The impact of the digital divide on information literacy training of Extended Curriculum Programme students at the Durban University of Technology

2011 ◽  
Author(s):  
◽  
Segarani Naidoo
Keyword(s):  
Digital Divide ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Disadvantaged Students ◽  
Interview Schedule ◽  
Learning Methods ◽  
University Of Technology ◽  
Literacy Training ◽  
The Impact

This study investigated the impact of the digital divide on information literacy (IL) training of Extended Curriculum Programme (ECP) students at the Durban University of Technology (DUT). There are students entering the tertiary education environment in South Africa who have never used the Internet or have little or no knowledge of technology. Hence South African higher education institutions have a heterogeneous mix of both digitally advantaged students and digitally disadvantaged students. The objective of this study was to investigate the impact of the digital divide on IL training of ECP students at the DUT and to recommend guidelines for teaching and learning of IL that would accommodate both digitally advantaged and digitally disadvantaged students. The sub-objectives of the study were: to identify in what ways the digital divide impacts on the IL training of ECP students; to identify innovative teaching and learning methods to accommodate the diversity of students in the IL classroom; and to recommend guidelines for teaching and learning of IL in the ECP that accommodates the digital divide among participating students. Hence, the three population sets for the study were: DUT ECP students of 2010, Subject Librarians teaching IL to ECP students and the DUT ECP Coordinator. The study employed a mixed method approach in its research design. Data was collected from ECP students by means of a questionnaire, an interview schedule was used to collect data from Subject Librarians involved in teaching of the IL module to ECP students and lastly, a separate interview schedule was used to collect data from the ECP Coordinator. Qualitative data that was collected from the survey questionnaire was analysed using SPSS (Version 18.0) whilst qualitative data collected from the interviews and from the questionnaires was analysed thematically using content analysis. The findings of this study reveal that the digital divide does impact on IL training in ways such as, slowing down the progress of IL lessons; basic computer skills need to be taught in the IL classroom and that disadvantaged students find it difficult to follow online lessons while advantaged students already have the expertise to access online information. Based on these findings the study recommends that computer literacy training precede IL training; that various creative teaching and learning methods, such as, group work, games, online tutorials and interactive websites be incorporated into IL training to accommodate both digitally advantaged and digitally disadvantaged students in the IL classroom.

scholarly journals The development of LibGuides at Cape Peninsula University of Technology Libraries and the impact of the COVID-19 lockdown on their usage

IFLA Journal ◽  
2021 ◽  
pp. 034003522110460
Author(s):  
Deborah A Becker ◽  
Joanne Arendse ◽  
Veliswa Tshetsha ◽  
Zulaiga Davids ◽  
Vuyokazi Kiva-Johnson
Keyword(s):  
South Africa ◽  
Information Literacy ◽  
Research Support ◽  
Postgraduate Students ◽  
University Of Technology ◽  
Cape Peninsula ◽  
Literacy Training ◽  
Historical Developments ◽  
The Impact ◽  
Insight Into

LibGuides have been used by librarians at Cape Peninsula University of Technology since 2012 as a means of providing subject-based information to students, with quick links to selected resources and information supplementing information literacy training. Lecturers use the resources for preparing lectures and identifying learning materials, while researchers and postgraduate students use research support guides when writing their papers. As the worldwide pandemic caused a major lockdown, academic institutions in South Africa were closed and students sent home. However, students still needed to complete their studies, and librarians at Cape Peninsula University of Technology had to continue providing support to these students. One of the online services available was LibGuides. This article provides insight into the historical developments of LibGuides at Cape Peninsula University of Technology, the use of LibGuides during lockdown, and the experiences of a selected group of students and librarians.

scholarly journals EFEKTIVITAS PROSES BELAJAR MENGAJAR PERMAINAN BOLA VOLI MELALUI PENDEKATAN PEMBELAJARAN GAMES AND COMPETITION PADA SISWA KELAS V SD NEGERI 14 LEBONG SELATAN

KINESTETIK ◽  
2019 ◽  
Vol 3 (1) ◽  
pp. 99-107
Author(s):  
Ramonsah Putra ◽  
Yarmani Yarmani ◽  
Arwin Arwin
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Research Method ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Learning Methods ◽  
Class V ◽  
Student Activity ◽  
The Subject ◽  
Teaching Learning

