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The purpose of this paper is to investigate the levels of information and communication technology (ICT) literacy proficiency and experiences amongst Universities of Fort Hare and Rhodes undergraduate students, on the utilization of electronic resources amongst South Africa.

This research comprised of undergraduate students from the Universities of Fort Hare and Rhodes, who registered for a three- or four-year study. The study implemented the stratified random sampling procedure. The study’s sample size was proportionally distributed amongst all the faculties common to both universities. The mixed method was applied in the study. Of the 377 administered copies of the questionnaire, 285 were returned, of which 266 were deemed useable, thereby generating a 70.6% response rate. The results were analysed using the SPSS version 26.

Findings revealed that there is underutilization of electronic resources by the undergraduate respondents due to their low level of ICT proficiency and experience.

This original research article investigated the influence of ICT literacy skills proficiency and experience on the use of electronic resources amongst undergraduate students in selected Eastern Cape Universities, South Africa.

The purpose of this paper is to investigate the differences between 99 Finnish primary and secondary teachers in their frequency and nature of information and communication technology (ICT) use, levels of ICT implementation, functional uses and perceived values about educational use of ICT.

The data were collected with an online questionnaire and analyzed with expectancy‐value theory as a theoretical background.

Teachers use ICT mostly for administrative tasks. Teachers' methods of utilizing student‐centred approaches in their teaching, proficiency levels in relation to ICT, and their self‐reported stage of ICT integration into teaching strongly depend on how much ICT teachers use in their teaching activities. Primary teachers value utilizing ICT in teaching more positively than secondary teachers even though secondary teachers reported being more active in the use of ICT in various functional uses. Pedagogical thinking in educational institutes has not advanced in parallel with technological advances; teachers in basic education are still using ICT mainly for informational, organizational, evaluative, and lesson‐planning activities instead of communicative, activating, creative, and expressive purposes.

This study was able to produce further evidence to support the claim that providing teachers with computer technology will lead them to integrate computers into teaching activities, which in turn will give them more support in their perceived proficiency at computer use and help them to advance in the stage of computer integration.

The purpose of this paper is to operationalise infomediaries in an agricultural context, specifically upland rice farming. Infomediaries are people who facilitate access to information and communication technologies (ICTs). This offers a socially grounded solution to the nagging issue of the digital divide.

This research is predominantly qualitative. The methods used were time transects, mobility mapping, photovoice, individual and key informant interviews. In total, 38 farmers' children from the upland communities in the provinces of Albay and Aurora participated in this research. Theoretically, this paper aims to contribute to literature on ICT 2.0.

The participants showed strong desire to help their parents on the rice farm, directly or indirectly. They had varying levels of proficiency in using ICTs. Average weekly expenditure on purchasing prepaid mobile phone credits was US$1.50. Evidence of mobile addiction (sending more than 200 text messages daily) was noted. Their youth's intimate relationship with ICTs increases hope that they can serve as infomediaries for their farmer-parents.

This research is anchored on giving context-specific solutions to ICT issues. Transferability is emphasised over generalisability.

Based on the mobility maps of the participants, their respective schools can serve as the nuclei for agricultural extension. The schools serve as their convergence point. This offers an alternative to the difficulty of individually visiting the farmers in the area, which is confounded by the scarcity of agricultural technologists tasked to do the job.

The paper offers an alternative extension mode, drawn from the intimate relationship between young people and ICTs. This is a welcome initiative, particularly because such initiatives to engage youth in agriculture, directly or indirectly, remain scarce. The ideas forwarded in this paper will benefit agricultural agencies in the Philippines and other developing countries.

Deployment of ICT facilities for teaching and learning in higher education is no longer a new trend, however, assessing the impacts of these deployment on lecturers and students requires more effort. The purpose of this paper is to employ a mixed method design consisting qualitative and quantitative procedures to examine the impact of ICT deployment in teaching and learning at a University in Nigeria. The survey data were drawn from 593 respondents (students and lecturers) and was analyzed using linear regression. For the qualitative part, one-on-one and focus group interviews were conducted among seven students and eight lecturers to seek their varying opinion on ICT impact on teaching and learning. Lecture-room observations were conducted across three classes to see how ICT is integrated. These multiple means findings were triangulated, compared and contrasted to validate the study. Predictors of ICT impact were found to be perception, integration, motivation and challenges. The qualitative interview and observation findings generated four similar themes as the quantitative result which was conceptualized as a model that serves as a framework for researchers on ICT impact assessment.

This study employed a mixed method design consisting qualitative and quantitative procedures to examine the impact of ICT deployment in teaching and learning at a University in Nigeria. The survey data were drawn from 593 respondents (students and lecturers) and was analyzed using linear regression. For the qualitative part, one-on-one and focus group interviews were conducted among seven students and eight lecturers to seek their varying opinion on ICT impact on teaching and learning. Lecture-room observations were conducted across three classes to see how ICT is integrated. These multiple means findings were triangulated, compared and contrasted to validate the study.

Predictors of ICT impact were found to be perception, integration, motivation and challenges. The qualitative interview and observation findings generated four similar themes as the quantitative result which was conceptualized as a model that serves as a framework for researchers on ICT impact assessment.

The use of multiple research designs to get rich and diverse view of participants incorporated in this study help to generate solid findings on the impact assessment of technology in education. The conceptual model (Adedokun-Shittu 2011 ICT impact assessment model) generated through a mixed method research design has four components which are substitutable to CIPP and Kirkpatrick models. It also fills a crucial gap left by both models.

