Information Literacy Education in Asian Developing Countries: cultural                 factors affecting curriculum development and programme delivery

Dorner, Daniel G.; Gorman, G.E.

doi:10.1177/0340035206074063

Cited by 50 publications

(59 citation statements)

References 13 publications

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“…Apart from a few publications on information literacy in the context of developing countries such as those of Donner and Gorman (2006) September (1993) and Sayed (1998) are some of the few publications that explicitly dwell on the challenges South Africa is facing in information literacy and information literacy training. Although these publications may note the special challenges faced by South Africa as a developing country, they do not relate to ICT for Development as a field that may help in addressing challenges and ensuring success.…”

Section: Brief Review Of the Literature Addressing Information Literamentioning

confidence: 99%

Information literacy training for teachers in a developing South African context: suggestions for a multi-disciplinary planning approach

Fourie¹,

Krauss²

2011

Innovation

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Information literacy and skills in Internet searching are important for teachers. There exists a large body of literature on information literacy in schools and universities and there are many guidelines and standards on information literacy. Little has, however, been published on information literacy training for teachers per se. Even less has been written on information literacy training for townships and rural communities in developing contexts where teachers may face special challenges. This article will argue that information literacy training for teachers in such communities can benefit from tailored planning influenced by Information Communication Technology (ICT) for Development (ICT4D) literature and taking into account factors such as relationship-building with a committed community; adaptation of the definition and standards for information literacy; and selecting appropriate methods and theories to support ongoing research. These suggestions came out of an United Nations Economic, Social and Cultural Organization (UNESCO) funded initiative by the

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Section: Brief Review Of the Literature Addressing Information Literamentioning

confidence: 99%

Information literacy training for teachers in a developing South African context: suggestions for a multi-disciplinary planning approach

Fourie¹,

Krauss²

2011

Innovation

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“…Horton believes this is key to a country's lifelong learning and instrumental in achieving "political, economic and social goals" (Horton, 2008, p.83) Limburg raises the concern that "there is an over emphasis on technical aspects of information seeking" and that librarians are the worst offenders of this practice (Limberg in Bruce & Candy, 2000, p.201). Dorner and Gorman (2006) further support this line of inquiry by suggesting that on a "superficial level" the ACRL definition of Information Literacy "cannot be faulted" but still remains problematic because it "fails to question some basic assumptions about 'information" (p.282).…”

Section: Seven Faces Of Information Literacy (Ways Of Experiencing Inmentioning

confidence: 98%

“…However, the skills based or competency approach has come under review and has allowed alternative views to be considered (Bruce, 2008;Dorner & Gorman, 2006;Lloyd, 2005;Meyer, Land & Baillie, 2010). In contrast to this behavioural model, the Relational model of Information Literacy focuses on how people experience information use.…”

Section: Information Literacy: the Experience Of Effective Informatiomentioning

confidence: 99%

“…The following studies undertaken by Dorner and Gorman (2006), Heinström (2005) and Steinwachs (1999) Neuroticism; Extroversion; Openness; Agreeableness and Conscientiousness. Salient points are made connecting strengths and weaknesses of personality to ability levels and approaches in seeking out information.…”

Section: Seven Faces Of Information Literacy (Ways Of Experiencing Inmentioning

confidence: 99%

“…Furthermore Dorner and Gorman (2006) and Dorner, Gorman and Gaston (2015) suggest cultural understanding is key to a successful information literacy program. These studies highlight the importance of potential relationships that exist between information literacy or information use.…”

Section: Seven Faces Of Information Literacy (Ways Of Experiencing Inmentioning

confidence: 99%

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The Cultural Dimensions of Information Use Among Emirati Postgraduate Students

Weston¹

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This research investigated the cultural dimensions of information use of post graduate Emirati students. The purpose was to explore how information use is experienced in light of what is revealed when national culture is explored. A mixed methods approach was employed with two distinct phases. Phase One was quantitative in focus, and used Hofstede's Values Survey Module to gain an understanding of the cultural dimensions of a Master cohort of Emiratis studying at a number of Federal College campuses throughout the United Arab Emirates (UAE).To further understand if the values and sentiments inherent in the cultural dimensions were part of their information use, qualitative interviews were followed up with these male and female students in Phase Two. The relational approach to information literacy was used to understand the relationship between users and their information worlds. A mixed methods approach was used because each data set (qualitative and quantitative) is able to inform the other and provide authentic checks and balances for consideration.Two distinct phenomena were explored in this research -information use and culture.Therefore this complex integrative exploration was better served by using mixed methods approach. The overarching research question guiding the study is -What are the cultural dimensions of information use among Postgraduate Emirati students?Two sub questions are then used to guide each phase of the mixed methods research:What are the cultural dimensions of Emirati Postgraduate students? 2.What is the relationship between these cultural dimensions and the students' information use?Insights emerged deductively when the data was analysed thematically. The data revealed that when this group of students used information, the following cultural dimensions of information use were noted:• Personified information;• Information for personal needsii The cultural dimensions of information use among Emirati postgraduate students• Information for personal improvement• Ambiguous information (acceptable in spoken situations)• Using information purposefully• Enjoyment in the information use flow• Information contributors.The UAE is slowly accumulating academic research contextually related to the country. However, at times there was not enough written academic resources to support the information use for these Masters Students studying at an applied level.As a result, this cohort had to use alternative ways of finding and using information to support their dissertation work. These students faced challenges such as a lack of written academic resources, studying in their second language and only gaining their confidence as researchers later in their educational experience. Persevering through these challenges steered them to finding information through alternate routes like industry professionals. Ultimately they were rewarded with growing confidence as researchers and enjoyable encounters with new information. More importantly these experiences have compelled these students to contributing to ...

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Adaptation, translation, and validation of information literacy assessment instrument

Syazillah

Kaur

Chowdhury

2018

Asso for Info Science & Tech

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The assessment of information literacy (IL) at the school level is mainly dependent on the measurement tools developed by the Western world. These tools need to be efficiently adapted and in most cases translated to allow them to be utilized in other cultures, languages, and countries. To date, there have been no standard guidelines to adapt these tools; hence, the results may be cross‐culturally generalized to a certain extent. Furthermore, most data analyses produce generic outcomes without taking into account the ability of the students, including the difficulty of the test items. The present study proposes a systematic approach for context adaptation and language translation of the preexisting IL assessment tool known as TRAILS‐9 to be used in different languages and context, particularly a Malaysian public secondary school. This study further administers a less common psychometric approach, the Rasch analysis, to validate the adapted instrument. This technique produces a hierarchy of item difficulty within the assessment domain that enables the ability level of the students to be differentiated based on item difficulty. The recommended scale adaptation guidelines are able to reduce the misinterpretation of scores from instruments in multiple languages as well as contribute to parallel development of IL assessment among secondary school students from different populations.

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Information Literacy Education in Asian Developing Countries: cultural factors affecting curriculum development and programme delivery

Cited by 50 publications

References 13 publications

Information literacy training for teachers in a developing South African context: suggestions for a multi-disciplinary planning approach

Information literacy training for teachers in a developing South African context: suggestions for a multi-disciplinary planning approach

The Cultural Dimensions of Information Use Among Emirati Postgraduate Students

Adaptation, translation, and validation of information literacy assessment instrument

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