Search results
1 – 10 of 576Haleema Saadia and Muhammad Asif Naveed
This research examined the effects of information literacy on lifelong learning, creativity, and work performance among journalists in Pakistan.
Abstract
Purpose
This research examined the effects of information literacy on lifelong learning, creativity, and work performance among journalists in Pakistan.
Design/methodology/approach
Survey research design was applied to conduct this research. The participants were recruited through a stratified convenient sampling process from the press clubs of four provinces (e.g. Punjab, Sindh, Khyber Pakhtunkhwa, and Baluchistan) and the federal capital Islamabad with the consent of relevant authorities for data collection. An online questionnaire was distributed among these journalists and a total of 1,089 responses were received. The data were analyzed by applying descriptive and inferential statistics in SPSS.
Findings
The results revealed that these journalists perceived themselves as information literate. The information literacy (IL) skills of journalists appeared to have a direct and positive effect on their lifelong learning, creativity, and work performance. In other words, the lifelong learning, creativity, and work performance of journalists increase as their levels of IL skills increase.
Practical implications
These results generated useful insights for academicians and organizations about the importance of IL in the workplace and its influence on organizational effectiveness and performance in gaining a sustainable competitive advantage. This knowledge might be crucial for media employers to initiate training programs for journalists to impart IL education.
Originality/value
This research would be a worthwhile contribution to the existing research on workplace IL, particularly in the context of journalists' workplace as no such comprehensive study using these variables appeared so far.
Peer review
The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-06-2022-0345.
Details
Keywords
Effective use of data is critically important for the provision of health services. A large proportion of employees in health organisations work in non-clinical roles and play a…
Abstract
Purpose
Effective use of data is critically important for the provision of health services. A large proportion of employees in health organisations work in non-clinical roles and play a major part in organisational information flows. However, their practice, data-related capabilities and learning needs have been rarely studied. The purpose of this paper is to investigate issues of capabilities and learning needs related to employees' interactions with data in non-clinical work roles.
Design/methodology/approach
The study used a mixed-method approach. Qualitative methods were used to explore issues, and survey was administered to gather additional data.
Findings
Data use and related capabilities at the workplace are highly contextual. A range of general, core and data-specific capabilities, underpinned by transferable skills and personal traits, enable successful interactions with data. Continuous learning is needed in most areas related to data use.
Research limitations/implications
The study was conducted in a large public-health organisation in Australia, which is not representative of unique organisations elsewhere. The study has implications for the provision of health services, workplace learning and education.
Practical implications
Findings have implications for organisational decisions related to data-use and workplace learning, and for formal education and lifelong learning.
Originality/value
The study contributes to closing a research gap in understanding interactions with data, capabilities and learning needs of employees in non-clinical work roles. Capabilities continuum presented in this paper can be used to inform education, training and service provision. The workplace-based results contribute to theoretical considerations of capabilities required for work in technology-rich environments.
Details
Keywords
Maria Aslam, Syeda Hina Batool and Kanwal Ameen
The study aims to develop a validated scale to measure the workplace information literacy (WIL) skills of Quality Enhancement Cell’s staff based on the i-skills model.
Abstract
Purpose
The study aims to develop a validated scale to measure the workplace information literacy (WIL) skills of Quality Enhancement Cell’s staff based on the i-skills model.
Design/methodology/approach
To develop scale, a multi-stage scale development procedure was adopted. The comprehensive WIL scale was developed and validated in four phases. The first phase involved reviewing literature, content and face validity through experts. In the later stages, through survey method, the construct validity was tested with the application of the exploratory factor analysis and principal component analysis. The scale reliability further calculated through Cronbach’s alpha internal reliability coefficient. The SPSS was used to test and validate the designed scale.
Findings
A multi-dimensional, reliable 62-item scale classified into eight factors was developed. Results indicate that the designed scale achieved internal, face, content, construct validity and reliability. The refined scale has the potential to be used in similar context, however, can be modified for diverse contexts and situations.
Originality/value
To the best of authors’ knowledge, this is the first validated scale of WIL based on the i-skills model. Looking at the prior developed scales, this tool is unique in nature to focus on the skills of administrative staff.
Details
Keywords
Carolyn Caffrey, Hannah Lee, Tessa Withorn, Elizabeth Galoozis, Maggie Clarke, Thomas Philo, Jillian Eslami, Dana Ospina, Aric Haas, Katie Paris Kohn, Kendra Macomber, Hallie Clawson and Wendolyn Vermeer
This paper aims to present recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography…
Abstract
Purpose
This paper aims to present recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications organized thematically and detailing, study populations, results and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for academic library practitioners, library science students and those wishing to learn about information literacy in other contexts.
