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| Title: | Design and implementation of an online information literacy module: Experience of the Department of Library and Information Studies, University of Botswana |
| Authors: | Mutula, S
Kalusopa, T
Moahi, K
Wamukoya, J |
| Keywords: | Information literacy
Digital libraries
Communication skills
E-learning
Botswana |
| Issue Date: | 24-Jan-2006 |
| Publisher: | Online Information Review, Emerald |
| Citation: | S Mutula et at. Online Information Review Vol.30 No.2 2006 pp.168-187 |
| Abstract: | Purpose – The purpose of this paper is to present findings of the design and implementation of an online information literacy module to first-year students at the University of Botswana. Design/methodology/approach – The study population consisted of 103 first-year students in the Department of Library and Information Studies. The population was divided into three equal groups of 34, 34 and 35, respectively, and each assigned a two-hour slot in the smart computer laboratory weekly for five consecutive weeks, to cover five information literacy topics online. Each group was assigned a tutor who received assignments online and graded them. Each topic was followed by questions for students to answer. Findings – Findings generally revealed that impartation of information literacy through the online mode could improve students’ competencies perhaps more than the face-to-face instruction approach. Furthermore, respondents preferred a blended instruction approach to a single learning mode. Contrary to expectations, online instruction might not minimise the copying of each other’s work among students to a great extent. Finally, online instruction does not necessarily reduce the amount of workload for staff and students, instead more time is needed to design and administer the course. Research limitations/implications – The study was limited to first year students in the LIS department. A similar study involving all departments in the University of Botswana would shed more light on the level of information literacy competency among first year students from a cross-disciplinary perspective. Practical implications – The major outcome of the study is a re-usable online information literacy module. The study findings could also be useful in developing interventions to improve the design and delivery of online courses. Originality/value – Information literacy is a key challenge facing educators all over the world. Case studies such as this provide unique and comparative experiences that advance existing knowledge. For the University of Botswana, the study provides a first insight into the impact of e-learning on information literacy competency since the implementation WebCT in 2002. |
| URI: | http://hdl.handle.net/123456789/60 |
| Appears in Collections: | Research articles (Library & Information Studies)
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Size | Format |
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| MutulaKalusopaEtAl2.pdf | | 487Kb | Adobe PDF | View/Open |
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