This study is designed to reveal whether students acquire the domains and levels of library skills discussed in a learning library skills theory after participating in an online library instruction tutorial. The acquisition of the library skills is demonstrated through a review of the scores on online tutorial quizzes, responses to a library skills questionnaire, and bibliographies of course research papers. Additional areas to be studied are the characteristics of the participants enrolled in traditional and online courses at a community college and the possible influence of these characteristics on the demonstrated learning of library skills. Multiple measurement methods, identified through assessment of library instruction literature, are used to verify the effectiveness of the library skills theory and to strengthen the validity and reliability of the study results.

This study assessed the information literacy (IL) skills of first-year students at Mangosuthu Technikon (MANTEC) at a pre-library orientation and instruction phase. What is evident is that students do, to a greater or lesser degree, display inadequate levels of IL skills. What is not so evident is the extent and nature of these inadequacies. The purpose of the study was to establish the level of these inadequacies. Background information concerning the MANTEC library orientation and instruction programme and the Eastern Seaboard Association of Libraries (esAL) User Education Pilot Project study was provided and an overview of MANTEC and its library was given. The assessment of IL skills in higher education libraries, with reference to the MANTEC library was discussed. The MANTEC students' IL skills were assessed using Bloom's Taxonomy of Educational Objectives, which are evident throughout the objectives of the study. The research method used for this study was the descriptive survey method. The sample consisted of 170 first-year students. A purposive sampling procedure was used. The questionnaire consisted of two main sections, one which elicited demographic data of students and the other extracted data that addressed the objectives of the study. Results were coded and analyzed using the SPSS program. The findings of the survey indicated that there is a dearth of IL skills among the majority of MANTEC first-year students. Like many other studies it revealed that many first-year students, especially from the historically disadvantaged institutions (HDI) are under-prepared for tertiary education generally and for IL demands made on them at the tertiary level. Even those who have had previous library exposure appear to bring with them little or no IL competencies to tertiary institutions. Based on the findings for this study, recommendations were made with the aim of improving MANTEC students' IL skills. / Thesis (M.I.S.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

An evaluation was conducted on a credit-bearing module that has recently become compulsory for second year students in four of the six schools in the Faculty of Science and Agriculture at the University of Natal, Pietermaritzburg. The module was based on a course that has been run for Agriculture students since the 1980s. The module "Information Retrieval Skills" (Agri220) is run over a two week period at the beginning of the first semester and covers the library computer catalogue, OPAC and other retrieval tools such as print-based abstracts and indexes, SABINET Online and the CD-ROM databases in the library. The study sought to determine students' perceptions of the Agri220 module, to determine whether the outcomes as described in the Agri220 module template were evident in students, and to determine the use students made of the library. The method that was used in the evaluation was summative, and thus conducted after students had completed the module. Furthermore to find out their views about the contribution of the module to their studies, the study focused on students who had done the module over a year previously. The respondents were students in the School of Agricultural Sciences and Agribusiness as these were the students for whom the module was compulsory in 1999. A survey was done of five third year classes , which consisted of both third and fourth year students, and questionnaires were distributed and completed in the classes. Students were very positive in their feedback about the module and reported becoming more efficient in their use of the library. They were largely familiar with the interlibrary loan service and OPAC but were aware to a lesser extent of the print-based abstracts and indexes in the library. The study found that students predominantly used books and to a lesser extent journals. Electronic retrieval formats were popular. The students who supplemented their notes with extra readings relied on reserved material and reading lists. Students made suggestions about changes to the module: such as extending the length of the module, bringing it forward to first year, and teaching the module in smaller groups. / Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 2001.