Design/methodology/approach
This article annotates 340 English-language periodical articles, dissertations, theses and reports on library instruction and information literacy published in 2022. The sources were selected from the EBSCO platform for Library, Information Science and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Elsevier SCOPUS and ProQuest Dissertations and Theses. Sources selected were published in 2022 and included the terms “information literacy,” “library instruction,” or “information fluency” in the title, subject terms, or author supplied keywords. The sources were organized in Zotero. Annotations were made summarizing the source, focusing on the findings or implications. Each source was then thematically categorized and organized for academic librarians to be able to skim and use the annotated bibliography efficiently.
Findings
The paper provides a brief description of 340 sources from 144 unique publications, and highlights publications that contain unique or significant scholarly contributions. Further analysis of the sources and authorship are provided.
Originality/value
The information is primarily of use to academic librarians, researchers, and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy published within 2022.
Details
Keywords
Florence Lunkuse, John C. Munene, Joseph M. Ntayi, Arthur Sserwanga and James Kagaari
This study aims to examine the relationship between tool adoption and information literacy within smallholder farmers (SHFs).
Abstract
Purpose
This study aims to examine the relationship between tool adoption and information literacy within smallholder farmers (SHFs).
Design/methodology/approach
A structured questionnaire was used to gather data for this quantitative study from 225 SHFs. Structural equation modelling was done to test the hypotheses.
Findings
The findings established that tool adoption dimensions (Information and communication technologies (ICT) acceptance, language use and information culture) positively and significantly influenced information literacy. Information culture had the strongest impact.
Research limitations/implications
The study enriches the situated learning theory (SLT) literature by introducing tool adoption as a predictor of information literacy in a new context of SHFs. Use of tools as independent variables is a positive deviation from previous studies that have used them as mediating variables. Despite the contributions, the cross-sectional design study undermines the ability to solicit more detailed perspectives from the lived in experience of the respondents.
Practical implications
Managers should promote usage of context-specific tools like local radio stations and mobile phones, but also use language tailored to farmer contexts when disseminating information. Policymakers should leverage on social and cultural settings when designing information interventions.
Social implications
The study highlights critical factors that significantly promote information use for improved productivity for SHFs, cumulatively increasing the country’s gross domestic product (GDP). Socially, findings may reduce on their poverty levels of farmers.
Originality/value
This study offers a novel perspective in information literacy domain by using the SLT to delineate contextual tools that are paramount in predicting of information literacy in an under research informal context of SHFs.
Details
Keywords
Alemayehu Molla, Victor Gekara, Stan Karanasios and Darryn Snell
Information technology (IT) personnels’ technical, business and behavioral skills are critical enablers for generating IT value. In an increasingly digitalized working environment…
Abstract
Purpose
Information technology (IT) personnels’ technical, business and behavioral skills are critical enablers for generating IT value. In an increasingly digitalized working environment where non-IT employees participate in digital innovations, a focus on IT personnels’ skills only doesn’t meet researchers’ need for a framework to study digital skills and managers’ need to address digital skills challenges across an enterprise’s workforce. Nevertheless, the digital skills topic is complicated by conceptual ambiguity and a lack of theoretically derived and empirically validated model. The purpose of this study is to address this problem.
Design/methodology/approach
Theoretically, this study draws on human capital (HC) and resource-based view (RBV) theories. Empirically, it follows mixed method combining interviews and a survey.
Findings
The digital skills construct is a multidimensional second order reflective construct. While its development is influenced by an organization’s commitment and exposure to digitalization, it influences the value organizations obtain from digitalization.
Research limitations/implications
This study conceptualizes the digital skills construct, identifying technology agnostic subdimensions that are meaningful beyond a particular digital domain [information and communication technology (ICT), information, Internet, Inter of Things (IoT)] and establishing a valid measure. Other researchers can improve both the indicators of the existing four conceptually distinct and managerially recognizable workplace digital skills dimensions as well as testing new ones.
Practical implications
Managers can use the instrument to assess the extent to which their non-IT workforces are equipped with digital skills and get strategic insights for specific interventions such as upskilling or buying in skills.
Originality/value
The main theoretical contribution of the paper is the conceptualization and validation of the digital skills construct for the non-IT workforce. Furthermore, we provide a theoretical framework to explain the factors that could influence the development of digital skills and demonstrate the impact that digital skills have on selected digitalization value indicators. This contribution provides the foundation for investigating the drivers, outcomes and the relationship of digital skills to other constructs such as digital transformation, innovation and firm performance.
Details
Keywords
The paper seeks to introduce the “critical open access literacy” construct as a holistic approach to confront the challenges in open access (OA) as a dimension of scholarly…
Abstract
Purpose
The paper seeks to introduce the “critical open access literacy” construct as a holistic approach to confront the challenges in open access (OA) as a dimension of scholarly communication.
Design/methodology/approach
The paper first introduces the concepts of information literacy (IL) and OA in the context of transformations in the scholarly information environment. Via a theoretical-analytical exercise on the basis of a literature review of the intersections between the two concepts and of the criticisms of OA, the paper discusses the role of critical IL in addressing the challenges in OA and lays the theoretical-conceptual groundwork for the critical OA literacy construct.
