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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Information Literacy Programming, Students Skills And Utilization Of E-Resources At Maseno University, Kenya, Ezra Momanyi
Information Literacy Programming, Students Skills And Utilization Of E-Resources At Maseno University, Kenya, Ezra Momanyi
Library Philosophy and Practice (e-journal)
The study was conducted in Maseno University Kenya. The study objectives were to examine the existing infrastructure that supports the delivery of IL program at Maseno University; to determine the extent of use and the relevance of e-resources to students need at Maseno University and to identify ways of improving utilization of e-resources in Maseno University. Descriptive research design was used in this study and the target population was 100 respondents. Research instruments included questionnaires and an interview schedule. Data analysis was done using descriptive statistics for analysis purpose. Quantitative data was presented in form of frequency distribution tables, pie …
Mission Critical? The Presence Of Information Literacy In Academic Library Mission Statements, Robert Perret
Mission Critical? The Presence Of Information Literacy In Academic Library Mission Statements, Robert Perret
Library Philosophy and Practice (e-journal)
This paper examines the mission and vision statements of the largest academic library in each of the United States to determine whether information literacy is included in these top-level guiding documents. It is found that only a quarter of these institutions include information literacy in these statements, which suggests this vital aspect of librarianship may be undervalued at an organizational level.
Information Literacy, Self-Concept And Metacognitive Ability Of Teacher-Librarians At The University Of Zululand, Oluwole Olumide Durodolu Dr
Information Literacy, Self-Concept And Metacognitive Ability Of Teacher-Librarians At The University Of Zululand, Oluwole Olumide Durodolu Dr
Library Philosophy and Practice (e-journal)
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 …