The purpose of this research was firstly to compare the differences in online performance between two groups trained to use the Online Public Access Catalogue at the M L Sultan Technikon using two different types of instruction, namely the teaching methods of concept-based and procedural instruction. Secondly, the objective of the research was to compare these two teaching methods in relation to first year students at the M L Sultan Technikon with differing levels of library experience, computer experience and English language experience. To meet the objectives of the research, literature was reviewed and analysed from various sources. Original research was conducted using the method of a quasi-experiment. A random sample of 120 students were split between two teaching conditions, with sixty participants in a concept-based teaching condition and sixty participants in a procedural teaching condition. Research instruments used were a background questionnaire to collect demographic information, a pre-and post test to evaluate significant differences between the teaching methods, an evaluation questionnaire to collect affective responses, direct observation, and transaction log monitoring of the searches conducted. In a one-hour lecture the concept-based group were taught general search concepts using model-based instruction techniques and the procedural lecture demonstrated methods of searching in a step-by-step fashion. Data analysis made use of Microsoft Access 97 and Excell 97 software to code and verify the data, and the Statistical Package for the Social Sciences (SPSS), v9.0 to conduct statistical analysis. The research found that first year students were generally inexperienced in the use of the online information retrieval system. The majority of the participants in the study did not have any computer experience, and made use of English as a second language. Others, although not in the majority were found to have low levels of library experience. Performance on pre-tests were generally low for these participants while those who had experience in the use of libraries, computers and who regarded English as a first language were able to make fair use of the system for simple tasks such as author and title. This suggested that prerequisite competencies needed for online searching were, library literacy, computer literacy and some proficiency in the use of English. Performance on search tasks found no significant differences on simple tasks between the teaching conditions. However, variances in performance as a result of individual differences were found. On difficult tasks participants fared better with concept-based instruction resulting in significant differences in performance. The findings of this research supported the need for online instruction to novice end-users, taking cognisance of the need for suitable venues equipped with adequate hardware, provision of staff, and allocation of sufficient time for such instruction. The research proposes that model-based teaching be encouraged, especially for difficult tasks. In the decisions made however, instruction must take note of the background of participants. Further proposals for instruction and other related aspects are discussed in the research. / Thesis (Ph.D.)-University of Natal, Pietermaritzburg, 1999.

This dissertation is a report on a study to investigate the design and development of a digital information literacy program (DILP) for an academic library. The study is concerned with the exploration of the generic profile of the South African student at higher education institutions. The criteria for a digital information literacy program were also established. Based on the criteria and the profile of the students, the digital information literacy program was designed and developed. The research objectives were to * determine a generic profile of the South African student (as a member of Generation Y). * determine the criteria for an information literacy programme (ILP). * determine the criteria that a digital information literacy program should comply with (based on the criteria for a ILP). * design a digital information literacy program by documenting the elements and principles of design, navigation features, site architecture, etcetera. * develop a digital information literacy program by documenting the specific learning objectives and content and creating the Web based program. The study comprises a qualitative research approach and is concerned with the qualities and the characteristics of a phenomenon for better understanding and explanation. A critical analysis of reported research and literature forms the foundation of the study. The design and development of a digital information literacy program were based on the guidelines for Web based instruction in academic libraries. The results of the research enabled the researcher to design and develop the digital information literacy program, by integrating the following: * Characteristics of Generation Y * The criteria for a digital information literacy program * Factors important for designing in a Web environment, namely interactivity, site architecture, navigation features, principles of design, elements of design, incorporating media and learner levels * Authoring, technical aspects and the evaluating and testing of the prototype. The digital information literacy program is designed to provide academic libraries at higher education institutions with a product - a Web published CD - that they can use as is, or adapt according to their specific needs or circumstances, in order to support their students' digital information literacy skills. / Information Science / M.Tech.Information Technology

This dissertation is a report on a study to investigate the design and development of a digital information literacy program (DILP) for an academic library. The study is concerned with the exploration of the generic profile of the South African student at higher education institutions. The criteria for a digital information literacy program were also established. Based on the criteria and the profile of the students, the digital information literacy program was designed and developed. The research objectives were to * determine a generic profile of the South African student (as a member of Generation Y). * determine the criteria for an information literacy programme (ILP). * determine the criteria that a digital information literacy program should comply with (based on the criteria for a ILP). * design a digital information literacy program by documenting the elements and principles of design, navigation features, site architecture, etcetera. * develop a digital information literacy program by documenting the specific learning objectives and content and creating the Web based program. The study comprises a qualitative research approach and is concerned with the qualities and the characteristics of a phenomenon for better understanding and explanation. A critical analysis of reported research and literature forms the foundation of the study. The design and development of a digital information literacy program were based on the guidelines for Web based instruction in academic libraries. The results of the research enabled the researcher to design and develop the digital information literacy program, by integrating the following: * Characteristics of Generation Y * The criteria for a digital information literacy program * Factors important for designing in a Web environment, namely interactivity, site architecture, navigation features, principles of design, elements of design, incorporating media and learner levels * Authoring, technical aspects and the evaluating and testing of the prototype. The digital information literacy program is designed to provide academic libraries at higher education institutions with a product - a Web published CD - that they can use as is, or adapt according to their specific needs or circumstances, in order to support their students' digital information literacy skills. / Information Science / M.Tech.Information Technology

