An Assessment of Information Literacy Competence of Doctoral Students in Universities in Ogun State

Information is the foundation upon which all academic activities are built. The quality of teaching, learning and research is a function of the quality of information available to practitioners. While the current information landscape is characterized with information adequacy made possible by the application of ICTs to information handling, the sheer magnitude of available information tending towards overload is itself a challenge in the current technology-driven world we live in. In response to this challenge, academic institutions all over the world came up with what is known as information literacy described as an intellectual framework which enables individuals to identify, locate, access, evaluate, use and communicate information. Despite the argument that technological advances have facilitated access to information, there is ongoing concern globally that university students are still not becoming information literate – that they cannot retrieve and evaluate the information that will be required for problem solving and decision making in the workplace and in society (Buzzetto-Hollywood,et al., 2018; Ondari-Okemwa, 2016). Specifically in Nigeria, recent developments in higher education also indicate that the quality of the students that gained admission has been changing. Most of these students have an increasingly detailed knowledge of information and communication technologies (ICTs), expectedly use new habits of communication and are eager to learn new forms of education including autonomous online learning. However, they have difficulties when it comes to handling large amount of information even at doctoral level (Ekwelem, Eke & Dim, 2009; Oyedokun, et al., 2019; Pelemo, et al., 2020). . This study, therefore, assessed the information literacy competence of doctoral students in universities in Ogun State, Nigeria. The study used survey research design. The population of the study was 1, 418 doctoral students from six universities in Ogun State already running doctoral programs out of nine licensed by the National Universities Commission (NUC). The Research Advisor’s table was used to select a sample size of 306. A structured and validated questionnaire was used for data collection. Cronbach’s alpha reliability coefficient for the construct was 0.92. The response rate was 92%. Data were analyzed using descriptive and inferential (simple and multiple regression) statistics. Findings revealed that information literacy competence of doctoral students in universities in Ogun State was high (x̅=4.2). The study concluded by recommending that university administrators and the NUC should strengthen the research capacity and productivity of doctoral students through target coursework, workshops, conferences and research collaboration with peers and mentors

Internet Information and Communication Behavior during a Political Moment: The Iraq War, March 2003

This article explores the Internet as a resource for political information and communication in March 2003, when American troops were first sent to Iraq, offering us a unique setting of political context, information use, and technology. Employing a national survey conducted by the Pew Internet & American Life project. We examine the political information behavior of the Internet respondents through an exploratory factor analysis; analyze the effects of personal demographic attributes and political attitudes, traditional and new media use, and technology on online behavior through multiple regression analysis; and assess the online political information and communication behavior of supporters and dissenters of the Iraq War. The factor analysis suggests four factors: activism, support, information seeking, and communication. The regression analysis indicates that gender, political attitudes and beliefs, motivation, traditional media consumption, perceptions of bias in the media, and computer experience and use predict online political information behavior, although the effects of these variables differ for the four factors. The information and communication behavior of supporters and dissenters of the Iraq War differed significantly. We conclude with a brief discussion of the value of "interdisciplinary poaching" for advancing the study of Internet information practices

STUDENTS' PERCEPTIONS OF THE INCIDENCE OF BURN-OUT AMONG THEIR TEACHERS

research paperThe aim was to explore students' perceptions of teacher burn-out in relation to the incidence of disruptive student classroom behaviour and teachers' competence to cope with it. A random sample of students from a Regional Training Centre participated. First, it was shown that the Maslach Burnout Inventory, the Coping with Disruptive Behaviour Scale and the Perceived Disruptive Behaviour Scale could be adapted for students to report symptoms of burn-out perceived among their teachers, the occurrence of perceived disruptive student behaviour and the students' perception of their teachers' ability to cope with such behaviour. Second, students' perceptions do not differ according to their age. Third, a significant difference was found between the perceptions of male and female students in respect of emotional exhaustion and depersonalisation, but not in respect of personal achievement. Finally, a considerable percentage of variance on each of the three burn-out dimensions is explained by teachers' ability to cope with student disruptive behaviour and perceived disruptive student behaviour. Students' perceptions of their teachers appear to contribute valid information on the mental health of the latter. It is advisable for future research into teacher burn-out to be based both on the teachers' self-reports and on the students' reports

ICT Competence of Polytechnics-Based LIS Students in the use of Online Discussion Forum

