Hasil untuk "Bibliography"

A. Wimmer

J. Spickard

J. Marro, R. Dickman

L. Grafakos

Xiao-Qiang Zhao

D. Sibley

K. Legge

I. Györi, G. Ladas

V. Burr

R. Walker

M. Wooldridge, N. Jennings

M. Protter, H. Weinberger

W. Gamson

E. Aarts, J. Korst

B. Arnold, N. Balakrishnan, H. Nagaraja

Laura U. Marks, D. Polan

M. Oliver

D. Cruz-Uribe, A. Fiorenza

Sabina Fras Popović, Polona Vilar, Petra Javrh

The paper describes the methodology of a study of reading habits and reading culture of librarians and library management in Slovenian libraries, which is a part of a broader survey in the project Reading role models: reading habits of professional staff in kindergartens, schools and faculties and public libraries – i.e. a study of all professionals involved in and influencing reading literacy and reading culture, as well as of students for these professions. The survey uses mixed methodology: a survey and a focus group. As this research is still ongoing, this paper primarily describes the methodology of the first part, survey (instruments, sampling), some of the challenges, especially related to the non-existent data on the population of Slovenian librarians and library management, and basic findings. The focus group method is still under development and therefore only its basic starting points are given.

Johnson Mulongo Masinde, Frankline Mugambi, Daniel Muthee Wambiri

Objective – The aim of this study is to examine the conceptualization and pedagogical approaches being used in Kenyan universities to teach and learn information literacy to determine if they are effective in addressing the information needs of the 21st century. The findings of this study will act as a guide to educational stakeholders in the design, review, and implementation of the information literacy curriculum. The findings will also create awareness among librarians of the diverse concepts in information literacy and hopefully inform their practice when delivering information literacy instruction. Additionally, future researchers can leverage the insights garnered from this study to advance their own works, thereby contributing to the ongoing growth of knowledge in this field. Methods – This study employed descriptive research design to collect qualitative data from the webpages of seven universities that were purposively selected: three being private universities and four were public universities. The seven academic libraries had an active online presence and adequate documentation of information literacy. The data were analyzed using thematic analysis. Results – The research findings show a lack of consistency in the conceptualization of information literacy. In addition, the findings demonstrate a link between information literacy conceptualization and practice. Many of the online tutorials and information literacy documentations failed to address all the aspects of information literacy. Conclusion – In order to effectively address 21st century information needs, academic libraries should reevaluate their conceptualization of information literacy. This should be followed by a comprehensive evaluation of their information literacy instruction to ensure they cover all aspects of information literacy. It is essential for these libraries to provide information literacy instruction to students throughout their academic journey rather than just focusing on first-year students. Moreover, structured assessments of students should be implemented to gain feedback on the effectiveness of these instruction programs.