Integrating tablet technology into information literacy training at CPUT libraries: a pilot project

Abstract

Purpose The purpose of this study is to highlight the techniques and applications used to adapt information literacy (IL) modules in such a way that students acquired the IL skills through the use of tablet technology. The focus at higher education institutions has been placed on embracing the ever-changing Web technologies to enhance teaching and learning. This case study reports on a collaborative effort between faculty and librarians in 2014, where tablet technology was integrated into the Information Literacy Certificate Programme of Environmental Management Extended Curriculum Programme (ECP) students. Design/methodology/approach To support teaching with technology at the Cape Peninsula University of Technology (CPUT), a pilot project was conducted in 2014 using tablet technology to train IL to a group of 20 ECP Environmental Management students in the Applied Sciences Faculty. All modules were adapted for this purpose meaning that students used the tablet throughout the training sessions. Findings Good collaboration between librarians and faculty, as well as interaction between students increased. Some of the challenges faced were unstable internet connection; many Web applications identified by the trainers to use during the training were not compatible with the Nexus 7 Tablet. Overall, the training went well. In the end, the librarians were successful in achieving learning to take place among students. Originality/value Currently CPUT Libraries promotes the Information Literacy (IL) Certificate Programme to first year students, integrating IL into the curriculum of faculty. It is hoped that this paper will give insight for academic librarians wishing to incorporate mobile technologies into their IL training programmes.

Collaboration on LibGuides in public universities in South Africa

“…Collaboration between librarians and faculty on IL is perhaps the most written about area of collaboration by practicing librarians. Studies include IL collaborations to support LIS students (Sacchanand, 2012); collaboration to support disadvantaged students (Hsieh et al , 2013); collaborations to assist students to find information, write, reference and complete an assignment through embedded one-on-one consultations with the librarians (Gross et al ., 2016); three-way collaboration between librarians, students and faculty to write an assignment but at the same time assist the library with the interpretation of LibQual results (Zaugg and Child, 2016); and faculty–library collaboration to integrate technologies in IL classes (Kleinveldt and Zulu, 2016). Another form of collaboration between faculty and librarians is to write articles (Chang, 2016) though Maluleka and Onyancha (2016) argued that this rarely occurs in South Africa.…”

“…The majority of what academic librarians do, whether it is collection development, organising book fairs, acquisition of information resources, providing information resources, conducting information literacy, attending faculty meetings, defending library budgets, authoring research papers, setting-up LibGuides and other functions, require collaboration with internal or external stakeholders (Sacchanand, 2012). It is for this reason that academic libraries and librarians are always on the lookout for the latest technologies that would enhance their role as collaborators (Kleinveldt and Zulu, 2016). When Springshare introduced LibGuides in 2007 (Bushhousen, 2009), they instantly became popular with academic libraries because, among others features, they allow for seamless collaboration between faculty and librarians on the one hand, and among librarians on the other.…”

Student Perception on the use of Tablet Computer in Academic Library

“…For example, the librarian will know who tend to use (either male or female), age preferences (either first year students or senior students), and which faculty or major courses students preferred to know and use tablet computer. A collaborative effort between librarians and faculty has improve and increases student interaction in the classroom using tablet technology (Kleinveldt & Zulu, 2016). In fact, mobile technology allows studens to access learning materials at any time and anywhere to empower them to learn.…”

“…The success in using tablet computer in library services depends on the tablet as a tool such as mobility, functionality, easy to use, user friendly and reasonable price. Kleinveldt and Zulu (2016) has successful in their study that mobile technologies incorporate with their information literacy training programs. Each students improved their information literacy skills using the tablet computers in the academic library which were able to find reliable and relevant information resources.…”

Using Tablets to Enhance the Teaching and Learning Environment in Landscape Architecture: A Pilot Study

“…It was into this context that in 2014, the Fundani Centre for Higher Education Development (CHED), a strategic unit for teaching and learning support at the Cape Peninsula University of Technology (CPUT) launched an investigation of the impact of tablets as a teaching and learning tool in higher education. Fundani CHED purchased 30 Nexus 7 tablets and encouraged lecturers in a range of disciplines [12] to run a six-week pilot study where tablets could be integrated into the teaching and learning environment. The authors of this paper were teaching in the Foundation and First year mainstream classes of the landscape architectural diploma programme at CPUT, and took up the opportunity to join the growing research, particularly the use of mobile devices in design fields [11], to better understand the impact of tablets in the landscape architectural design education environment.…”