Implementing a Certificate of Information Literacy programme and engaging with faculty: a case study of the Cape Peninsula University of Technology

South African Journal of Libraries and Information Science

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Field Value
 
Title Implementing a Certificate of Information Literacy programme and engaging with faculty: a case study of the Cape Peninsula University of Technology
 
Creator Davids, Zulaiga
Omar, Yunus
 
Subject Information literacy short course; academic collaboration; information literacy policy
 
Description The purpose of this study was to evaluate the effectiveness of a certificate-based information literacy (IL) programme at the Cape Peninsula University of Technology. The evaluation determined whether there was improvement in the academic performance of students. It also evaluated the collaboration between the library and lecturers, and how librarians and lecturers evaluated the programme. The study used a case study approach. A questionnaire survey asked lecturers to evaluate the implementation of the programme and its impact on students’ performance. In a focus group discussion, librarians reported on the students’ performance and on how they engaged and collaborated with lecturers. The study was limited to two faculties and to first-year and Extended Curricular Programme (ECP) or foundation level students within Communication and English classes. The results indicated effective programme implementation by using a student-centered teaching approach. The IL content was aligned to academic tasks. Formative assessments showed that student learning took place constantly. The summative assessment indicated improved student performance. Findings were validated by lecturers’ feedback. The IL programme was a participatory model, resulting in a shared understanding of IL and built strong collaboration between lecturers and librarians. The implications of the study showed that the programme, the first short course offered by the library officially endorsed by the university, had been successful in its implementation, collaboration and student performance and that it offered value. It is hoped that information literacy will be fully embedded into curricula as stated by the institutional information literacy policy and for it to be part of a fully accredited course.
 
Publisher LIASA
 
Contributor
 
Date 2018-08-19
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion

 
Format application/pdf
 
Identifier http://sajlis.journals.ac.za/pub/article/view/1716
10.7553/84-1-1716
 
Source South African Journal of Libraries and Information Science; Vol 84, No 1 (2018)
2304-8263
0256-8861
 
Language eng
 
Relation http://sajlis.journals.ac.za/pub/article/view/1716/1487
http://sajlis.journals.ac.za/pub/article/downloadSuppFile/1716/140
 
Rights Copyright (c) 2018 South African Journal of Libraries and Information Science
 

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