Information literacy, self-concept and metacognitive ability of teacher-librarians at the University of Zululand
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Date
2018
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Nebraska
Abstract
The research scrutinises information literacy, self-concept and metacognitive ability of teacherlibrarians
at the University of Zululand, South Africa. A total of one hundred and ten (110)
copies of questionnaire were distributed among second-year teacher-librarians, out of which
fifty-seven (57) copies were returned with valuable responses, giving a response rate of 51.8%.
The study chronicled basic issues that concern self-efficacy, personal knowledge, task and
procedural knowledge, strategic and declarative knowledge, conditional knowledge and planning
ability of teachers. The research revealed, amongst other things, that the teacher-librarians lacked
the ability to use computer applications unaided. The teacher-librarians also acknowledged that
they had problem with their self-concept, especially pertaining to having the confidence to seek
for help in using computers and the Internet. In spite of the apparent advantages of information
literacy to teaching and learning, many of them declined that information literacy skill has the
potential to enhance their teaching skills. It was also observed that the teacher-librarians lacked
the ability to evaluate and identify sources of information resources. In conclusion, the findings
will constitute a veritable feedback to the Department of Education and lecturers handling the
teacher-librarians in evaluating the progress made in acquiring information literacy skill.
Description
Peer reviewed article published in the Library Philosophy and Practice (e-journal),1673, (2018).
Keywords
Information literacy, Teacher-Librarians, Self-concept, Metacognitive abilities.
Citation
Durodolu, Oluwole Olumide Dr, "Information Literacy, Self-Concept and Metacognitive Ability of Teacher-Librarians at the University of Zululand" (2018). Library Philosophy and Practice (e-journal). 1673.