Findings
The structural nature of the challenges and transformations in the scholarly information environment require new foci and pedagogical practices in library and information studies. A more holistic, critical and integrative approach to OA is warranted, which could effectively be achieved through the re-conceptualization of IL.
Practical implications
The paper specifies the avenues for putting the theoretical conceptualizations of critical OA literacy into practice by identifying possible foci for IL instruction alongside a transformed role for librarians.
Originality/value
The paper extends deliberations on the role of critical IL for scholarly communication and attempts to advance the research fields of the two domains by proposing a new construct situated at the junction of OA and IL.
Details
Keywords
Stefano Torresan and Andreas Hinterhuber
This literature review explores the potential of gamification in workplace learning beyond formal training. The study also highlights research gaps and opportunities for scholars…
Abstract
Purpose
This literature review explores the potential of gamification in workplace learning beyond formal training. The study also highlights research gaps and opportunities for scholars to develop new theories and methodologies to enhance the understanding and application of gamification in workplace learning. It provides guidance for managers to use gamification to enhance learning and engagement. Ultimately, this review presents gamification as a promising field of study to increase individual and organizational performance.
Design/methodology/approach
Literature review of 6625 papers in the timeframe 1990–2020, with an update to include papers published in 2023.
Findings
This article examines the impact of gamification beyond formal learning and its potential to enhance employee productivity and well-being in the workplace. While there has been extensive research on gamification in formal learning contexts, little is known about its impact on informal learning. The study argues that the context of gamification is crucial to extending its effects and discusses the role, antecedents and consequences of game design elements in the workplace. The article also explores how the learning context relates to employee learning during work. Further research is necessary to investigate the impact of individual characteristics on work experience and performance.
Research limitations/implications
Intended contribution of the present study is the development of a theoretical framework exploring the benefits of gamification in a work context.
Practical implications
For practicing managers, this paper shows how to use gamification to increase workplace learning and employee engagement, not just in the context of formal learning—as some companies already do today—but also systematically, in the context of informal learning.
Originality/value
This study explores the impact of gamification on informal workplace learning and emphasizes the significance of the context of gamification in extending its effects to improve individual and organizational performance.
Details
Keywords
A. Subaveerapandiyan and Priyanka Sinha
This study aims to assess the scholarly communication competence of Zambian library and information science (LIS) professionals by evaluating their awareness, knowledge and…
Abstract
Purpose
This study aims to assess the scholarly communication competence of Zambian library and information science (LIS) professionals by evaluating their awareness, knowledge and practices regarding scholarly publication.
Design/methodology/approach
Applying a quantitative research approach, the study used a specially designed questionnaire. Responses from 57 professionals across universities and colleges in Zambia were gathered using convenience sampling. Data analysis involved descriptive statistics, mean and standard deviation calculations and t-values and p-values to understand respondents’ perceptions and knowledge of scholarly communication and publication.
Findings
The findings revealed significant gaps in respondents’ knowledge and awareness, particularly regarding predatory journals, journal selection factors, open-access models, publication challenges, reference management software (RMS) usage and research obstacles. The study underscored the necessity for increased training and capacity-building initiatives among Zambian LIS professionals to enhance their scholarly communication competence.
Originality/value
This research contributed to the field by highlighting deficiencies in scholarly communication awareness among Zambian LIS professionals. It emphasised the need for targeted interventions, awareness programs and educational support to improve academic literacy and scholarly publication practices. Additionally, the study suggested future research avenues, such as longitudinal studies and strategies for enhancing RMS adoption, to advance scholarly practices among Zambian professionals further.
Details
Keywords
Tasneem Fatima and Afshan Masood
This study aims to examine the relevant but overlooked intervening role of knowledge sharing and innovation capability between digital leadership and open innovation. This study…
Abstract
Purpose
This study aims to examine the relevant but overlooked intervening role of knowledge sharing and innovation capability between digital leadership and open innovation. This study hypothesizes that top management knowledge value (TMKV) can strengthen the relationship between digital leadership and knowledge sharing. In line with the resource- and knowledge-based views, the serial mediation model explains how organizations can achieve open innovation through knowledge sharing and innovation capability development under digital leadership.
Design/methodology/approach
The research hypotheses were tested with survey data collected in four different rounds, separated by three to four weeks each, from 250 employees working in telecom and IT companies. The statistical analyses relied on the PROCESS macro, which enabled a simultaneous estimation of the direct, mediation and moderated mediation effects that underpin the proposed theoretical framework.
Findings
Results showed good support for the serial mediation model. TMKV was found a significant factor to improve knowledge sharing among employees.
Practical implications
The role of leadership is inevitable in the journey of organizational performance, and digital leadership has become a significant phenomenon in this regard. To achieve open innovation, organizations need digital leadership that induce knowledge sharing and innovation capability.
Originality/value
This study contributes to extant research by explaining how digital leadership induces knowledge sharing and innovation capability to achieve open innovation that is highly important to compete and outperform the rivals.
Details