INTEGRATING INFORMATION LITERACY IN THE GENERAL EDUCATION MODULE AT THE DURBAN UNIVERSITY OF TECHNOLOGY, SOUTH AFRICA

A university curriculum re-design process provides a promising opportunity for the Durban University of Technology (DUT) Library to become an active academic partner as it modifies its contribution to enhance teaching, learning and research in the twenty-first century information environment. This article provides a conceptual framework for the library to engage in the General Education Module (GEM) for first-year undergraduate students. The GEM at DUT emanated from a curriculum renewal strategy to enhance student-centred learning across all six faculties of the university. The GEM is underpinned by a humanistic educational university strategy. Constructivist theory underpins the compulsory credit-bearing information literacy (IL) programme in the GEM at DUT. The article shows how an academic library can become a cohesive instructional partner in contributing to academic success. The library, in addition to its traditional role as the gatekeeper of learning resources and information provision, offers an integrated credit bearing IL programme in the GEM. This also constitutes a paradigm shift for instructional design at DUT.

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MOBILE-APPS questionnaire: Developing and validating a scale to measure the attitudes and perceptions of undergraduate students on mobile information literacy

Journal of Librarianship and Information Science ◽

10.1177/0961000620902260 ◽

2020 ◽

Vol 52 (4) ◽

pp. 1063-1072

Author(s):

Maria Pinto ◽

David Caballero ◽

Dora Sales ◽

Rosaura Fernández-Pascual

Keyword(s):

Undergraduate Students ◽

Information Literacy ◽

Student Attitudes ◽

Scale Validation ◽

Mobile Apps ◽

Internal Validity ◽

Mobile Technologies ◽

Attitudes And Perceptions ◽

Mobile Information ◽

Teaching Learning

This paper aims at reflecting on the process of developing and validating a scale for measuring the students’ attitudes and perceptions regarding the use of mobile technologies in the teaching-learning of information competencies (MOBILE-APPS). Validation was carried out by administering the questionnaire to a pilot group of students, selected from Education degree, with a rubric to analyse the quality/coherence, clarity and usefulness of the content. The questionnaire was then piloted with a larger sample of students. To analyse the tool’s reliability and internal validity, scale validation techniques and exploratory factorial analysis were used. The resulting questionnaire, MOBILE-APPS, is a simple yet effective scale for collecting information. It can be applied in a number of university settings and degrees to ascertain student attitudes and perceptions of mobile information literacy.

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Information Literacy and Retention: A Case Study of the Value of the Library

Evidence Based Library and Information Practice ◽

10.18438/b82k7w ◽

2016 ◽

Vol 11 (4) ◽

Cited By ~ 11

Author(s):

Amy Jo Catalano ◽

Sharon Rose Phillips

Keyword(s):

Academic Success ◽

Student Success ◽

Undergraduate Students ◽

Information Literacy ◽

Academic Career ◽

Outcome Data ◽

Research Papers ◽

Writing Research ◽

Library Resources ◽

The Impact

Objective - The authors investigated the impact of library instruction on information literacy (IL) skills as part of ACRL’s AiA initiative. Additionally, the researchers sought to determine whether there was a relationship between IL tests scores and research experiences with student success outcomes such as retention. Methods - The researchers administered a standardized IL test to 455 graduate and undergraduate students in multiple disciplines. They then collected outcome data on GPA, retention, and graduation three years later. Results - While there were no significant differences between those students who had instruction and those who did not on the IL test, a regression analysis revealed that experience writing research papers that required library resources and an individual’s use of library books throughout their academic career demonstrated significant, positive relationships with whether a student passed the information literacy test. Additionally, using the longitudinal data on GPA, retention, graduation, and employment, the researchers found that students’ IL scores were significantly correlated with their GPAs, and that students who passed the IL test were more likely to be retained or graduate within six years. Conclusion - The ability to demonstrate IL skills appears to contribute to retention and graduation and, therefore, may be an integral part of one’s academic success. Further, experience writing research papers and other meaningful assignments contributes to student success.

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The Role of the Academic Library in Promoting Student Engagement in Learning

College & Research Libraries ◽

10.5860/crl.76.3.359 ◽

2015 ◽

Vol 76 (3) ◽

pp. 359-385 ◽

Cited By ~ 6

Author(s):

George D. Kuh ◽

Robert M. Gonyea

Keyword(s):

Undergraduate Students ◽

Information Literacy ◽

Strong Predictor ◽

Academic Library ◽

Student Experiences ◽

College Student Experiences Questionnaire ◽

Library Use ◽

Collaborative Efforts

This study examines the nature and value of undergraduate students’ experiences with the academic library. The data represent responses from more than 300,000 students between 1984 and 2002 to the College Student Experiences Questionnaire. Although library use did not appear to make independent contributions to desirable outcomes of college, such experiences were related to important educationally valuable activities. Because the emphasis a campus places on information literacy is a strong predictor of students becoming information literate, librarians should redouble their collaborative efforts to promote the value of information literacy and help create opportunities for students to evaluate the quality of the information they obtain.

