Addressing Digital Divide through Digital Literacy Training Programs: A Systematic Literature Review

Digital literacy training programs (DLTPs) are influential in developing digital skills to help build a more inclusive and participatory ecosystem. This study presents a review of 86 studies related to DLTPs for marginalised populations in developed and developing countries. It aims to understand (a) the profile of DLTPs, (b) the digital competences incorporated in the training curriculum and (c) tangible outcomes of Internet use post-training. The review indicated that developed countries focus more upon developing digital literacy in elderly populations. In contrast, the focus still lies in developing digital literacy among people with low skills and education levels in developing countries. The training curriculums focus mainly on developing information-seeking and communication competencies, besides the basic operations of digital devices. Most of the studies reported an increase in the personal-level outcomes around health, leisure and self-actualisation achieved post-training. This study can help policymakers, practitioners, and educational researchers improve the scope and quality of educational programs and contribute to people's digital empowerment and well-being

Information-seeking behaviour of prospective geography teachers at the National University of Lesotho

INTRODUCTION : This paper reports a study on information-seeking behaviour (including information needs and information source preferences) of prospective geography teachers at the National University of Lesotho based on their experiences during teaching practice. It is part of a larger doctoral study on information needs and information-seeking patterns of secondary level geography teachers in Lesotho, aiming to guide the design and implementation of an information service for geography teachers. METHOD : The study used a survey method through a questionnaire that yielded a 74.2% (46/62) response rate. ANALYSIS : Data were analysed in frequencies and percentages and presented in tables and charts using Statistical Package for Social Sciences (SPSS). RESULTS : The study found that the scope of the information needed by prospective geography teachers covers content that has to be delivered in class, teaching methods, educational policies (legislation and teaching regulations) and learners’ assessment. Various styles of information-seeking such as collaborative and serendipitous were used by these teachers. Some of the difficulties the teachers experienced were lack of information sources at schools. The teachers preferred traditional information sources such as books, personal knowledge and teachers in host schools. Modern electronic sources such as the internet were hardly used, probably due to unavailability and teachers’ limited information literacy skills. CONCLUSION : This paper concludes that, realising the value of information in learning and teaching, more needs to be done to improve availability of information resources and teachers’ information literacy skills in least developed countries such as Lesotho.http://informationr.net/ir/hb201

Contextualised dictionary literacy, information literacy and information behaviour in the e-environment

The screenshots included in the article were created by the author for research and academic purposes and are included under fair use guidelines.PURPOSE : Needs for information literacy, disparities in society, bridging digital divides, richness of information sources in electronic (e-)environments and the value of dictionaries have often been propagated. To improve information sources and information literacy training, information behaviour must be understood (i.e. all information activities). This paper conceptualises new opportunities for information sources (e.g. electronic dictionaries) to all society sectors, dictionary literacy and research lenses such as lexicography to supplement information literacy and behaviour research. DESIGN/METHODOLOGY/APPROACH : A scoping review of information literacy and behaviour, lexicography and dictionary literature grounds the conceptualisation of dictionary literacy, its alignment with information literacy, information activities and information behaviour and lexicography as additional research lens. FINDINGS : Research lenses must acknowledge dictionary use in e-environments, information activities and skills, meanings of information and dictionary literacy, the value of e-dictionaries, alignment with information behaviour research that guides the development of information sources and interdisciplinary research from, e.g. lexicography – thus contextualisation. RESEARCH LIMITATIONS/IMPLICATIONS : Research implications – information behaviour and information literacy research can be enriched by lexicography as research lens. Further conceptualisation could align information behaviour, information literacy and dictionary literacy. PRACTICAL IMPLICATIONS : Dictionary training, aligned with information literacy training, can be informed by this paper. SOCIAL IMPLICATIONS : The value of dictionary literacy for all sectors of societies can be improved. ORIGINALITY/VALUE : Large bodies of literature on information behaviour and lexicography individually do not cover combined insights from both.https://www.emerald.com/insight/publication/issn/0143-5124hj2024Information ScienceNon

ICT education practices in marginalized rural schools in South Africa: considerations for adequate sensemaking and practical immersion

In this paper we put forward a basis for a debate on adequate and self-reflexive sensemaking in ICT4D social situations. To portray the idea (our value judgement) that everyone (researchers and research participants) needs development, self-reflexivity and practical immersion are discussed as concepts that should form part of ICT4D social inquiry. We build on Bourdieu’s critical views on ‘adequate sensemaking’ and ‘practical immersion’ in social situations, but also draw from work on hermeneutics, Phronetic social research, ethnography, critical reflexivity, and a view on social linguistics to firstly construct our argument for alternate methodological considerations that prioritizes virtuoso expertise that is aligned with the critical paradigm, above analytical scientific knowledge and technical knowledge or know-how. Secondly, we test these emerging ideas with self-reflexive and self-conscious conversations presented in the form of narratives (demonstrations of virtuoso expertise) about our involvement in a rural marginalized high school in a remote district in the Eastern Cape province of South Africa. We focus specifically on the sensemaking context created by our presence in the community and we argue that for ICT4D social inquiry to truly matter (i.e., to be adequate), it should stop valuing attempts to try and mimic natural sciences and appeal for methodological accountability only. We further argue that adequate sensemaking and social inquiry cannot be divorced from seeking some form of experientially-based immersion on the part of the researcher. Based on the research, we recommend increased attention to local context, particularly community tensions; researcher use of conscious sensemaking through reflexivity; people-orientation along with experiential learning; all of which should be considered for future ICT4D work in developing environments

