Methods and Channels of Acquiring Information Literacy among Students in Creating Awareness on Library Services: A Case of Margaret Thatcher Library, Moi University, Kenya (Published)
Academic libraries have a mandate of enhancing teaching and research missions of their parent institutions through provision of library services. The emergence of modern information and communication technologies (ICTs) has revolutionized functions and services of libraries all over the world. Technological developments have affected not only the format and sources of the information libraries use to provide reference services, but also where we provide references services. Libraries and their resources have partially moved to the virtual world of the internet. As a result, library patrons can access resources from outside of the physical library. This paper shares findings of a study which identified the different information literacy methods and channels through which information literacy was used to create awareness of library services at Moi University, Kenya. The study was conducted through case study design. The target population comprised 32 library staff and 10,470 students. A sample of 457 respondents was selected breaking down to 425 students and 32 library staff. Probability and non-probability sampling adopted for the sample selection. Data collection methods consisted of questionnaires and interviews. This study used a mixed approach method where Quantitative data were analyzed by use of descriptive statistics and presented in tables while qualitative data were analyzed thematically. The findings indicate that library users are aware of the library services available and its access has been made possible through knowledge of internet skills gained from lectures given, handbooks and Bibliographic aid. Social networking (Facebook, Twitter, Blogs and online videos) are some of the effective channels that were identified. It is recommended that academic librarians provide more instruction to students and faculty who seek information. That students should be guided always through the borrowing procedures and issuance of copies of the library guide be improved.
EXPERT OR NOVICE IN INFORMATION SEARCHING, ACCESS AND SHARING: AN INFORMATION LITERACY MODEL FOR NIGERIAN UNIVERSITY SYSTEM (Published)
Information resources in whatever forms and format exist for people and not the reverse. The rapidly evolving information landscape has demonstrated a need for education methods and practices to adopt and adapt more virile and responsive strategies. Educational methods and practices, within our increasingly infor-centric society, must facilitate and enhance the librarians’ and students’ ability to harness the power of information which is crucial life skill and a basis for lifelong learning. To survive in this information society, workers and students in Nigerian Universities will need to possess skills beyond those of reading, writing and arithmetic. This study reviewed five (5) information literacy models which include: Kulthau’s Information Search Process (ISP) Model, 8Ws Johnson and Lamb Model, NSW DET Information Skills Process Model, The Big6 Model, and Herring’s PLUS Model. The study recommends the adoption of Herring’s PLUS Model by Nigerian Universities because of their peculiarities and enormous benefits accruable to them by the Model.
Teaching Strategies on Global Language (Review Completed - Accepted)
In this article, I will discuss some advantages and disadvantages of Teaching and learning are the two sides of a coin. The most accepted criterion for Measuring good teaching is the amount of student learning that occurs. There are consistently high correlations between students’ ratings of the “amount learned” in the Course and their overall ratings of the teacher and the course.
Skills and knowledge are not separate, however, but intertwined. In some cases, knowledge helps us recognize the underlying structure of a problem. For example, even young children understand the logical implications of a rule like “If you finish your vegetables, you will get a cookie after dinner.” They can draw the logical conclusion that a child who is denied a cookie after dinner must not have finished her vegetables. Without this familiar context, however, the same child will probably find it difficult to understand of which the cookie rule is an example. Thus, it’s inaccurate to conceive of logical thinking as a separate skill that can be applied across a variety of situations. Sometimes we fail to recognize that we have a particular thinking unless it comes in the form of known content.