Information Literacy Practices and Challenges of Academic staff in Ethiopian Selected Public Research Universities
DOI:
https://doi.org/10.63990/2023ajoldvol8iss2pp62-80Keywords:
Information Literacy, Research Universities, Academic StaffAbstract
This study aims to explore the Information Literacy Practices and Challenges faced by academic staff in selected Ethiopian Public Research Universities. The study population comprises 8074 academic staff members from four prominent research universities, accounting for 45% of the total. Specifically, this research will focus on universities located in Addis Ababa, Gonder, Haromaya, and Hawasa, encompassing a total of eight public research universities. A sample of 367 academic staff members will be considered for this study. To achieve this objective, a descriptive cross-sectional research design will be employed. Data will be collected through the use of questionnaires, focus group discussions, and relevant documents pertaining to the subject matter. The ultimate goal of this research is to formulate effective strategies that can be implemented by higher education institutions in Ethiopia. These strategies aim to enhance existing practices or introduce and cultivate Information Literacy (IL) programs that empower instructors with the knowledge and skills essential for navigating the modern information landscape and promoting lifelong learning. Given the absence of a comprehensive study addressing the nature and scope of library instruction and information literacy programs in Ethiopian universities, this study endeavors to bridge this gap. It will critically examine the status and implementation of information literacy, serving as a foundation for advancing quality education and cultivating skills conducive to effective teaching and learning in Ethiopian universities. Data collected will be analyzed using descriptive and inferential statistics, including measures such as mean, standard deviation, and one-way ANOVA. Finally, the study's key findings will be summarized, leading to conclusive remarks and the formulation of potential solutions based on these findings.
References
Cantrell, M., Kool, R., & Kouwenhoven, W. (2010). Access and expansion: challenges for higher education improvement in developing countries.
Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. Handbook of mixed methods in social and behavioral research, 209(240), 209-240.
Fullan, M. (2007).The new meaning of educational change.(4th Edition). New York: Teachers College Press.
Gardner, A. (2017). The viability of online competency based education: An organizational analysis of the impending paradigm shift. Journal of Competency‐Based Education, 2(4), 1-6.
Gordon, J., Halasz, G., Krawczyk, M., & Leney, T. (2009). Key competences in Europe: Opening doors for lifelong learners across the school curriculum and teacher education. European Journal of Education, 44(3), 291-305.
Guimón, J. (2013). Promoting university-industry collaboration in developing countries. World Bank, 3, 12-48.
Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: History and Practice, 6(2), 151-182. https://doi.org/10.1080/13540600050093141
Halász, G., & Michel, A. (2011). Key Competences in Europe: interpretation, policy formulation and implementation. European journal of education, 46(3), 289-306.
Innes, R. B. (2004). Reconstructing undergraduate education: Using learning science to design effective courses. Routledge.
Koo, C. N. (2009). The implementation of a curriculum innovation: a study of using IT for teaching and learning in the Hong Kong institute of vocational education.
Koskei, K. K. (2015). Assessment of stakeholders’ influence on curriculum development process in secondary schools in Kericho County. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 20(3), 79-87.
Likisa, K. D. (2018). Challenges and prospects of competency‐based education: The case of adama science and technology university alumni students and hawas TVET college, adama, Ethiopia. The Journal of Competency‐Based Education, 3(2), e01163.
Luo, Y. (2016), “Gender and job satisfaction in urban China: the role of individual, family, and job characteristics”. Social Indicators Research, Vol. 125 No. 1, pp. 289-309.
MacDonald, A., Barton, G., Baguley, M., &Hartwig, K. (2016). Teachers’ Curriculum Stories: Perceptions and preparedness to enact change. Educational Philosophy and Theory, 48(13), 1336-1351.
MoE.(2018). Ethiopian education development roadmap (2018-30). An integrated Executive Summary. Ministry of Education Strategy Center (ESC) Draft for Discussion: Addis ababa.
Molla, A., Yayeh, M., &Bisaw, A. (2023).The current status of faculty members’ pedagogical competence in developing 21st century skills at selected universities in Ethiopia. Cogent Education, 10(2), 2228995
Mortimer, K. P., &Sathre, C. O. (2007). The Art and Politics of Academic Governance: Relations Among Boards. Presidents, and Faculty.
Mulder,Weigel,&Collins. (2007). Implementation of Competence Based Curriculum in Tanzania: Perceptions, Challenges and Prospects. A Case of Secondary School Teachers in Arusha Region.
Muskin, J. A. (2017). Continuous assessment for improved teaching and learning: A critical review to inform policy and practice.
Nisrane, A. T. (2020). The Implication of the New Education Roadmap Towards Entrepreneurial Orientated Transformation of Ethiopian Higher Educational Institutions. Available at SSRN 3667741.
Rudhumbu, N. (2015). The role of academic middle managers in the planning and implementation of curriculum change in private higher education institutions in Botswana (Doctoral dissertation, University of Fort Hare).
Schagen, S. (2011). Implementation of the New Zealand curriculum: Synthesis of research and evaluation. Ministry of Education, New Zealand.
y
Skills, C. (2010). 21st century knowledge and skills in educator preparation. Partnership for 21st Century Skills. Retrievedfrom http://www. p21. org/storage/documents/aacte_p21_whitepaper2010. pdf.
Smith, L. (2008). Schools that change: Evidence-based improvement and effective change leadership. Corwin Press.
Sundberg, D., & Wahlström, N. (2012). Standards-based curricula in a denationalised conception of education: The case of Sweden. European Educational Research Journal, 11(3), 342-356.
Tamrat, W. (2014).University–industry linkage in the Ethiopian higher education sector. The Teacher, 9(5).
Teressa, T. D., &Besha, G. (2020). The role of university-industry linkage in implementing competency-based curricula in public higher learning institutions in Ethiopia: A review literature. Logistics & Supply Chain Review, 1(1), 12-31.
Weimer, M. (2013). Learner-centered teaching: Five key changes to practice. San Franscisco, CA: Jossey Bass.
Willbergh, I. (2015). The problems of ‘competence’and alternatives from the Scandinavian perspective of Bildung. Journal of Curriculum Studies, 47(3), 334-354.
Witt, R. R., &Gebbie, K. M. (2016). Tailoring curricula to fit health professionals needs in a disaster: a proposal for Brazilian nurses. Revistagaúcha de enfermagem, 37.
Yang, X. (2013).Research on high school students’ everyday life in the new curriculum reforms implementation progress in China. Creative Education, 4(12), 93.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Amelework Melike, Hailemicael Tesfaye
This work is licensed under a Creative Commons Attribution 4.0 International License.