Digital games and simulations are receiving considerable notice within the Library and Information Science (LIS) community. This study adds to the depth of knowledge in this area by providing research on the likelihood a hypothetical digital game delivery method for library instruction achieves sufficient adoption to justify its development. Furthermore, this knowledge will assist decision making processes for individuals debating the current or potential role of digital gaming at their institutions. In this mixed methods study, over 300 undergraduates were surveyed about their technology preferences, including digital gaming, for delivery of two forms of academic library instruction. The two forms of library instruction were (a) providing users with spatial information on physical library layout, and (b) educating users on information literacy topics and skills. Observational data was collected during the survey sessions, occurring at face-to-face library instruction sessions. Self-selected survey participants were also interviewed to further probe their survey responses. Rogers' Diffusion of Innovations was the theoretical foundation to this research. The primary innovation of study was the digital game delivery method. Detailed analysis of the survey-based data set included three nonparametric scaling methods: 1) rank-sum scaling; 2) circular triad analysis; and 3) multidimensional preference mapping. Content analysis of the observations and semi-structured interviews also occurred. Major outcomes were 1) the digital game delivery method achieved mediocre preference across both questions; 2) the audiovisual delivery method received the highest overall preference ranking; and 3) overall preference for the audio-only delivery method was remarkably low. The most important theme across the observational data was the participants' waning attention during the face-to-face library instruction sessions. The most important outcome from the semi-structured interviews was interviewees' stated appreciation for useful technologies. Over 95% of participants were so-called digital natives, that is, born post-1980. Rogers' assertion that age plays a minor role in predicting technology adoption appears warranted, since the more innovative digital game delivery method achieved mediocre overall preference.

The research problem for this study is focused on the need to know how students acquire and use information. Research indicates a lack of understanding of what students know about information and how they use information and this study used the Information Literacy Competency Standards for Higher Education (Appendix A) as the basis for acquiring a better understanding of what kind of information freshman students at Virginia Tech need and how they acquire it during their first semester at college. Students were asked questions about their information use during fall semester 2000, using both email questioning and in face-to-face interviews. The data collected was used to develop insights into how students acquire and use information and resulted in suggestions that could be used in revising and improving instruction for freshman students that is provided by the University Libraries at Virginia Tech. / Ph. D.

Information literacy is a skill and forms the basis for life-long learning. The aim of this study is to investigate the information literacy skills of first year students at the Vaal Triangle Campus of the North-West University (NWU), with specific reference to the role of the academic library. The NWU‟s Vaal Triangle Campus Library supports first-year students in their studies by helping them to improve their information skills and teach them to find, evaluate and organise information in different formats. The purpose of this is to help first-year students to find relevant information that meet their information requirements. Students who are information literate not only have the necessary skills; but also have insight, comprehension, and knowledge at their disposal, while being life-long learners. A compulsory literacy module forms part of the curriculum for first-year students at the NWU‟s Vaal Triangle Campus, and is presented by academic staff. The credit-earning module (known as AGLE 121) consists of three components, namely computer and information literacy, reading literacy, and academic literacy. This study focuses on the module for basic information literacy, which is mainly of a theoretical nature. First year students were tested by questionnaires and interviews before and after completion of the information literacy module, to determine what contribution the module makes to their information literacy. This studyconcluded that after completing the information literacy module, first-year students have the theoretical knowledge at their disposal, but still do not know where to find databases or information. The role of the campus library regarding information literacy is to expand and improve students‟ information skills as well as being involved in the planning and development of the information literacy module. A recommendation is made that the information literacy module should already be offered during the first semester (instead of the second semester), so that students can use their information skills effectively for their studies. / Information Science / M. (Information Science)

Information literacy is a skill and forms the basis for life-long learning. The aim of this study is to investigate the information literacy skills of first year students at the Vaal Triangle Campus of the North-West University (NWU), with specific reference to the role of the academic library. The NWU‟s Vaal Triangle Campus Library supports first-year students in their studies by helping them to improve their information skills and teach them to find, evaluate and organise information in different formats. The purpose of this is to help first-year students to find relevant information that meet their information requirements. Students who are information literate not only have the necessary skills; but also have insight, comprehension, and knowledge at their disposal, while being life-long learners. A compulsory literacy module forms part of the curriculum for first-year students at the NWU‟s Vaal Triangle Campus, and is presented by academic staff. The credit-earning module (known as AGLE 121) consists of three components, namely computer and information literacy, reading literacy, and academic literacy. This study focuses on the module for basic information literacy, which is mainly of a theoretical nature. First year students were tested by questionnaires and interviews before and after completion of the information literacy module, to determine what contribution the module makes to their information literacy. This studyconcluded that after completing the information literacy module, first-year students have the theoretical knowledge at their disposal, but still do not know where to find databases or information. The role of the campus library regarding information literacy is to expand and improve students‟ information skills as well as being involved in the planning and development of the information literacy module. A recommendation is made that the information literacy module should already be offered during the first semester (instead of the second semester), so that students can use their information skills effectively for their studies. / Information Science / M. (Information Science)