Information Literacy (IL) Skills among the Female Students ... Literacy (IL) Skills among the Female Students of ... literacy and information literacy, importance of information, its need and demand, different

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    06-Mar-2018

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1Dr. Muhammad Mezbah-ul-IslamProfessor, Department of Information Science and Library ManagementUniversity of Dhaka, E-mail: mezbah2000@yahoo.comMinhaj Uddin Ahmed, Adjunct Faculty, Institute of Library and Information Science (ILIS), National UniversityNilkhet, Dhaka-1000, Bangladesh, Email: bilkisbegum2013@gmail.comInformation Literacy (IL) Skillsamong the Female Students ofRural Secondary Schools of DhakaDistrict, Bangladeshmailto:mezbah2000@yahoo.commailto:Email-bilkisbegum2013@gmail.com2INFORMATION LITERACY (IL) IN BANGLADESH Information Literacy (IL) is relatively a new disclosure toBangladesh. As an awareness campaign, Centre for Information Studies,Bangladesh (CIS, B) and United Nations Information Center(UNIC)-Dhaka are conducting training programs on IL forrural secondary schools of Bangladesh. The National Education Policy-2010 of Bangladesh hasrecognized the importance of Lifelong Learning. IL programs should be started in rural and urban schools butrural schools should be given priority.3OBJECTIVES OF THE STUDYThe objectives are to: know the pattern of library use and other supplementarysources by the students; approach of using ICT sources; develop a course module on IL training for the secondaryschool students and suggestions for implementing IL program in Bangladesh.4RESEARCH SITESZinzira Pir Md. Pilot Girls High School, Keraniganj, DhakaAymona Khatun Girls High School, Keraniganj, DhakaThe research sites were selected based on Dhaka district. The schools are as below:5Dhanmondi Rotary Club Girls High School, Savar, DhakaSavar Girls High School, Savar, Dhaka6POPULATION AND SAMPLE Population frame was consisted of the female students in theClass-X of four female secondary high schools of Savar andKeraniganj Upazilas of Dhaka district. A random sample of 50 female students each from fourschools was drawn for the sample of the study.7THE SURVEY For collecting data, survey method was followed. Each of theschool was visited with a team. The questionnaire was formed and tested according to the textbooks.8NATURE OF THE STUDY An empirical study and survey method wasused that supported by observations &interviews. Girls enrollment in secondary schools ofBangladesh rose 67 percent in last 17 years. These significant changes in enrollments led toconduct the research on female students. A close-ended questionnaire was designed.9FINDINGSText Book as Information Source 48.8% students correctly identifiedtheir textbooks as the sources ofinformation while the rest 51.2%students failed to identify them. 48.80%51.20%47.50%48.00%48.50%49.00%49.50%50.00%50.50%51.00%51.50%Correct% Incorrect%Text books as sources of information 10Library as Information Source Students were asked whether theyknow about library and have usedit. 41% students know about theirlibrary and they use it. On theother hand 59% students haveno/little knowledge about libraryand they do not use it.41%59%0% 10% 20% 30% 40% 50% 60%Correct%Incorrect%Use of Library among the female students FINDINGS (cont.)11 Library Catalogue Skill77% students have no idearegarding library catalogue and23% students know aboutlibrary catalogue.It is note to ponder that thestudents have very poorknowledge about librarycatalogue when every schoolhas a small libraryLibrary catalogue skill23%77%Correct% Incorrect%FINDINGS (cont.)12 Use of Reference Books for Information LiteracyThere are 63% students who are in dark in case of these sources.37%63%0%10%20%30%40%50%60%70%Correct% Incorrect%Use of Reference BooksCorrect% Incorrect%FINDINGS (cont.)13Mass Media as InformationSources: The 34% studentsonly correctly identified thesources. But the majority ofthem i.e. 66% failed toidentify the sources.34%66%0%10%20%30%40%50%60%70%Correct% Incorrect%Mass media as a source of informationCorrect% Incorrect%46%54%42%44%46%48%50%52%54%Correct% Incorrect%Use of Information SourcesCorrect% Incorrect%Use of other InformationSources (maps, magazine etc.)by the Students :only 46% answers werecorrected while 54% answerswere incorrect.FINDINGS (cont.)14 Use of ICT by the female students of the schools: As the students resideoutside the capital cityof Bangladesh, many ofthem did touch thequestions on ICT.Figure 7 shows that35% student correctedthe questions regardingICT while 65%answered incorrectoptions.Use of ICT35%65%Correct% Incorrect%FINDINGS (cont.)15 Idea of Digital Bangladesh among the Students: As the present government ofBangladesh is envisioning to aDigital Bangladesh by 2021 andvarious steps have alreadytaken, most of the studentsknow the term. But most ofthem have not any ideasregarding Digital Bangladesh.Figure 8 shows that majority ofthe students i.e. 61% do nothave ideas on DigitalBangladesh. There are 39%students who have a little ideaon Digital Bangladesh.Idea of Digital Bangladesh39%61%Correct% Incorrect%FINDINGS (cont.)16COURSE MODULE FOR IL PROGRAME A course module was developed and tested in the trainingcourse. The evaluation (post-training) of the students revealed that themodule worked well in identifying relevant informationsources. Time has come to integrate IL course in the different curriculaof school, college and university in Bangladesh.17COURSE MODULE FOR IL TRAINING AT SECONDARY SCHOOL Lecture session included the definitions of data,information, knowledge and wisdom. Meaning ofliteracy and information literacy, importance ofinformation, its need and demand, differentinformation sources and media including human andorganizational sources, different types of libraries andtheir functions. Information and CommunicationTechnology (ICT) in popular way.18COURSE MODULE Practical session included different information formats(newspapers, books, periodicals, Bangladesh constitution,reports, maps, atlases, microfilm, CDs, web page etc.). Use ofdifferent reference books, use of catalogues, bibliographies,book index, abstracts etc., different parts of computer,acquaintance with CDs, mobile phone, internet and itsdifferent facilities. Finally, students were given an assignment in the form ofwriting an essay within fixed number of words and were givenone month time to write the essay. The main objectives ofgiving assignment were to see the presentation style of thestudents and their willingness to cite references they would usein writing the essay.19RECOMMENDATIONS Formation of National Knowledge Commission Faculty-librarian collaboration Curriculum Standards Building awareness program Library personnel Policy formulation Collaboration Digital literacy Building a committee Monitoring progress Extensive training on ICT literacy Training program for faculty and library & information professional20CONCLUSION IL concept is almost absent in the schools of Dhaka city andstudents are facing considerable challenges in the area of ILskills. The study provides analysis of the prevailing situation thathelps in planning for policy makers to integrate IL courses inthe mainstream of the secondary school education system. Study showed that the role of teachers and librarians in theschool is critical. If the teachers are convinced about thesignificance of IL, they may become willing partners in thisprocess (Rehman and Alfaresi, 2009). Further in-depth research is needed to back these marginallysignificant findings. There is a need for mass awareness raising program about ILin Bangladesh.21Thank You

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