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The Language of Information Literacy: Do Students Understand?

College & Research Libraries ◽

10.5860/crl.78.3.283 ◽

2017 ◽

Vol 78 (3) ◽

pp. 283 ◽

Cited By ~ 3

Author(s):

Gayle Schaub ◽

Cara Cadeno ◽

Patricia Bravender ◽

Christopher Kierkus

Keyword(s):

Undergraduate Students ◽

Information Literacy ◽

Academic Library ◽

Library Instruction

To effectively access and use the resources of the academic library and to become information-literate, students must understand the language of information literacy. This study analyzes undergraduate students’ understanding of fourteen commonly used information-literacy terms. It was found that some of the terms least understood by students are those most frequently found in faculty-created research assignments and syllabi and that are used by librarians during library instruction. It is recommended that librarians work with faculty to make them aware of students’ lack of understanding of information literacy terms and that librarians also reinforce their meaning during library instruction and in one-on-one consultations.

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Computer Use Skills of Undergraduate Students in Bells University of Technology, OTA

International Journal of Digital Literacy and Digital Competence ◽

10.4018/ijdldc.2018010102 ◽

2018 ◽

Vol 9 (1) ◽

pp. 21-31

Author(s):

Habdulhakeem Adeyinka Oshilalu ◽

T. Ogochukwu Emiri

Keyword(s):

Undergraduate Students ◽

Computer Use ◽

Computer Training ◽

Use Of Technology ◽

University Of Technology ◽

Technology In Teaching ◽

Hands On ◽

Teaching Learning ◽

Structured Questionnaire

The continuous adoption and use of technology in education has necessitated the need for computer use skills to all stakeholders in the educational sector. Apparently, education in the present age is characterized by the adoption and use of technology. Bells University of Technology, Ota, is a private institution that have demonstrated the use of technology in teaching, learning and research processes. This work is thereby aimed at determining students' ability to use educational technologies using Bells University of Technology as a case study. A structured questionnaire was adopted and used to generate inferences from 300 students that served as the population of the study. Findings revealed that the computer ability of a significant number (75%) of the newly admitted students is low and that will have an adverse effect on their ability to cope with a computerized educational system. The study thereby recommends the need for hands-on computer training sessions to students gaining admission into the institution.

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Information Literacy Instruction for International Students

Advances in Library and Information Science - Innovative Solutions for Building Community in Academic Libraries ◽

10.4018/978-1-4666-8392-1.ch007 ◽

2015 ◽

pp. 117-126 ◽

Cited By ~ 1

Author(s):

Alessia Zanin-Yost

Keyword(s):

Academic Success ◽

International Students ◽

Information Literacy ◽

Sense Of Community ◽

International Student ◽

Academic Library ◽

The United States ◽

Student Population ◽

Diversity Awareness ◽

Academic Mission

International students bring cultural and diversity awareness to an institution, but they also bring a variety of assumptions about how research is conducted in the United States. In developing an outreach plan to international students, the academic library should create services that cater specifically to this student population. By developing collaborations with other campus units, the library can foster academic success and at the same time build a sense of community for the undergraduate international student population. The chapter illustrates how through collaboration the library can become an active participant in supporting the academic mission of the institution, foster a sense of belonging among the students, and strengthen campus relationships among various entities, in particular, international students.

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The Library’s Impact on University Students’ Academic Success and Learning

Evidence Based Library and Information Practice ◽

10.18438/eblip29547 ◽

2019 ◽

Vol 14 (3) ◽

pp. 2-27 ◽

Cited By ~ 1

Author(s):

Jung Mi Scoulas ◽

Sandra L. De Groote

Keyword(s):

Academic Success ◽

Undergraduate Students ◽

Quantitative Data ◽

Qualitative Data ◽

Academic Library ◽

Collaborative Study ◽

Negative Relationship ◽

Multiple Choice Questions ◽

Grade Point ◽

Library Resource

Abstract Objective – The purpose of this study was to examine relationships among student library visits, library resource use, library space satisfaction (e.g., quiet study space), and students’ academic performance (i.e., Grade Point Average or GPA) using quantitative data and to better understand how the academic library has an impact on students’ learning from students’ perspectives using qualitative data. Methods – A survey was distributed during the Spring 2018 semester to graduate and undergraduate students at a large public research institution. Survey responses consisted of two types of data: (1) quantitative data pertaining to multiple choice questions related to the student library experience, and (2) qualitative data, including open-ended questions, regarding students’ perceptions of the library’s impact on their learning. Quantitative data was analyzed using Spearman’s rank correlations between students’ library experience and their GPAs, whereas qualitative data was analyzed employing thematic analysis. Results – The key findings from the quantitative data show that student library visits and library space satisfaction were negatively associated with their GPA, whereas most students’ use of library resources (e.g., journal articles and databases) was positively associated with their GPAs. The primary findings from the qualitative data reveal that students perceived the library as a place where they can concentrate and complete their work. Additionally, the students reported that they utilize both the quiet and collaborative study spaces interchangeably depending on their academic needs, and expressed that the library provides them with invaluable resources that enhance their coursework and research. Conclusions – While the findings show that the student library experience was associated with their academic achievements, there were mixed findings in the study. The findings suggest that as a student’s GPA increases, their in-person library visits and library space satisfaction decrease. On the other hand, as a student’s GPA increases, their library resource usage increases. Further investigation is needed to better understand the negative relationship between students’ library visits, library space satisfaction, and their GPAs.

