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

Information Literacy, Self-Concept and Metacognitive Ability of Teacher-Librarians at the University of Zululand

The research scrutinises information literacy, self-concept and metacognitive ability of teacher-librarians at the University of Zululand, South Africa. A total of one hundred and ten (110) copies of questionnaire were distributed among second-year teacher-librarians, out of which fifty-seven (57) copies were returned with valuable responses, giving a response rate of 51.8%. The study chronicled basic issues that concern self-efficacy, personal knowledge, task and procedural knowledge, strategic and declarative knowledge, conditional knowledge and planning ability of teachers. The research revealed, amongst other things, that the teacher-librarians lacked the ability to use computer applications unaided. The teacher-librarians also acknowledged that they had problem with their self-concept, especially pertaining to having the confidence to seek for help in using computers and the Internet. In spite of the apparent advantages of information literacy to teaching and learning, many of them declined that information literacy skill has the potential to enhance their teaching skills. It was also observed that the teacher-librarians lacked the ability to evaluate and identify sources of information resources. In conclusion, the findings will constitute a veritable feedback to the Department of Education and lecturers handling the teacher-librarians in evaluating the progress made in acquiring information literacy skill

Information Literacy, Self-Concept and Metacognitive Ability of Teacher-Librarians at the University of Zululand

The research scrutinises information literacy, self-concept and metacognitive ability of teacher-librarians at the University of Zululand, South Africa. A total of one hundred and ten (110) copies of questionnaire were distributed among second-year teacher-librarians, out of which fifty-seven (57) copies were returned with valuable responses, giving a response rate of 51.8%. The study chronicled basic issues that concern self-efficacy, personal knowledge, task and procedural knowledge, strategic and declarative knowledge, conditional knowledge and planning ability of teachers. The research revealed, amongst other things, that the teacher-librarians lacked the ability to use computer applications unaided. The teacher-librarians also acknowledged that they had problem with their self-concept, especially pertaining to having the confidence to seek for help in using computers and the Internet. In spite of the apparent advantages of information literacy to teaching and learning, many of them declined that information literacy skill has the potential to enhance their teaching skills. It was also observed that the teacher-librarians lacked the ability to evaluate and identify sources of information resources. In conclusion, the findings will constitute a veritable feedback to the Department of Education and lecturers handling the teacher-librarians in evaluating the progress made in acquiring information literacy skill

Information needs versus Information services: Assessing predictors of Secondary School Students with Visual Impairment Satisfaction at School Library Media Centres in South-Eastern Nigeria

This study investigated the information needs versus Information services by assessing predictors of Secondary School Students with Visual Impairment Satisfaction at School Library Media Centres in South-Eastern Nigeria. This research embraced a positivist research paradigm in which quantitative research method was used to gather statistical data and generalizing it across various groups of respondents in order to elucidate a certain phenomenon.The population of the study is 95 consisting of 84 students with visual impairment enrolled in the secondary schools selected for the study and 11 SLMC personnel who are responsible for services to the students with visual impairment.The study revealed the following: (i) that the major information needs of the students with visual impairment focused on information needed to pass examinations and information to complete class assignments; (ii) the deficiency of majority of the library services for students with visual impairment in the SLMCs was confirmed; (iii) the opinion of students’ and personnel on the paucity of library services tallies; (iv) media-formats were indicated as either not readily available or not available; (v) there is no high level accessibility to school library resources; (vi) it was proven that a relative influence of information needs and accessibility exist in the library on user- satisfaction of the students with visual impairment; (vii) library services and media-format did not have significant influence on user-satisfaction; (viii) that user-satisfaction, information needs, library services, accessibility and media-format are positively related to library use among the students with visual impairment. Recommendations was made concerning issues and challenges on provision of special rescue votes for acquisition and internal production of media-formats in their school library media resource centres