scholarly journals Administrative and infrastructural factors affecting library and information science educators’ actual use of educational support systems for teaching in Nigerian universities

2018 ◽  
Vol 51 (1) ◽  
pp. 180-195
Author(s):  
Taiwo Adetoun Akinde ◽  
Airen E. Adetimirin
Keyword(s):  
Administrative Support ◽  
Information Science ◽  
Support Systems ◽  
Survey Design ◽  
Sustainable Use ◽  
Library And Information Science ◽  
Educational Support ◽  
Actual Use ◽  
Two Factors ◽  
Infrastructural Support

This research assumes that administrative and infrastructural factors may explain the low use of educational support systems (ESS) for teaching by library and information science (LIS) educators in Nigerian universities. The literature has focused on the adoption of different types of educational technologies and their use by teachers and students with little consideration for the LIS educators’ actual use of ESS for teaching and the effect of institutional support on the use of these systems. Thus, the study seeks to determine the user percentage of ESS for teaching, how the educators actually use ESS for teaching, the nature of administrative and infrastructural support they receive while teaching with ESS and whether the two factors correlate with and predict the actual use of ESS for teaching. A descriptive survey design was adopted and data were collected through a questionnaire. The results indicate that many of the LIS educators did not use ESS for teaching and that their actual use of ESS for the instructional activities highlighted in the study was low and below average. Moreover, the educators were found to have received minimal administrative and infrastructural support. The two factors were also found to have significant positive correlations and a significant and positive joint influence on the actual use of ESS for teaching with a joint contribution of 14.7%. Analysis of their relative contributions to the prediction of actual use revealed that, although the two support factors contributed positively, only infrastructural support contributed significantly at 0.05 level of significance. It was therefore recommended that for administrative support to be meaningful, adequate infrastructural facilities should be provided for an appreciable and sustainable use of ESS for teaching.

How useful are smartphones for learning? Perceptions and practices of Library and Information Science students from Hong Kong and Japan

2015 ◽  
Vol 33 (4) ◽  
pp. 545-561 ◽  
Author(s):  
Zvjezdana Dukic ◽  
Dickson K.W. Chiu ◽  
Patrick Lo
Keyword(s):  
Hong Kong ◽  
Information Needs ◽  
Information Science ◽  
Academic Learning ◽  
Library And Information Science ◽  
Theory Approach ◽  
Convenience Sample ◽  
Major Barrier ◽  
Content Type ◽  
Actual Use

Purpose – The purpose of this paper is to provide an overview of higher education students’ experiences in using smartphones for learning purposes, and their perceptions of the suitability of smartphones for learning. Design/methodology/approach – A qualitative research method is applied to data collection and analysis by following the grounded theory approach. Data were gathered by an online focus group involving Library and Information Science (LIS) students from University of Hong Kong and University of Tsukuba (Japan). Findings – LIS students at both universities regularly use smartphones for communication, socializing, entertainment and other daily information needs. The findings show that LIS students commonly use smartphones for learning and consider smartphones to be very useful for their academic work. They use smartphones to access course materials, search library catalog, discuss course assignments with peers, take notes, etc. Although both academic libraries involved offer a variety of services for mobile devices, these services are still not used frequently. A major barrier to using smartphone for academic learning is the smartphone’s small screen. Research limitations/implications – The study relies on a convenience sample, restricted to students from two universities, one from Hong Kong and the other from Japan. Further research on a larger sample is recommended. Originality/value – The study adds to the knowledge of smartphone actual use for learning purposes and provides study participants’ insights on the usefulness of smartphones for learning.