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Academic integration of libraries at Universities of Technology (UoTs) in South Africa

10.51415/10321/1154 ◽

2016 ◽

Author(s):

◽

Shirlene Neerputh

Keyword(s):

South Africa ◽

Academic Success ◽

Open Access ◽

Information Literacy ◽

Academic Integration ◽

Reading And Writing ◽

Process Learning ◽

Research Programmes ◽

Teaching Learning ◽

The University

Academic libraries should lead in the instructional change process by being at the nexus of teaching, learning and research in the university. This study was set in the context of the current higher educational landscape of South Africa. In particular, it focused on the emerging role of the University of Technology (UoT) library to enhance academic success. This was an exploratory study juxtaposed with a literature review pertinent to national and international library integration programmes and practices. Justification for this study stemmed from the current local and international trend for academic libraries to become proactive partners in teaching and learning through academic integration and leadership in promoting the university’s mission and goals. Underpinned by the process learning theoretical framework, the aim of this study was to explore the extent to which academic integration has been adopted by UoT libraries in South Africa. Process learning was chosen by the researcher because it is considered a learner-centred teaching technique for student engagement and it is consistent with the constructivist theory postulated and applicable to UoT libraries. The specific objectives of the survey were to determine: what academic integration programmes are offered by UoT libraries to enhance teaching, learning and research in South Africa; existing information literacy programmes and assessment practices in UoT libraries; what postgraduate/research programmes are offered by the library to academics and students and how they are represented in strategy or policy documents; and the similarities and differences in academic integration programmes in all six UoTs in SA. A mixed methods approach (quantitative and qualitative methodologies) were used to collect data regarding programmes and practices prevalent in UoT libraries across all six UoTs in South Africa. An online questionnaire was administered using SurveyMonkey. Forty-two subject librarians participated in the survey, yielding a sixty- two percent response rate. The objectives of the study were achieved by the identification of the following key academic integration programmes: embedded information literacy programmes; resource collection and development; faculty collaboration and partnerships to promote academic success; research scholarship and open access initiatives; social media networking; and reading and writing programmes. This study found that while academic integration has gained momentum in UoTs in South Africa, greater effort should be made in collaboration with academics in: embedded information literacy and blended learning; open access and scholarship; reading and writing programmes; and collaboration in postgraduate interventions. The findings also revealed that while most libraries internationally have embraced reading and writing programmes, libraries offering reading and writing programmes to enhance academic success are relatively scarce in UoTs in South Africa. It is recommended that the subject librarians engage in academic integration practices by: supporting the curricula and research programmes; improving institutional outcomes; improving collaborations; building intellectual or knowledge centres and providing relevant information to students and staff within a knowledge society.

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Lecturer Perceptions of General Education in Enhancing Self-Efficacy of Accounting Students

Journal of Education and Vocational Research ◽

10.22610/jevr.v11i2(v).3105 ◽

2021 ◽

Vol 11 (2(V)) ◽

pp. 36-57

Author(s):

Suntharmurthy Kristnasamy Naidoo ◽

S. Govender

Keyword(s):

General Education ◽

Self Efficacy ◽

Classroom Teacher ◽

Accounting Students ◽

Innovative Teaching ◽

Learner Performance ◽

University Of Technology ◽

New Material ◽

Teaching Learning ◽

The University

The research paper aims to obtain the perceptions of lecturers on the influence of General Education in enhancing the Self-efficacy of accounting learners. Interviews with lecturers from Durban University of Technology (DUT) and Mangosuthu University of Technology (MUT) were conducted to tap into their views on the aspect of General Education and establish y impact on learners’ Self-efficacy. The researcher has observed, over many years of lecturing experience at the university that some learners are eager to learn and can address new tasks, while others appear uninterested or unmotivated. Many learners display a high degree of faith in their skills, while others appear uncertain of themselves. The question then arises: What strategies can a classroom teacher or lecturer use to increase learners’ confidence to learn new material? There is an opportunity for the improvement of General Education skills that can enhance learner performance. Hence, the main strategy would be to incorporate General Education Modules into the curriculum. Similar to General Education skills, there is also a lack of Self-efficacy in current learners. Further attention must be devoted to General Education skills, as these are essential. Moreover, these skills appear to be very poor amongst current learners and respondents believed that Self-efficacy could have a positive effect on the academic performance of learners. Methods for enhancing Self-efficacy reveal that the main strategies should revolve around innovative teaching, learning and research methods; increasing skills development such as critical thinking and computer skills; and promoting more Self-efficacy based workshops and programs.

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