Online discussion forum (ODF) as an effective pedagogical tool for learning and knowledge construction, designed to make the learning process robust and all-encompassing. It is also expected to facilitate faster and smooth access to learning aid and for individualisation of learning. In spite of its enormous benefits, previous studies have shown that students do not make use of ODF as expected due to factors largely attributed to low level of awareness and perception without recourse to the role of ICT competence could facilitate sustained usage and promote acceptance among students. This study, therefore, investigated ICT competence on the use of ODF among Library and Information Science (LIS) students in selected Nigeria Polytechnics. Technology Organisation Environment Theory (TOE) (Fleischer, 1990), Media System Dependency (MSD) (Ball-Rokeach and Defleur, 1976) and Technology Acceptance Model (TAM) (Davis, 1989) provided the framework, while the descriptive survey design of correlational type was used. The population comprised all ND II LIS students in eight Nigerian polytechnics offering LIS as a course. Six hundred and thirteen (613) students were enumerated in the eight polytechnics in Southwestern, Nigeria. The instrument used were ODF (α = 0.87) and ICT competence (α = 0.84). Data were analysed using descriptive statistics, Pearson Product Moment Correlation and Multiple Regression at 0.05 level of significance. Majority of the respondents were males (53.4%) while most of the students were found within the age brackets of 21-25 years (44.6%) with a mean age of 22.8+/-1.05. Google Answers Box ( = 1.86) and Experts-Exchange ( = 1.52) were the mostly used ODF by the students but with low frequency of use ( = 2.48). Further, the level of ICT competence of LIS students was moderately high ( = 2.92) on ODF use. There was a strong, positive and significant influence of ICT competence of LIS students (r = 0.318) on ODF use. Finally, ICT Competence have significant influence on ODF use among LIS students in selected Nigerian Polytechnic (F (3, 563)= 88.581, p \u3c 0.05). Also, the relative contribution of each variable measured in beta weights gives ICT competence (β = 0.206, p \u3c 0.05) . ICT Competence is a vital influencer of online discussion forum use by LIS students in Polytechnics. Government and polytechnic authorities should take cognisance of these factor for optimal and efficient use of ODF

Perceptions of information literacy competencies among future psychology professionals: a comparative study in Spain and Portugal

Purpose – The aim of the study is to analyze the perceptions of belief-in-importance (BI), self-efficacy (SE), and preferred source of learning (SL) of information literacy (IL) competencies among psychology students in Spain and Portugal. Design/methodology/approach – Unified protocol was based on the questionnaire IL-HUMASS (26 items). Quantitative diagnostic-comparative study was carried out, including factor and variance analysis. Hypothesis compliance was checked. Findings – By country, there are no significant differences in students’ perceptions, although the scores in BI are higher than in SE. By category, there are some significant differences, and the least valued is that of processing. By individual competency, seven of them show differences between countries. Learning preferences are for a mix of classroom and autonomous learning. Students barely realize the value of libraries. Within factor structures, which share the same components in each dimension, some emerging factors do appear. Practical implications – Motivation (BI and SE) with respect to IL competencies is a key asset for future psychologists. Interest should focus on some emerging motivational factors. Students’ appreciation of the library should enhance through the corresponding initiatives for improvement. This method could be complemented by qualitative studies. Originality/value – This is probably the first diagnostic-comparative study on perceptions of IL competencies among future psychology professionals.info:eu-repo/semantics/publishedVersio

Technology Acceptance Model as a predictor of using information system’ to acquire information literacy skills

Abstract: The Technology Acceptance Model (TAM) is gaining popularity for understanding the relationship between humans and technology through Perceived Usefulness (PU) and Perceived Ease of Use (PEU). The foremost rationale for adopting the TAM in this study was to present a foundation for ascertaining the impact of external variables on internal beliefs, personal abilities, attitude, mind-set and intention in attaining Information Literacy (IL) skills. The TAM is an information system theory that propagates stages to be followed by information seekers or learners in the acceptance, inculcating and utilisation of new technology to achieve information literacy skills. This study evaluates the TAM’s main variables for Information Literacy acquisition such as: Perceived Usefulness (the intention to use, user training, computer experience, system quality) and Perceived Ease of Use (computer self-efficacy, perception of external control, ease of use, internet self-efficacy, efficacy of library use, computer anxiety, information anxiety, perceived enjoyment and objective usability, behaviour and intention). We intend to contextualise the TAM by analysing and explaining how the variables are applied in relationship to IL among school teachers. The outcome provides a deeper understanding and development of TAM as an appropriate model for Information Communication and Technology for Development (ICT4D)/social informatics/community informatics studies and for explaining the relationship between Information Literacy skills and technology acceptance. The study adopted qualitative content analysis method by selecting journals and conference papers relating to the subject matter of Technology Acceptance, which were evaluated, analyzed and reviewed in detail with regard to information literacy. The study identified resistance to information systems as a main reason for the failure of adoption of new technology in attaining information literacy. It was suggested that appropriate instruction and training on the use of technology and application to real life situation can lead to better information literacy

Identifying the Relationship between Students Computer Hardware Skills in the Use of Electronic Information Resources in University Libraries in South-West, Nigeria

This study determined relationship between students’ computer hardware skills in the use of electronic information resources in University libraries in South-West, Nigeria. This study adopted correlation research design involving simple and multiple linear methods. The population of this study is 85,526. The sample for the study was 398. Proportionate sampling techniques were used to draw the sample. The findings revealed that there is a moderate positive and significant relationship between the students’ computer hardware skills and their use of EIR in university libraries. Also, there is a moderate positive and significant relationship between the students’ computer software skills and their use of EIR in university libraries in South- West, Nigeria; and there is a high and significant relationship among students’ computer hardware skills, computer software skill and their use of electronic information resources in the university library in South-West, Nigeria. Based on the above findings, the study recommended among others that undergraduate students should enhance their computer hardware skills since it is related with the use of electronic information resources in the universities. Research implications were also offered

A phenomenographic study of English faculty's conceptions of information literacy

The purpose of this research is to identify UK English academics' conceptions of information literacy and compare those conceptions with current information literacy standards and frameworks

Four Passages to Information Use Related Phenomena in Bachelor Theses at the Finnish Universities of Applied Sciences

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