Barriers to Access the Information by Male Juvenile Delinquents in Malaysia

Abstract

The study explores how the prison information environment supports the information needs of the male juvenile delinquents in correctional schools in Malaysia. It may be tempting to assume that information seeking failure is inevitable, in a large measure due to the shortcomings on the part of the prison library itself. Apparently, it is not due to the juvenile delinquents' lack of desire to seek for information, but rather, the prison institutions provide inappropriate choices of sources. The study involved twenty six (26) participants living in five (5) correctional schools in Malaysia. Collection of material needs to be upgraded to increase their interest in reading and to appreciate the function and role of the library. The male juvenile delinquents need to be trained to stay alert to the worldwide issues happened outside of prisons as the information can help them when being released at one day.

Examining the status of prison libraries around the world: A literature review

“…Malaysia. Rafedzi et al (2016Rafedzi et al ( , 2018 point out that juvenile prisoners can avail themselves of the same educational opportunities that anyone can expect in the free world in Malaysia. Male prisoners can acquire formal education and take public examinations under a special programme offered by the Ministry of Education and the Malaysian Prison Department.…”

Mahkûmların Bilgi Gereksinimleri ve Bilgi Davranışları: Kuramsal Bir Değerlendirme

“…Nitekim okuryazarlık eğitimi de dahil eğitim (Visher ve Lattimore, 2007, s. 31;Bajić, 2015, s. 525;Omolola, 2015, s. 72;Tarzaan ve diğerleri, 2015, s.196;Emasealu ve Popoola, 2016, s. 10;Scott, 2016, s. 34-38;Sambo, Usman ve Rabiu, 2017, s. 1-2;Emasealu, 2018, s. 40-42;Ijiekhuamhen ve Aiyebelehin, 2018, s. 108;Sambo ve Ojei, 2018, s. 9;Chandani, 2019b, s. 153;Usman, Istifanus ve Audu, 2019, s. 70-72;Rafedzi, Abrizah ve Yu, 2016;Rafedzi, Zainal, Yu ve Kamal, 2018;Canning ve Buchanan, 2019, s. 421-422) ve mesleki eğitim çok fazla talep edilen bilgiler arasındadır (Tarzaan ve diğerleri, 2015, s. 196;Scott, 2016, s.34-38;Emasealu, 2018, s. 40-42;Chandani, 2019b, s. 153 (Bajić, 2015, s. 525;Tarzaan ve diğerleri, 2015, s. 196;Eze, 2016, s. 247;Chandani, 2019b, s. 152;Usman ve diğerleri, 2019, s. 70-72), aile, arkadaş ve yakınlarla ilgili bilgiler (Bajić, 2015, s. 525; Sambo ve diğerleri, 2017, s. 1-2; Sambo ve Ojei, 2018, s. 9), çeşitli pratik bilgi ve beceriler (Omolola, 2015, s. 72;Emasealu ve Popoola, 2016, s. 10;Eze, 2016, s. 246;Emasealu, 2018, s. 40-42;Ijiekhuamhen ve Aiyebelehin, 2018, s. 108; Ojei, 2018, s. 9; Usman ve diğerleri, 2019, s. 70-72), güncel haber ve olaylar (Visher ve Lattimore, 2007, s. 31;Bajić, 2015, s. 525;Drabinski ve Rabina, 2015, s. 47;Eze, 2016, s. 246;Emasealu, 2018, s. 40-42;Ijiekhuamhen ve Aiyebelehin, 2018, s. 108;Chandani, 2019b, s. 153) yoğun olarak gereksinim duyulan diğer konulardır.…”

“…Nitekim okuryazarlık eğitimi de dahil eğitim (Visher ve Lattimore, 2007, s. 31;Bajić, 2015, s. 525;Omolola, 2015, s. 72;Tarzaan ve diğerleri, 2015, s.196;Emasealu ve Popoola, 2016, s. 10;Scott, 2016, s. 34-38;Sambo, Usman ve Rabiu, 2017, s. 1-2;Emasealu, 2018, s. 40-42;Ijiekhuamhen ve Aiyebelehin, 2018, s. 108;Sambo ve Ojei, 2018, s. 9;Chandani, 2019b, s. 153;Usman, Istifanus ve Audu, 2019, s. 70-72;Rafedzi, Abrizah ve Yu, 2016;Rafedzi, Zainal, Yu ve Kamal, 2018;Canning ve Buchanan, 2019, s. 421-422) ve mesleki eğitim çok fazla talep edilen bilgiler arasındadır (Tarzaan ve diğerleri, 2015, s. 196;Scott, 2016, s.34-38;Emasealu, 2018, s. 40-42;Chandani, 2019b, s. 153).…”

The Mediating Effect of Adaptability on the Relationship Between Ethical Climate and Attitudes Towards Change Among Public School Teachers

“…As a result, if instructors do not implement change with a positive attitude, school reform will only be superficially adopted or even fail. This could reduce the school's success and ability to maintain educational change (Tai & Omar, 2017;Rafedzi et al, 2018). One difficulty in particular is the resistance of certain instructors to organizational change in terms of incorporating technology in the classroom (Dusic, 2018;Varank&Tozoglu, 2018;Zimmerman, 2016).…”