Determinants of Continuance Intention of Facebook Usage Among Library and Information Science Female Undergraduates in Selected Nigerian Universities

2017 ◽  
Vol 9 (2) ◽  
pp. 59-76 ◽  
Author(s):  
Adeyinka Tella ◽  
Bisola Justina Babatunde
Keyword(s):  
Peer Influence ◽  
Sense Of Belonging ◽  
Information Science ◽  
Survey Design ◽  
Library And Information Science ◽  
Continuance Intention ◽  
User Friendliness ◽  
Interface Quality ◽  
Independent Variables ◽  
Facebook Usage

This study examined the determinant of continuance intention of Facebook usage among female library and information science (LIS) undergraduates selected from Four Library Schools in the Nigerian universities. Survey design approach was adopted and Questionnaire was used for data collection. Collected data was analyzed using percentages and frequency count; multiple correlation and regression. The results revealed that the inter-correlation exist between the dependent variable (continuance intention of Facebook usage) and the independent variables (i.e. Peer Influence, User Friendliness, sense of belonging, perceived enjoyment, Satisfaction, security, Facebook interface quality and attractiveness and perceived benefits) and jointly as indicated by the R-square value explained or predicted 49.4% of the variations in the LIS female undergraduates continuance intention of Facebook usage. The result generally suggests that the entire continuance intention dimensions/factors significantly correlates with Facebook continuance intention.

scholarly journals Assessment of ICT Skills of LIS Educators for the Adoption of Blended Learning in Rivers State, Nigeria

2020 ◽  
Vol 11 (3) ◽  
pp. 51-62
Author(s):  
Blessing E. Ahaiuzu ◽  
Chidaka O. Nyemezu ◽  
Onyema Nsirim
Keyword(s):  
New Media ◽  
Blended Learning ◽  
Information Science ◽  
Survey Design ◽  
Sampling Technique ◽  
Library And Information Science ◽  
Ict Skills ◽  
Media Technologies ◽  
Rivers State ◽  
Descriptive Survey

The study assessed ICT skills of Library and Information Science (LIS) educators for the adoption of Blended Learning in Rivers State. The study adopted a descriptive survey design, with a population of 45; census sampling technique was adopted to sample all the 45 library educators in four library schools in Rivers. A structured questionnaire was used to gather data for the study. 42 copies of the instrument were returned and found valid for analysis. The data collected were analyzed using mean scores and simple percentages. The findings revealed that despite the fact that LIS educators could use basic computer interfaces, mobile and new media technologies for blended learning, they were not adopting blended learning. The challenges were attributed to lack of facilities, lack of skills and lack of policy. It was therefore, recommended among other things that Librarians’ Registration Council of Nigeria should formulate a policy that will motivate and guide the use of blended learning in LIS education and LIS educators should acquire skills to exploit blended learning. Keywords: ICT Skills, LIS Educators, Blended Learning, Rivers State

Use of Mobile Devices by Library and Information Science Students in Central Universities of Uttar Pradesh

2017 ◽  
Vol 37 (4) ◽  
pp. 293 ◽  
Author(s):  
Rajul Sharma ◽  
Margam Madhusudhan
Keyword(s):  
Mobile Devices ◽  
Mobile Device ◽  
Information Science ◽  
Mobile Apps ◽  
Smart Phone ◽  
Uttar Pradesh ◽  
Academic Learning ◽  
Library And Information Science ◽  
Actual Use ◽  
Effective Use

<p>This paper provides an insight of actual use of mobile devices by into LIS students’ in everyday life and their perceptions regarding the usefulness and effectiveness of mobile phones for academic purpose in Central universities in Uttar Pradesh state, India. The findings of the study reveal that most of the respondents use mobile devices daily for more than 3 hours. Smart phone is the most used mobile device. Respondents use productivity tools on their mobile device for creating documents. Gmail app, Whatsapp, google app, adobe reader and PDF viewer are the most frequently used mobile apps. Most of the respondents access Library Website through their mobile device and only 1.96% are accessing e-books from their mobile device. Major barriers found are: use of mobile devices for academic learning in the poor network coverage, high charging data plans, slow load time and lack of Internet speed. The findings of the study will not only guide LIS students in effective use of mobile devices for academic purposes, but will also help mobile manufactures, university authorities, librarians in exploring mobile devices adoption and usage <br />among the respondents.</p>

EDITORIAL

2018 ◽  
Vol 1 (2) ◽  
pp. 01
Author(s):  
Martha Suzana Cabral Nunes ◽  
Telma de Carvalho
Keyword(s):  
Information Science ◽  
Library And Information Science ◽  
International Forum

