Information literacy and law students at the University of Botswana

Toteng, Bosha; Hoskins, Ruth; Bell, Fiona

doi:10.4314/innovation.v41i1.63629

Cited by 3 publications

(7 citation statements)

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“…These results slightly undermine those of Toteng et al (2010) and Noll and Brown (2018). While researching the perceived usefulness of IL by UG law students at the University of Botswana, Toteng et al (2010) found that 57.9 per cent of UG law students perceived IL as either useful or very useful. However, Toteng et al (2010) reported a higher percentage of more than 20 per cent neutrals compared to 3.1 per cent in this study.…”

Section: Findings and Discussionmentioning

confidence: 85%

“…However, the UG–PG division of students who perceived IL training as relevant or very relevant in the Moyo (2014) study was not clearly indicated. These results slightly undermine those of Toteng et al (2010) and Noll and Brown (2018). While researching the perceived usefulness of IL by UG law students at the University of Botswana, Toteng et al (2010) found that 57.9 per cent of UG law students perceived IL as either useful or very useful.…”

Section: Findings and Discussionmentioning

confidence: 85%

“…While researching the perceived usefulness of IL by UG law students at the University of Botswana, Toteng et al (2010) found that 57.9 per cent of UG law students perceived IL as either useful or very useful. However, Toteng et al (2010) reported a higher percentage of more than 20 per cent neutrals compared to 3.1 per cent in this study. The other difference between this study and Toteng et al (2010) is the fact that this study’s questionnaire was filled only by students who attended IL training, while 75 per cent of students who completed Toteng et al ’s ( 2010) questionnaires attended IL training.…”

Section: Findings and Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Students’ perceptions of librarians as teachers of information literacy at a large African university

Bangani

Mashiyane

Moyo

et al. 2020

GKMC

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Purpose The purpose of this study is to determine the students’ perceptions of librarians as teachers of information literacy at the North-West University in South Africa. Design/methodology/approach The study used a survey research method in which online questionnaires were used to gather data from students who would have attended information literacy classes. Findings Students found librarians to be effective teachers of information literacy, and they found the subject to be very useful. However, some of the surveyed students felt that a lot of the subject was presented in a short period, which could easily result in exhaustion and information overload. The use of local or vernacular languages was also indicated as an area requiring the librarians’ attention for the teachers to be more effective. Practical implications The results of this study support the assessment of librarians as teachers by students to assist them (librarians) to refine their teaching methods and to make the conduct of information literacy worthwhile for the students. Social implications The outcomes of this study may be used to advocate for more information literacy (IL) contact time with the students by librarians when negotiating with faculty. Further, these results may be used to showcase the value placed by students to IL. Originality/value This study is a welcome addition to the scant literature on the quality of teaching delivered by the librarians and the assessment mechanisms used to provide feedback on students’ learning of IL. This study is a first of its kind comparing the perceptions of librarians’ teaching abilities by postgraduate and undergraduate students.

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Section: Findings and Discussionmentioning

confidence: 85%

Section: Findings and Discussionmentioning

confidence: 85%

Section: Findings and Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Students’ perceptions of librarians as teachers of information literacy at a large African university

Bangani

Mashiyane

Moyo

et al. 2020

GKMC

View full text Add to dashboard Cite

show abstract

“…Many researchers have found that not all students have the skills and knowledge to make effective use of information (Bennett, et al, 2008;Cunningham, 2010;Hargittai, 2010;Rowlands et al, 2008). Moreover, only a small portion of students would be able to formulate proper search strategies using Boolean operators, assess the credibility of a source, and differentiate citations and reference sources (Ladbrook and Prober, 2011;Salisbury and Karasmanis, 2011;Toteng, et al, 2011). According to a study conducted in the UK and the US, only half of the faculty members felt that students who have graduated had all the seven IL skills highlighted in the SCONUL assessment (DaCosta, 2010).…”

Section: Information Literacy Assessmentmentioning

confidence: 99%

Information literacy skills of secondary school students in Singapore

Foo

Majid

Mokhtar

et al. 2014

Aslib Journal of Information Management

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Purpose: This study aimed to acquire knowledge about Singapore secondary school (ages 13 to 16 years old) students' skills in searching, evaluating and using information. Methodology: A comprehensive instrument encompassing the basic IL skills, as well as a new dimension of ethical usage of information and collaborative information seeking was used for data collection. From August to November 2010, a total of 8 schools comprising 3,164 students participated in this study.

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“…Many researchers believe that only certain students have the skills and knowledge to produce useful information and can only be done by a student with the ability, ability and skill in managing information (Rowlands et al, 2008;Bennett et al, 2008;Cunningham, 2010;Hargittai, 2010). Besides that, only a little portion of students know how to use the search engine in acquiring information, access the reliability of information sources and identify and using the proper citations (Ladbrook and Prober, 2011;Salisbury and Karasmanis, 2011;Toteng et al, 2011). The practices of IL among the communities must have researcher and participants who expert in learning process to create IL curricular design.…”

Section: Roles Of Ilmentioning

confidence: 99%

The Importance of Information Literacy to Support Lifelong Learning in Convergence Era

Salim¹,

Mahmood²,

Ahmad³

2018

IJARPED

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In this information technology world today, information plays a prominent role every one relies on it. Information come from paper, sound, visual, images-based material and also it may be in the form of oral, written or image. This paper describes a meaning of Information Literacy (IL) and Lifelong Learning (LL). It also emphasis on relationship between IL and LL in convergence era. In education, it is supported as the backbone to every happening. In the age of LL, IL is an important skill to move ahead across the globe, flooded with information in an unprecedented way. The information literate, has an ability to take informed decisions or solve their problems and know how to learn. IL is an enabler to touch all the dimensions of learning and it is the key to success of anyone's life in the information society. This paper describes the relation between IL in support LL among society. Information skills are needed for creating information literate culture. IL is a continuously learning process from early age until older. Information Professionals (IP) are responsible to encourage community in implementation of IL. Because it can help the expansion of knowledge and creation of new knowledge, whether it is for educational or personal reasons.

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Information literacy and law students at the University of Botswana

Cited by 3 publications

References 0 publications

Students’ perceptions of librarians as teachers of information literacy at a large African university

Students’ perceptions of librarians as teachers of information literacy at a large African university

Information literacy skills of secondary school students in Singapore

The Importance of Information Literacy to Support Lifelong Learning in Convergence Era

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