Search results

This paper aims to explore how older people in developed and developing countries are affected by the grey digital divide. It argues country type and culture influence older people’s willingness to access and learn internet skills. Using the knowledge from researchers informs policy, funding and delivery of appropriate skilling to minimize this divide.

A systematic literature search using specific keywords to locate digital divide research, specifically pertaining to older people across country types.

Despite increased internet access and affordability, older people still face challenges in learning internet skills. Country type, economic challenges and cultural beliefs need to be considered in minimizing the grey divide. Governments recognize the importance of funding such teaching but evidence-based research must continue to inform policy to maximize funding and solve the many physical age and cultural issues affecting older people’s access to internet skills learning.

This paper argues that research in developing countries into minimizing the grey digital divide is a crucial undertaking. As the internet continues growing in developing countries, finding solutions that consider cultural and age differences issues is crucial to the success of having internet literate societies that have growing populations of older people seeking to use it.

Recent studies suggest that many of today's students are highly proficient in their use of digital media and are developing new learning styles heavily dependent on social media and the Web. Theories of social learning seem to address these new learning styles, which are interest and friend driven, and occur in contexts that are outside of class and within the flow of students’ everyday lives. Social learning emphasizes participation, group interaction, and utilizing collaborative environments. This chapter explores how using social media, specifically class blogs (WordPress) and microblogs (e.g., Twitter) together, help achieve social learning. Internet-based learners have various levels of proficiencies, competencies, and adoption rates. Strategies and best practices are explored to address how social media can be utilized by educators to accommodate the heterogeneity of digital learners and engage new styles of learning.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

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

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 paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

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

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

The findings provide information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

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

The objective of this study is to present evidence regarding how young people, who are not in education, employment or training (NEET) in South Africa, lack literacy skills and access to enabling resources to actively search and navigate information services systems that are primarily web-based. Information Poverty Theory is adopted to better understand the technological and social strata challenges experienced by young NEET people.

The study used semi-structured interviews for collecting data over two months in 2018, employing snowball sampling with 24 key participants, representing a diversity of educational backgrounds and previous experience of economic participation.

The findings of this study suggest that most interviewed young people, who are NEET, lack advanced information literacy and digital skills to access information services. The results also indicate that access to information services that are primed for online information is a challenge for most of these NEET young people residing in underserviced communities. The high cost of an Internet connection means that the Internet is out of reach for most low-income households. In communities that are underserviced with no adequate information and communication technology (ICT) infrastructure, people residing in such areas are subjected to living in circumstances where there is poverty and thus a lack of access to online information.

This paper reports on data collected in 2018 using intense interviews, while acknowledging limitations in terms of the sample size. Hence, it is not fully representative of the whole population of young people, who are NEET, residing in the Gauteng Province of South Africa.

The findings illustrate the need for further collaboration among relevant stakeholders to strengthen existing programmes and for stronger partnerships. The arguments presented herein enhance knowledge and understanding concerning the digital literacy skills divide that exists among young people who are NEET. It includes a discussion to contribute to policy development.

This study focuses on challenges young people who are NEET experience when looking for work and developmental opportunities. This qualitative study adopts Information Poverty Theory and uses prior studies to link the undertaken survey and research. It is expected that this study may serve as a pilot for future studies and may also contribute to the ongoing discussions around the use of ICTs on their use and access, especially the effect on young people when searching for information related to jobs and other developmental opportunities using online services.

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 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 within 2021.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

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