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Article
Publication date: 5 December 2018

Charlene L. Al-Qallaf

This study aims to investigate the information literacy (IL) competencies of incoming graduate students in the information studies masters’ degree program at Kuwait University.

Abstract

Purpose

This study aims to investigate the information literacy (IL) competencies of incoming graduate students in the information studies masters’ degree program at Kuwait University.

Design/methodology/approach

Data were collected from 37 students through an IL assessment containing 43 questions associated with four Association of College and Research Libraries’ higher education competency standards. Based on the assessment results and semi-structured interviews, a SWOT analysis was performed.

Findings

After normalizing students’ scores to 100 per cent, the average score was 44.46 per cent. Students were unable to identify key concepts, construct effective search strategies, understand the scope and purpose of information sources and determine the quality of sources; their knowledge about information management systems was also weak. By contrast, students were better able to define an information need, had a general understanding of plagiarism and had reasonable knowledge about a website’s credibility. The SWOT analysis suggested that language difficulties and unfamiliarity with library conventions partly contribute to students’ lack of information knowledge and skills.

Originality/value

No study has tested the IL competencies of library and information studies graduate students in a Gulf Cooperation Council country. This study’s results provide a baseline assessment of graduate students’ IL needs, based on realistic data and achievable outcomes, and aiming to increase student learning. The findings will start a dialogue in relation to IL education within academic communities, especially those in developing countries, leading to instructional programs that impact on educators, administrators, information professionals and (most importantly) students. In the global arena, this research is also of value and interest to educators and professionals who are responsible for creating and improving IL instruction for graduate students who are non-native English speakers. To complete the assessment, a second study is underway covering standard four based on a written term paper.

Details

Global Knowledge, Memory and Communication, vol. 68 no. 3
Type: Research Article
ISSN: 0024-2535

Keywords

Article
Publication date: 6 June 2016

Charlene L. Al-Qallaf and Afaf S.R. Al-Mutairi

This paper aims to investigate the impact of blogs on teaching English as a foreign language (EFL) to primary students. The study also explores educators’ perceptions of social…

5094

Abstract

Purpose

This paper aims to investigate the impact of blogs on teaching English as a foreign language (EFL) to primary students. The study also explores educators’ perceptions of social media tools and digital literacy in school environments.

Design/methodology/approach

A three-step approach was used to collect both qualitative and quantitative data. First, the blogs of 23 fifth-grade students in an EFL class in Kuwait was analysed for one semester along with student perceptions and teacher observations. Second, a survey was distributed to the students at the end of the semester, and finally, four focus groups were conducted regarding educators’ perceptions on the use of social media, their skills and needs and problems encountered.

Findings

The findings showed that by the end of the semester, students were writing lengthy sentences, had fewer spelling and grammatical mistakes, were more motivated and independent and displayed a more positive attitude towards learning EFL. In addition, educators are enthusiastic about using Web technologies in their teaching practices but have several concerns such as digital literacy competencies, technology-use behaviour and lack of accessibility to digital content.

Research limitations/implications

The number of questions on the student survey could be reduced. Also, it would be preferable in future studies to require all students to blog at least twice a week which could provide a broader representation of their writing abilities.

Originality/value

Little research has been reported in the literature on the use of blogs in teaching EFL to primary school students. Most literature focuses on teaching EFL to university students. By using a mixed-methodology approach, this study also highlights the needs of educators and students in technology learning environments and makes a good contribution towards offering pragmatic solutions.

Details

The Electronic Library, vol. 34 no. 3
Type: Research Article
ISSN: 0264-0473

Keywords

Article
Publication date: 13 July 2021

Bibi M. Alajmi and Charlene L. Al-Qallaf

This study aims to research knowledge-sharing behavior and social capital from a pedagogical perspective. It explores the facilitating role of face-to-face and online interactions…

Abstract

Purpose

This study aims to research knowledge-sharing behavior and social capital from a pedagogical perspective. It explores the facilitating role of face-to-face and online interactions in social capital development to understand how the formation of a specific form of social capital nurtures knowledge-sharing behaviors.

Design/methodology/approach

A qualitative approach used interviews and a focus group to collect data from 20 teachers in different positions and subject areas.

Findings

For face-to-face interactions to form social capital, learning communities must develop features including shared vision, shared language, trust-building and self-development and foster identification with and commitment to the community. Of all the categories of pedagogical content knowledge exchanged among teachers, teachers seek knowledge of general pedagogy, representations and strategies and knowledge of curriculum and media more than any others. However, when differentiating between online and face-to-face activities, knowledge of the curriculum and media is sought more frequently online. In contrast, the preferred way of learning about general pedagogy is through face-to-face activities. The choice of knowledge channel reflects the complexity of the types of knowledge needed and the type of social ties required to support this exchange.

Originality/value

The research is expected to expand understanding of how teachers develop their social capital and how social ties foster knowledge-sharing behaviors. This study suggests professional development activities and online professional learning platforms facilitate building social ties.

Details

Global Knowledge, Memory and Communication, vol. 71 no. 4/5
Type: Research Article
ISSN: 2514-9342

Keywords

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