This study produces a model that is conceived as a conceptual framework for researchers on impact assessment and is made up of the generated themes and named ICT Impact Assessment Model comprising Positive effect, Integration, Incentives and Challenges. This model is represented in a cyclic form because the assessment process can start from any stage and the assessment could be done individually or holistically. This makes it useful for both formative and summative assessment of ICT integration in teaching and learning (Adedokun-Shittu et al.S, 2012). The mixed method approach (survey, interviews and observations) used in the study that generated this model also supports its usefulness in any kind of evaluation (formative or summative).

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

This research aims to intuit the trending technology hashtags (artificial intelligence (AI), blockchain, big data, cloud, enterprise resource planning (ERP), information and communication technology (ICT)) in the field of accounting by providing a bibliometric overview of research articles published in 28 years.

A bibliometric analysis of R software was used in this study. The Scopus database was considered to identify the broad research trends related to technology hashtags in the field of accounting from 1984 to 2021, as well as to gain a better understanding of the growing technology research hashtags in that period.

The bibliometric analysis reveals that the trending research topic focused on technology hashtags (AI, blockchain, big data, cloud, ERP and ICT) in the field of accounting has become important after 2010, as references and number of publications found before that year are scarce. The six trending technology hashtags (AI, blockchain, big data, cloud, ERP and ICT) framework for accounting were outlined in this study.

This research examined the trending technology hashtags in the field of accounting. Only scientific papers published in the Scopus database were analyzed.

This research will be able to understand the trending technology hashtags in the field of accounting, as it identifies the most frequent words, cloud (146), big data (91), AI (65), ERP (76), blockchain (6) and ICT (14). It also aids practitioners and scholars in detecting gaps in the existing literature as well as future research trends.

This research result could be a useful resource for researchers, practitioners and accounting professionals who are interested in the latest technology hashtags in the field of accounting. The current research establishes a new framework on the role of trending technology hashtags in accounting research (accounting technology hashtags, framework) comprising of six research pathways (RP) in the four branches of accounting that future researchers can use to think about and construct their study designs in the field of accounting.

In order to enhance operational efficiency, improve service quality and reduce costs, practitioners in the hospitality industry have widely adopted and implemented information and communication technologies (ICTs) in their businesses. Understanding what has been done and how ICTs have performed in the past and are performing in the present could assist practitioners and researchers in identifying research gaps and formulating future plans. This paper aims to address these issues

This study analyzed 88 full-length ICT-related research articles that were published in the period 1999-2008 in eight leading hospitality journals. The research focuses on all selected articles were in suppliers ' perspectives, and each article was analyzed by content analysis.

Seven dimensions were formed after content analysis including human resources and training, security, reservation, revenue management, marketing, guest services, as well as strategic and operational management. Published articles were comprehensively overviewed on ICT usage in suppliers ' perspectives. In this paper, suppliers refers to the providers of hospitality services.

The major limitation of this study is the inclusion of only eight leading journals. Nevertheless, findings should be of use to researchers and practitioners to understand various ICT applications in the hospitality industry.

A major contribution of this paper is its comprehensive review of previous studies and their contributions to hospitality. Future research areas on ICT development and implementation in suppliers ' perspective are also offered.

The purpose of this paper is to show how information and communications technology (ICT) literacy skills reflect twenty‐first century requirements for researching and communicating information in digital environments. An interactive problem‐based, scenario‐based, web‐based assessment tool, iSkills^TM, has been developed through a broad‐based effort to establish standards for performance and certification of ICT literacy proficiencies. This paper aims to discuss the assessment's potential in determining the effectiveness of instruction programs.

Since January 2001, a consortium of experts in ICT literacy served as advisors to the Educational Testing Service (ETS) test developers as they designed an internet‐delivered assessment that measures students' abilities to research, organize, and communicate information using technology. This paper reviews that R&D process, concluding with an example of its application to information literacy program planning and evaluation. A mixed methods approach collected and analyzed qualitative sources and iSkills^TM pre‐test/post‐test data for first‐year Purdue University students.

Findings informed curricular decisions for instituting an integrated problem‐based learning (PBL) information literacy program. Secondary goals included developing an understanding of how information‐processing skills are acquired, identifying best practices for integrating information literacy into the curriculum, and assessing the impact of skill acquisition on overall academic achievement. ICT literate students are generally better problem‐solvers, more self‐directed, and communicate ideas more efficiently.

Universities are beginning to require ICT literacy as competencies for graduation. This paper presents a new strategy for assessing the effectiveness of instructional programs which aim to matriculate proficient students.

This paper reports on the efficacy of a problem‐based learning (PBL) approach involving three convergent principles of design: the organization and dissemination of information, the creation and communication of information, and problem solving within the context of research projects and assignments. As such, it provides important insights into pairing an innovative instructional approach and the iSkills^TM ICT literacy assessment.

This study aims to assess the information and communications technology (ICT) proficiency of library and information science (LIS) professionals working in Tangaza University College (TUC) Library, Kenya.

A qualitative research design using a single case study was adopted in the study, which gathered data through a census. Data were collected using a structured interview.

The study findings indicated that the majority of TUC librarians have very high ICT competence in basic ICT and some Web technologies; however, they lack technical ICT skills. Furthermore, though ICT courses are offered during LIS professional training, TUC librarians lack opportunities to implement some of their advanced ICT skills. Lack of funding, time, practical lessons, personal interest, training opportunities and ICT obsolescence were highlighted as challenges librarians encounter in their pursuit of acquiring ICT skills.

The study recommends that regular ICT-related training programmes be conducted for librarians and be offered in the form of workshops, seminars and conferences. Furthermore, there is a need for an academic curriculum in LIS schools to have more practical ICT-related components. Library staff should be encouraged to develop a personal interest in pursuing ICT skills, and librarians should also make use of ICT training opportunities that are freely available online for personal development.

The study is beneficial to those concerned with developing training programmes for librarians to strengthen areas deemed to have shortcomings.

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.