Information literacy masters thesis

The programme will provide in-depth knowledge and skills for further career development and participation in today's globalised, digitised and mediated world. Lectures take place every Friday from 2pm and every Saturday from 9. Intensive learning weeks, that require in-person attendance, are planned as follows for the next academic year:.

  • Information literacy in Oman’s higher education: A descriptive-inferential approach.
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The programme has been developed in collaboration with communication and media experts. It is based on recommendations for international media and information literacy education. Programme is based on utilising such innovative study methods as strategic games and simulations, which help to integrate theoretical knowledge with the development of practical skills when looking for solutions for various strategic communication issues in ever-changing world.

The level of turbulence in the information space is growing rapidly.

Media and Information Literacy | Vidzeme University

Security has become a broad and complex concept and being competent in matters related to media literacy, strategic communication, technologies and cyber security is important to us as individuals as well as representatives of states and organisations. It is often assumed that postgraduate students have the necessary information literacy skills to conduct research because they have completed their undergraduate studies as stated by [20, 6, 9].

However, many of them lack the skills needed to effectively organise and use information especially for research purpose. Information literacy training programme initiatives for postgraduate students have been marginalised in relation to undergraduate information literacy programmes in Nigerian universities. In a study conducted by [17] at Babcock University in Nigeria the results indicated that information literacy skills programme were only addressed at undergraduate levels whilst postgraduate students were marginalised. Postgraduate students who lack information literacy skills experience frustration when attempting to access information resources for research work.

The ability to locate information is necessary for quality research especially at postgraduate level where quality research is expected to contribute to the body of knowledge. Postgraduate students need to use a great number of information literacy skills when they are processing information.

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To prepare for seminar presentation as well as dissertation and thesis, postgraduate students need to know how to locate, evaluate and use information from many sources including a variety of online resources. They need to be aware also of issues relating to the ethical use of information, such as copyright and plagiarism.

Students who have been taught how to use a model or framework when carrying out such assignments will almost always be more successful than those with no such guidance [11].

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  • Information Literacy: Post graduate Libguide: Electronic Theses & Dissertations.

Those who have not been taught the skills or provided with a framework for their research or inquiry often resort to copying and pasting material [10, 12, 21]. Information literacy is increasingly important in the present era of information explosion.

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Postgraduate students are faced with diverse and abundant choices in print and electronic formats. Unlike print resources, which are subject to a variety of quality assurance processes as they pass through authors and publishers, the quality of information available from the internet cannot be guaranteed [4]. Therefore, postgraduate students, regardless of their discipline, must possess information literacy skills that will enable them to master content and give them the confidence to proceed with accessing information resources, be self-reliant and have a sense of being in control of their learning as well as their research activities.

Information literacy instruction can be formal or informal. The need to mainstream information literacy into individual subject curricula has been recognised [13, 14], alongside the growing need for lecturer-librarian collaboration [1, 18]. Informal instruction includes tutorials and online instruction. The combination of formal and informal instruction on information literacy skills is essential for postgraduate students in order for them to possess the needed skills that will enable them make effective and efficient use of information especially for research purpose.

Methodology The aim of this study is to assess information literacy skills of postgraduate students at Nnamdi Azikiwe University, Awka with particular reference to Department of Library and Information Science. The methodology used in this research is descriptive survey. This survey was considered most appropriate because of the variables which the study examined. The instrument used to collect data for this study is the questionnaire. The targeted population for this study is Results and Discussion Gender of respondents Figure 1.

Shows the gender distribution of respondents Figure 1 above shows that the majority of the postgraduate students are female.

This is an indication that there are more female in information studies discipline. The responses revealed that 15 Study programme of respondents Figure 2. The responses revealed that 27 Shows postgraduate students information literacy skills The results presented in Table 1 show that majority 33 Similarly, 31 Thirty Results indicated that the postgraduate students are information literate as all items got more than half affirmative responses except for their ability to create content in blogs, YouTube, and personal webpages for different audiences that had 16 The results indicated that tool and critical literacy were rated very high.

This is very important especially for postgraduate students as the 21 st century has witnessed too much information in multiple formats.

Research Opportunities

Therefore, the ability to understand and use practical and conceptual information technology tools as well as the ability to critically evaluate the strengths and weaknesses, capabilities and limits of information technologies becomes very important for postgraduate students. A similar kind of trend is noticeable by [7] in her study of using ACRL standards to assess the information literacy of graduate students in an education programme. Her study indicated that the majority of respondents were comfortable or very comfortable with evaluating information.

Tool and critical literacy is an important part of dealing with information, which becomes even more prominent with the abundance of electronic information resources easily accessible via the internet.

Information literacy; being able to evaluate the available information, is crucial in an environment such as the internet where an abundance of information, also unreliable and incorrect information, is easily accessible. Conclusions Information literacy has become the foundation for learning in our contemporary environment of continuous technological change. Information literacy is synonymous with concepts such as library skills, computer literacy, information skills, information competency, information fluency, information power, digital literacy, ICT literacy, media literacy, and academic research skills.

These constitute a core requirement for postgraduate students in order to be grounded in the use of information especially for research purpose. The study indicated that the postgraduate students are information literate as all items got more than half affirmative responses except for their ability to create content in blogs, YouTube, and personal webpages for different audiences. Teaching of information literacy: Collaboration between teaching faculty and librarians.

Texas A and M University: Kingsville. Presidential committee on information literacy: final report. Information literacy competency standards for higher education.

Providing Information Literacy Instruction to Graduate Students through Literature Review Workshops

Emerging data curation roles for librarians: A case study of agricultural data. Journal of agricultural and food information, 12 1 : Evidence Based Library and Information Practice. Information Literacy Assessment in K Settings. Lanham, MD: Scarecrow Press. Practical academic librarianship: the international journal of the SLA academic division, 1 1 : Seeking meaning: A process approach to library and information services. Connecticut: Libraries Unlimited. Guided inquiry: Learning in the 21st century. Westport, Connecticut: Libraries Unlimited. Curriculum alignment and assessment of information literacy learning. Bundy ed. Australian and New Zealand information literacy framework: principles, standards and practice.