The emancipation of the researcher as part of information and communication technology for development work in deep rural South Africa

In this paper the authors contend that if the outsider-researcher involved in Information and Communication Technology for Development research really wants to make a difference and honestly address the emancipatory interests of the developing community, emancipation has to take place on both sides of the “development divide”. Emancipatory research and practice need to be accompanied by an understanding of the researcher-practitioner’s own assumptions, preconceptions, and limitations as well as local concerns, needs, and realities. Using a critical theoretical underpinning, the paper demonstrates how the outsider researcher and practitioner may recquire emancipation in order to ensure more appropriate Information and Communication Technology for Development. Through confessional writing and demonstrating critical reflexivity, the authors reflect on particular instances of selfemancipation as they present three narratives from the community entry phases of an ongoing community engagement project in a deep rural part of South Africa. Lessons learned include, the value of cultural interpreters as research partners, tactics for community entry, and a selfreflective approach to doing fieldwork.http://www.ejisdc.orgam201

The information literacy and continuous professional development practices of teachers at a Jewish day school.

This study investigated how in-service teachers within the context of an American Jewish day school perceive, practice and develop Information Literacy (IL), as a sociocultural practice and through Continuing Professional Development (CPD). A research gap exists in relation to empirical studies which examine sociocultural IL practices and the CPD learning experiences of in-service teachers within the professional environment of their work. Two emergent and compatible frameworks for investigating teachers' IL practices and CPD in context are identified and discussed within that context: the sociocultural approach and the interactive Continuing Professional Development (CPD) model. The research adopted an interpretivist phenomenological perspective via interviews with six teachers to explore their IL experiences through semi-structured in-depth interviews. Questions among others, addressed the participants' previous background, the working culture of the school, approaches to learning and developing new knowledge, sources and methods of obtaining work-related information, information literacy practices, and the differences between IL and CPD practices. Although teachers value the role of IL in their professional lives and they have confidence in their performance of it, they remain confounded by the IL terminology. Within the teachers' everyday working environment, the primacy of social and embodied information and the centrality of information sharing demonstrated the social and experiential nature of learning and the significance of contextualisation to IL development. The study found that IL, CPD and learning were found to be inseparable as they intersected within a single, organic situated learning practice of becoming an expert in context. This research makes valuable contributions to theory by supplying empirical evidence of sociocultural IL practices, linking the currently disparate scholarships on IL, CPD and learning, and providing suggestions for future research. In addition, the research demonstrates alternative avenues for developing teachers' IL and offers recommendations for supporting their CPD

Information Literacy and Critical Thinking: Different concepts, shared conceptions

Introduction. Information literacy and critical thinking are discussed as distinct concepts by authors in different disciplines. This paper seeks to analyse their conceptions to determine the extent to which they overlap, and identify areas for collaboration across disciplinary lines. Method. A hermeneutic literature review was conducted, followed by a content analysis of information literacy papers discussing content evaluation, and critical thinking papers from key authors. Analysis. Proportions of identified themes represented within the two groups of papers were compared. Similarities and differences were assessed in conjunction with findings from the hermeneutic literature review. Results. Though divergent in their basic underpinning skills, critical thinking and information literacy conceptions pertaining to content evaluation were found to be strongly overlapping in their broader conceptions. Modern pressures giving rise to content evaluation concerns such as the ‘fake news’ phenomenon suggest a need for strong sense conceptions, and an avenue for integration between information literacy and critical thinking when evaluating information. Conclusion. Taken in their strong sense, information literacy and critical thinking conceptions show a high degree of overlap. Engagement across disciplinary lines could offer an enrichment to both concepts

A avaliação por impactos aplicada a programas de infoliteracia : estudo de caso do plano de infoliteracia da FEUP

Tese de mestrado. Ciência da Informação. Faculdade de Engenharia. Universidade do Porto. 201

Teacher perceptions regarding training and their subsequent ability to integrate ICTs into marginalised rural schools : The ICT4RED Case Study

It is well documented that Information and Communication Technologies (ICTs) play an important role in education and that their use is associated with improving student learning and adding value to the curriculum. However, despite the opportunities that ICTs offer, numerous schools in South Africa face various barriers that result in the limited use of ICTs in the classroom. Literature has highlighted the lack of integration as one of these barriers. Teachers focus on teaching about ICTs where the focus is on developing computer literacy or technical knowledge rather than allowing students to learn through or with ICTs. This thesis aims to explore the concept of ICT integration in rural schools, where ICTs form an integral part of teaching and learning practices. It presents a number of theoretical considerations for ICT integration with a particular focus on teacher pedagogical beliefs and barriers to integration. Using interpretivism as the underlying philosophy and thematic analysis as the analysis tool, the author reflects on ICT integration in the ICT4RED project at Arthur Mfebe Senior Secondary School in the Eastern Cape Province. Furthermore, this thesis offers an in-depth understanding of integration barriers in rural marginalised schools. These barriers are presented in Thematic Maps as well as a framework which incorporates both theoretical considerations and themes that emerged from fieldwork