Comments on Information literacy Interventions in Nursing and Engineering

Courses at the Cape Peninsula University of

Technology, South Africa.Project Sponsored and financed by:Western Cape College of Nursing

Health and Wellness Faculty HOD: Mr. Shafick Hassen

Cape Peninsula University of TechnologyDr. Oswald Franks :Dean Engineering

Information Literacy: SA Context

SAQA and the NQF. Frier (2006:277) defines information

literacy in a former paper. Defining information literacy in SA. SAQA and NQF – Infolit as a CCFO

(critical cross field outcome) early 1990’s.

Sayed’s “The Segregated information highway”.

Information Literacy: SA Context

Apartheid divisions still loom large over education landscape, although much has been achieved since 1994.

Language differences a barrier to imparting information and eventual knowledge generation.

Tertiary education in the mother tongue? Can South Africa afford it?

Some very vocal proponents of this approach, eg. Prof. Rhoda Kadalie and Prof. Wilmot James (former Dean of Arts Faculty, UCT)

Information Literacy in the Classroom

Two to three lecture periods per semester. Curriculum already loaded with course-

related matter. Very little room left for anything else. Infolit instruction sessions need to be

timed well. These should take place when propensity

for information needs to solve problems students encounter in their assignments is high.

Others concur with this approach

Morgan et.al (2007:43)state that timing these sessions is of utmost importance

Should be presented in such a manner that the Infolit session does not always revolve around a “which button do I push next approach” to teaching these skills.

Not always easy to achieve this approach: emphasis on reading journals, professional newsletters and e-journals.

Ground-breaking Infolit work in SA

Sayed's study, “The Segregated Information Highway”

Hands-on approach to infolit instruction.

Basic computer literacy skills assumed, not always the case though.

Difficulties as a result of this. Financial implications for improved

infolit education delivery, historical outline.

Feedback from Infolit study: Classroom Action

Research 78% Engineering students do not have

internet connectivity at home – previous study.

Compares to 84% Nursing students -2009 study.

This impacts directly on Infolit programs offered by library staff.

Blackberry being rolled out in Africa as a substitute to expensive PC internet connectivity.

Seacom Cable now active via Durban.

Nursing Students Home Internet Connectivity, 2009.

Study on Infolit Abilities of Nursing Students.

No Internet at

home, 84%

Home Internet

16%

Home Internet

No connectionat home

Engineering students home

Internet ConectivityStudy completed f or 3rd Af rican Regional

Conf erence on Engineering Education, Pretoria,

2006

Home Internet

24%No Internet at

home 76%

Home Internet

No connectionat home

Feedback from Infolit study: Classroom Action

Research Qualitative feedback indicates that

students struggle to formulate ideas. Many are unable to state even the

basics about what they have learnt in the Infolit education sessions.

English is a 3rd sometimes 4th language.

No real knowledge of Dewey, 70% Eng and 82% Nursing do not understand how Dewey works at all.

Feedback from Infolit study: Classroom Action

ResearchWebsite used during training session: 97% of Engineering respondents

surveyed could mention a website used.

56% of Nursing School respondentsUse of reference materials: 91% of Engineering respondents

used these prior to coming to university and knew what they were.

65% of Nursing respondents used these

Feedback from Infolit study: Classroom Action

Research Use of libraries before and during

university - Engineering students:1.1% Cited School Libraries

42.7% Cited a municipal or local library 41.6% Cited a University of Tech Library 6.7% Cited a University Library 2.2% of the answers were unrelated to the

question. 5.6 % left this one blank

Difference in teaching approach needing attention Heavy reliance on class notes … library

inundated with requests for photocopies of notes.

Chalk and talk Textbook and teacher centred education Outcomes based education (OBE) only

taking root now. Need for electronic repository of lectures. After more than a decade, Infolit policy

finally ratified by university senate & council.

Recommendationsand where we are heading

Further investigate mother tongue education at all levels and its feasibility.

We have come a long way in past decade at CPUT – from 4 OPACs in LIS in 1997, and an HDI to important equal roll player in SA Higher Ed including campus-wide WIFI at present.

Great strides, even though slowly, in information literacy education, Mechanical Engineering dept to be applauded, particularly their bridging courses.

More & faster connectivity, broadband on the horizon if not already here for SA.

Further rollout and partnering with universities of “free” Blackberry devices for mobile internet.

The End

My contact details

Mark Douglas FrierB.A. (Amherst College), PGdipLIS (UCT), B.Bibl. (Hons)(UCT)Branch Library Manager: Athlone CampusCape Peninsula University of TechnologyCape Town, South Africa.FRIERM@CPUT.AC.ZA