AbstrakPenelitian ini bertujuan untuk mengetahui peningkatan proses belajar mengajar Permainan Bola Voli Melalui Metode Pembelajaran Games and competition Pada Siswa Kelas V SD Negeri 14 Lebong Selatan. Penelitian ini dilakukan pada jam belajar Penjasorkes kelas V SD Negeri 14 Lebong Selatan. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK), penelitian ini secara obyektif atau apa adanya dengan subyek siswa kelas V SD Negeri 14 Lebong Selatan berjumlah 15 orang. Penelitian ini dilakukan dalam 2 siklus, setiap siklus terdiri dari empat tahapan yaitu : (1) perencanaan,  (2) pelaksanaan tindakan, (3) observasi, dan (4) refleksi. Jenis data yang dikumpulkan adalah data kualitatif berupa hasil observasi aktivitas guru dan siswa pada saat proses belajar-mengajar berlangsung. Adapun hasil pengamatan terhadap siswa dalam proses belajar mengajar Permainan Bola Voli Melalui Metode Pembelajaran Games and competition pada siklus I adalah sebesar 55% dari keseluruhan pengamatan terhadap proses belajar mengajar. Pada siklus II meningkat menjadi 85%. Sedangkan hasil pengamatan terhadap guru pada siklus I sebesar 65% dan meningkat pada siklus II menjadi 90%. Sehingga dapat disimpulkan bahwa adanya peningkatan yang sangat berarti dalam penerapan metode pembelajaran games and competition pada siswa kelas V SD Negeri 14 Lebong Selatan.Kata Kunci : Proses Belajar Mengajar, Bola Voli, Games and competition.AbstackThis study aims to determine the improvement of teaching and learning process of Ball Games through Learning Methods of Games and competition In Grade V Students of Elementary school 14 Lebong Selatan. This research was conducted at the learning hour of class V of SD Negeri 14 Lebong Selatan. The research method used is Classroom Action Research (PTK), this research is objective or what it is with the subject of grade V students of SD Negeri 14 Lebong Selatan totaling 15 people. This study was conducted in 2 cycles, each cycle consisting of four stages: (1) planning, (2) implementation of action, (3) observation, and (4) reflection. The type of data collected is qualitative data in the form of observation of teacher and student activity during the teaching-learning process. The results of observation of the students in the learning process Teaching Ball Volleyball Through Learning Methods Games and competition in the first cycle is 55% of the overall observation of the teaching and learning process. In the second cycle increased to 85%. While the results of observations of teachers in the first cycle of 65% and increased in cycle II to 90%. So it can be concluded that there is a very significant improvement in the application of learning methods of games and competition on students of grade V Elementary school 14 Lebong Selatan.Keywords: Volleyball, Games and competition, Teaching and Learning Proces

Qualitative evaluation of general university requirements in a new 4-year university curriculum: findings based on experiences of students

2017 ◽  
Vol 29 (1) ◽  
pp. 91-102 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Lu Yu ◽  
Florence K.Y. Wu ◽  
Catalina S.M. Ng ◽  
Wen Yu Chai
Keyword(s):  
Hong Kong ◽  
General Education ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Qualitative Evaluation ◽  
Beneficial Effects ◽  
The North ◽  
University Curriculum ◽  
American Model ◽  
The Impact

Abstract Following the North American model, the length of undergraduate program in Hong Kong has been extended from 3 to 4 years since 2012. To maximize the impact of the additional year, The Hong Kong Polytechnic University (PolyU) has implemented a new general education framework entitled “General University Requirements (GUR)” aiming to cultivate students in a holistic manner. This study explored students’ impressions of the GUR subjects using a survey collecting primarily qualitative data. Results from 163 students of eight faculties showed that students perceived the GUR subjects favorably. Having opportunities to make new friends from other departments and the teaching and learning methods, particularly experiential learning stimulated students’ interest and enriched their learning experiences which were reportedly are unforgettable. Some of the obstacles encountered by students in several subjects were identified. The beneficial effects of the GUR subjects in different domains were voiced by the students.

scholarly journals Breaking Barriers with Student-Centred Teaching and Learning using Library Books in the United States' Poorest Schools

2021 ◽  
Author(s):  
Eliza T. Dresang ◽  
M. Bowie Kotrla
Keyword(s):  
Information Literacy ◽  
Test Scores ◽  
Teaching And Learning ◽  
Accelerated Reader ◽  
The United States ◽  
General Information ◽  
State Legislation ◽  
Bilingual And Multicultural ◽  
Improving Student Achievement ◽  
The Impact

An analysis of a random sample of the 2930 applications for library books to a private U.S. Foundation from schools having 75% or more of students on free or reduced lunch identifies characteristics of these poorest schools and demonstrates how they would use the newly acquired books in relation to student and collection needs. Results reveal the impact of national and state legislation, the widespread use of the Accelerated Reader System, and the need for bilingual and multicultural books. These libraries appear more focused on improving student achievement test scores than on promoting general information literacy.

scholarly journals Literature on Information Literacy

2021 ◽  
Vol 41 (4) ◽  
pp. 308-315
Author(s):  
Nisha N.B. ◽  
Rekha Rani Varghese
Keyword(s):  
Digital Divide ◽  
Information Literacy ◽  
School Level ◽  
University Libraries ◽  
American Library ◽  
The World ◽  
Literacy Training ◽  
Library Associations ◽  
Types Of Information

The paper provides an overview of the research conducted on various aspects of Information Literacy. Many studies have been conducted in India and abroad on different facets of Information Literacy and pinpointed that information literacy is an essential skill in the era of information explosion. This paper provides an outline of the research done on Information literacy all over the world. By analysing 104 studies on information literacy, the present study indicates that Information Literacy is an essential skill in the current society. The importance of libraries in imparting information literacy is also mentioned in many studies. The literacy training has to be started at the school level, and it should be included in the curricula. The review shows that the only solution to reduce the digital divide gap among the information-rich and information-poor citizens is information literacy. Many initiatives have been started in India to bridge this gap. Many organisations and Associations like UNESCO, IFLA, American Library Associations, Society of Colleges, National and University Libraries (SCONUL) have framed different standards and Information Literacy models for various types of information users.

