– Assessment of Digital Literacy Skills of Faculty Members For Teaching In-Library Schools In Federal Universities of North-Eastern States, Nigeria –
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ABSTRACT
This research investigated the of Faculty Members in the Department of Library and Information Science in the north-eastern states of Nigeria.
Six research questions and one hypothesis were answered and data were analyzed using Statistical Package for the Social Sciences (SPSS), among the research questions there are;
what is the ability of library and information science faculty member in the north-eastern states of Nigeria to locate Digital information?
How do library and information Faculty Members in the north-eastern states of Nigeria critically judge and evaluate credible digital information.
Quantitative research method was applied in the study using random sampling technique to draw the sample. Forty-four copies of the questionnaires were administered while thirty-seven copies were completed, returned and was used in the study which represents 84% of the response rate.
TABLE OF CONTENTS
Title Page…………….i
Declaration ………….ii
Certification ………….…..iii
Dedication…………….iv
Acknowledgement…….….v
Table of Content…………vi
List of Tables………….viii
List of Figures…………viii
List of Appendix ………..viii
Abstract ………… ix
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study………………1
1.2 Statement of the Problem…………….6
1.3 Research Questions…………8
1.4 Hypothesis……………..8
1.5 Objectives of the Study………..9
1.6 Significance of the Study………9
1.7 Scope of the Study…………..10
1.8 Operational Definition of terms ……..11
References ……..12
CHAPTER TWO: REVIEW RELATED LITERATURE
2.1Introduction……………14
2.2 Concepts of Digital Literacy Skills………….14
2.3 Components of Digital Literacy………16
2.4 Big6 skills for information literacy……….18
2.5 Ability to locate digital information by faculty members………..21
2.6 Critically judge and evaluate credible digital information………. 24
2.7 Ability to create digital content by faculty members……..26
CHAPTER THREE: RESEARCH METHODOLOGY
3.1Introduction…………45
3.2 Research Method Adopted for the study………..45
3.3 Population of the study…………46
3.4Sample size and sampling techniques……..47
3.5 Data Collection Instruments…………….47
3.6 Validationof the Instruments…………..48
3.7 Reliability of the Instrument ……………48
3.8Procedures for data collection……………..49
3.9 Procedure for Data Analysis………………49
References.…………..50
CHAPTER FOUR: DATA PRESENTATION AND ANAYSIS
4.1 Introduction……………51
4.2 Response Rate of Faculty Members……….….51
4.3Data Analysis and Discussion…………..55
References………73
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction ……………..74
5.2 Summary of the Study …………..74
5.3 Summary of Major Findings………….. 75
5.5 Conclusion…………….76
5.6 Recommendations ……………77
5.7 Limitation of the Study………..78
5.6 Suggestions for Further Study ………78
Bibliography ………79
INTRODUCTION
Background to the study
Teaching is the process of improving knowledge, planning, implementation, revision and evaluates new knowledge relevant for their and to regularly update their knowledge base to improve their practice and to meet new teaching demands (Blomeke& Delaney, 2012).
Teaching is usually obtained in such as primary, secondary and tertiary institutions like Universities.
For effective academic activities in Universities teaching activity is observed in various departments that made up by faculties one of these departments is Department of Library and Information Science.
In the University where Department of Library and Information Science Lecturers teach student different course in order to impact the knowledge of organizing, acquiring,
processing, disseminating, and use via them some of the courses require are organization of Information, , Information Sources and Services, Information System in Library and Information Centers etc(Voss, Kunter&Baumert, 2011).
REFERENCE
Association of College and Research Libraries, American Library Association. (2011). Information literacy defined.
Bala, Y. (2014). Internet as a Catalyst to Learning and Research: Its Usage by Library and Information Science Students of ATBU, Bauchi. ATBU Journal of Science Technology And Education. (JOSTE) 3 (2) 97-108.
Bernard, J. (2012). Perfecting your Research Work. London: Unique Press Information Services.
Bybee, R.W., &Starkweather, K.N. (2012). The twenty-first Century Workforce: A Contemporary Challenge For Technology Education. The Technology Teacher (May/June 2005) 27-32.
Blomeke, S. & Delaney, S. (2012). Assessment of Teacher Knowledge Across Countries, A Review of the State of Research ZMD Mathematics Education, 44, 133-180.
Devine, J. (2015) Strategic and Leadership Perspectives on Digital Capacity in Irish Higher Education, Commissioned by the National Forum for the Enhancement of Teaching & Learning in Higher Education, Dublin 2015.