É com grande satisfação que apresentamos aos nossos leitores mais um número da CONCI – Convergências em Ciência da Informação. Neste novo fascículo trazemos os trabalhos apresentados no 2º Encontro Regional Norte-Nordeste de Educação em Ciência da Informação – 2º ERECIN N-NE, evento da Associação Brasileira de Educação em Ciência da Informação (ABECIN) que teve como tema “O desafio da inclusão na práxis pedagógica: saberes e fazeres em Ciência da Informação”. O 2º ERECIN N-NE ocorreu de 11 a 15 de junho de 2018 na Universidade Federal de Sergipe e congregou ainda o I International Forum on Library and Information Science e o XI SNAC – Seminário Nacional de Avaliação Curricular.

RESEARCH COLLABORATION AMONG LIBRARY AND INFORMATION SCIENCE SCHOOLS IN SOUTH AFRICA (1991–2012): AN INFORMETRICS STUDY

Mousaion ◽  
2017 ◽  
Vol 34 (3) ◽  
pp. 36-59 ◽  
Author(s):  
Jan R. Maluleka ◽  
Omwoyo B. Onyancha
Keyword(s):  
South Africa ◽  
Information Science ◽  
Research Collaboration ◽  
Science And Technology ◽  
Library And Information Science ◽  
Limited Extent ◽  
Microsoft Excel ◽  
The Past ◽  
Software Packages ◽  
Collaborative Activities

This study sought to assess the extent of research collaboration in Library and Information Science (LIS) schools in South Africa between 1991 and 2012. Informetric research techniques were used to obtain relevant data for the study. The data was extracted from two EBSCO-hosted databases, namely, Library and Information Science Source (LISS) and Library, Information Science and Technology Abstracts (LISTA). The search was limited to scholarly peer reviewed articles published between 1991 and 2012. The data was analysed using Microsoft Excel ©2010 and UCINET for Windows ©2002 software packages. The findings revealed that research collaboration in LIS schools in South Africa has increased over the past two decades and mainly occurred between colleagues from the same department and institution; there were also collaborative activities at other levels, such as inter-institutional and inter-country, although to a limited extent; differences were noticeable when ranking authors according to different computations of their collaborative contributions; and educator-practitioner collaboration was rare. Several conclusions and recommendations based on the findings are offered in the article.

The Use of Principles of Good Assessment in Recognition of Prior Learning Practice in Library and Information Science in South Africa

Mousaion ◽  
2018 ◽  
Vol 35 (3) ◽  
Author(s):  
Ike Khazamula Hlongwane
Keyword(s):  
South Africa ◽  
Information Science ◽  
Good Practice ◽  
Survey Method ◽  
Library And Information Science ◽  
Prior Learning ◽  
Good Assessment ◽  
Recognition Of Prior Learning ◽  
Appeals Process ◽  
South African Higher Education

Recognition of Prior Learning (RPL) practice offers sound benefits to library and information science (LIS) schools. Despite these envisaged benefits, very little is known about RPL practice in LIS schools in South Africa. This study sought to establish whether principles of good assessment were being followed in the LIS schools to ensure the integrity of the RPL outcomes. A combination of a questionnaire and document analysis were used to collect data from the ten LIS schools in the South African higher education and training landscape. The questionnaire was used to collect quantitative data through a survey method. In addition, the researcher employed content analysis to collect qualitative data from institutional RPL policy documents. The findings indicate that RPL assessment processes across LIS schools in South Africa were largely subjected to principles of good practice. The study found that in accordance with the SAQA RPL policy the purpose of assessment was clarified to the candidate upfront, the quality of support to be provided to the candidate in preparing for the assessment was established, an appeals process was made known to the candidate, and the choice of assessment methods was fit for purpose to ensure credible assessment outcomes. It is therefore recommended that other disciplines or departments use LIS schools’ experiences as a benchmark to improve their own RPL endeavours.

Sign in / Sign up

Export Citation Format

Share Document