The Practice and the Pressure to Progress

2022 ◽  
pp. 476-494
Author(s):  
Linda Ann Wendling
Keyword(s):  
Teaching And Learning ◽  
Legal Education ◽  
Domino Effect ◽  
Learning Methods ◽  
Innovative Teaching ◽  
Mandatory Training ◽  
Technological Advances ◽  
Bar Association ◽  
The Impact

As one of the most traditional professions, the practice of law has been slower than most to adapt to technological advances and recognize the impact on the changing nature of work for attorneys. Only two state bar associations currently require continuing legal education in technology. New York's bar association has recommended mandatory training in cybersecurity; however, it would comprise only 1 credit within the Ethics & Professionalism Continuing Legal Education (CLE) requirements. This chapter will explore the negative “domino effect” that disregarding or underestimating the power of technology in both legal education and practice can have on access, diversity, and ultimately justice. By presenting the evidence here, perhaps the profession through its many and varied institutions and organizations can finally turn against the tide of tradition. The profession and its oversight bodies must look farther back in the pathway to practice to re-imagine legal education and embrace that which is now possible through technology and innovative teaching and learning methods.

scholarly journals HIGHER EDUCATION: SUSTAINING THE FUTURE OF STUDENTS DURING A PANDEMIC

2021 ◽  
Author(s):  
Naziema Jappie ◽  
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Low Income ◽  
Teaching And Learning ◽  
Disadvantaged Students ◽  
The South ◽  
Digital Platform ◽  
The Future ◽  
Teaching Learning ◽  
The Impact

The COVID-19 challenge is unprecedented; its scale still is not fully understood. Universities in the South Africa do have plans in place to continue the academic year in 2021 but have no idea to what extent education will resume to normal face to face activity. Although the future is unpredictable, given the uncertainty in the epidemiological and economic outlooks, universities have to ensure quality and sustainability for the medium and long-term implications for teaching, learning, the student experience, infrastructure, operations, and staff. Amongst the range of effects that COVID-19 will have on higher education this year, and possibly into future years, admission arrangements for students is one of the biggest. It is also one of the most difficult to manage because it is inherently cross sector, involving both schools and higher education. There is no template in any country of how to manage education during the pandemic. However, there are major concerns that exist, in particular, regarding the impact on learners from low income and disadvantaged groups. Many are vulnerable and cannot access the digital platform. Post 1994, the South African government placed emphasis on the introduction of policies, resources and mechanisms aimed at redressing the legacy of a racially and ethnically fragmented, unjust, dysfunctional and unequal education system inherited from apartheid. Many gains were made over the past two decades especially, in higher education, two of which were access and funding for the disadvantaged students to attend university. However, the pandemic in 2020 disrupted this plan, causing the very same disadvantaged students to stay at home without proper learning facilities, poor living conditions or no access to devices and data. The paper argues that the tensions and challenges that dominated the Covid-19 digital educational reform have resulted in a significant paradigm shift focused on out of classroom experiences as expressed in the new ways of teaching and learning and possibly leaving certain groups of students behind. Consideration is given to three broad areas within higher education in South Africa. Firstly the current dilemma of teaching and learning, secondly, the access or lack thereof to the digital platform and challenges facing students, and the thirdly, the issue of admission to higher education. All three areas of concern represent the degree to which we face educational disruption during the pandemic.

scholarly journals Technology as Thirdspace: Teachers in Scottish School Engaging with and Being Challenged by Digital Technology in First COVID-19 Lockdown

2021 ◽  
Vol 11 (3) ◽  
pp. 136
Author(s):  
Jonathan Brown ◽  
Carrie McLennan ◽  
Daniela Mercieca ◽  
Duncan P. Mercieca ◽  
Derek P. Robertson ◽  
...  
Keyword(s):  
Digital Technology ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Physical Space ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Impact ◽  
First Time ◽  
Edward Soja

This paper looks at the impact of digital technology on teaching and learning in primary schools in Scotland during the first COVID-19 lockdown from March to June 2020. The pandemic has challenged our understanding of schooling as, for the first time in many years, schools as we know them were shut and the school building was removed as the site of teaching and learning. This paper uses the concept of Thirdspace as developed by Edward Soja (1996), where Thirdspace is understood as an in-between space between binaries that enables the possibility to think and act otherwise. Drawing from qualitative data from interviews with primary school teachers, this paper explores how the lockdown in general, and digital technology in particular, facilitated a Thirdspace in the first COVID-19 lockdown. Findings from the study indicate that engaging with digital technology offers the teacher more possibilities than they have come to expect in the physical space of traditional schooling.

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