The Impact of Information and Communication Technology on the User Services Division of the Forde Library of University of the Southern Caribbean

This study seeks to assess the user frequency and impact of ICT on the performance of the User Services Division, with specific insight on the Circulation, Reference and Instruction Units of the Forde Library. The impact of ICT was measured using cluster-based sampling given to 340 undergraduate students, with a return rate of 62% - 211 students. The analysis revealed a significant lack of awareness and usage of the ICT offerings. Exceptions to low usage and awareness were the OPAC and the Library’s Website. The main factors that impacted the low awareness and usage were limited marketing, no knowledge of ICT offerings, no need for the offerings and complications experienced while using the offerings. Overall, the benefits of the ICT offerings were not recognized by the sample size and as such, lower scores of relevancy, ease of use and user-friendliness were recorded. Recommendations focused on marketing, training, and interdepartmental collaboration

CONTENT ANALYSIS OF UNIVERSITY LIBRARY WEB PAGES

The main purpose of this research study is to explore the web-based content available on HEC recognized public and private sector university library websites. Furthermore, this study aimed to explore the comparison of the content of HEC recognized public and private sector university library websites. A comprehensive review of related literature was made to understand the research problem in the first phase. Contents of library websites and their related literature were reviewed to understand different aspects of the topic. A checklist was developed on different literature reviewed related to the topic. World-leading university library websites were visited to get new contents details and some new content was added to the checklist. A checklist of 138 contents was developed. The checklist was used as a tool for data collection from library websites. Data was gathered in 2016. Collected data was analyzed through frequencies and percentages. Findings of the study revealed that out of 103 public sector universities 36(34%) were providing access to Home links on every page of the website while 67(65%) were not providing access. Out of 74 private sector universities, 18(24%) were providing access to Home links on every page of the website while 56(75%) were not providing access. Out of 103 public sector universities, 31(30%) were providing access to Phone numbers and postal addresses while 72(69%) were not providing access. Out of 74 private sector university library websites, 16(21%) were providing access to Phone numbers and postal addresses while 58(78%) were not providing access. Out of 177 public and private university library websites, 75(42%) were not providing spelling grammatical, and typing mistakes while 102(57%) did not provide access. Out of 103 public sector universities, 48(46%) were not providing spelling grammatical, and typing mistakes while 55(53%) did not provide access to websites. Out of 74 private sector university library websites, 27(36%) were providing spelling grammatical, and typing mistakes while 47(63%) were not providing access to websites. There is no research conducted on HEC university library websites in detail, in some earlier studies, Qutab and Mahmood (2009) studied some university library websites with a checklist of 71 and 39 items respectively. This study is a complete case study of HEC recognized university library websites (both public and private) using a comprehensive checklist of 138 items

Proceedings of the Association for Library and Information Science Education Annual Conference: ALISE 2019

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Development And Validation Of The Beile Test Of Information Literacy For Education (b-tiled)

Few constituencies exist where it is more important to produce information literate individuals than teacher candidates, yet rarely is it suggested that practitioners entering the field are adequately prepared to teach and model information literacy to their students. As a result, information literacy has been established as a key outcome by a number of teacher education accrediting bodies and professional associations. Corollary to this initiative is the effort to develop valid instruments that assess information literacy skills. Yet, at the time of this dissertation, no rigorously reviewed instruments were uncovered that measure the information literacy skills levels of teacher candidates. The study describes the development and validation of the Beile Test of Information Literacy for Education (B-TILED). Funded in part by the Institute for Library and Information Literacy Education and the Institute of Museum and Library Services, the study is part of a national initiative spear-headed by the Project for the Standardized Assessment of Information Literacy Skills (SAILS). Test content is based on nationally recognized standards from the International Society for Technology in Education and the Association of College and Research Libraries. Procedures designed to enhance the scale\u27s validity were woven throughout its development. 172 teacher education students at a large, metropolitan university completed a protocol consisting of 22 test items and 13 demographic and self-percept items. This instrument can be used to inform curricular and instructional decisions and to provide evidence of institutional effectiveness for program reviews

Course Catalog 2012-2013

https://repository.wellesley.edu/catalogs/1140/thumbnail.jp