in Stem Subjects: A Critical Literature Review

“…Additional research on Teachers' ICT Skills Gap on Use of ICT Integration in Teaching of STEM (Kurup et al, 2019;Gardner et al, 2018;Hennessy et al, 2010))Subjects show that skills gap exists among teachers across continents in terms of ICT skills and integration in their teaching pedagogy and that teacher training does not keenly focus on computer skills and especially those related to STEM teaching. On the other hand, challenges and barriers to appropriate STEM subjects pedagogy, skills and competences are associated with teachers' access to ICT (Mua Rodanny Kennah, 2017;Ullah et al, 2019;Ishaq et al, 2020) and limited access to digital content as well as iCloud repositorios ( (Walker, Cammy, Ellis, & Seibert, 2011;Bamgbade et al, 2015;Wangila, 2014) ; Durodolu & Mojapelo, 2020;Tahir & Yucel, 2019) In a nutshell, research relating to pedagogical issues and academic performance particularly in Kenya are insufficient; therefore, a study gap exists in this realm and hence this study's' intention is to bridge this study gap and provide interventions in terms of capacity building in pedagogy for STEM subject teachers in Kenya.…”