Keywords
information literacy; online learning; information communication technology; first-year students; University of Johannesburg
Description
Being information literate is a basic requirement for 21st-century learning and assessment. As the shift in 21st-century education moves towards e-learning and the use of technology in education, libraries have to recognise that their role to provide ‘traditional’ support to teaching, learning and research needs to change to support web-based learning. This shift in education necessitates libraries to look at new ways to enhance students’ academic experience by incorporating web-based technology to train students in information literacy skills. The UJ library developed an online information literacy module to support students’ information literacy skills. A pilot study was conducted to analyse first-year students’ baseline knowledge of information literacy skills and to evaluate the impact of the online module. Twelve volunteer first-year students of the University of Johannesburg participated in the pilot study, consisting of a one-shot pre- and post-test. This study was mainly qualitative but used quantitative data to support the findings.
Using technology to teach students information literacy skills: An online module for first-year students at the University of Johannesburg (uj)
Being information literate is a basic requirement for 21st-century learning and assessment. As the shift in 21st-century education moves towards e-learning and the use of technology in education, libraries have to recognise that their role to provide ‘traditional’ support to teaching, learning and research needs to change to support web-based learning. This shift in education necessitates libraries to look at new ways to enhance students’ academic experience by incorporating web-based technology to train students in information literacy skills. The UJ library developed an online information literacy module to support students’ information literacy skills. A pilot study was conducted to analyse first-year students’ baseline knowledge of information literacy skills and to evaluate the impact of the online module. Twelve volunteer first-year students of the University of Johannesburg participated in the pilot study, consisting of a one-shot pre- and post-test. This study was mainly qualitative but used quantitative data to support the findings.