Enhancing Integration of Information Literacy in TVET Curriculum in Response to COVID-19 Pandemic Effects
DOI:
https://doi.org/10.47672/ajep.1587Keywords:
Information, Literacy, Integration, Curriculum, Technical Vocational Education Training (TVET), Competency Based Education Training (CBET)Abstract
Purpose: Information literacy refers to the set of characteristics that enables ordinary learners become wise information consumers and lifelong learners. The set of abilities or skills the learner requires in order to determine information needs, locate, access and evaluate information sources and effectively use resources regardless of the format. There is global acceptance of the need for information literacy among trainees undertaking Technical and Vocational Educational Training (TVET). Integrating information literacy in the Competency-Based Education and Training (CBET) curriculum has become a necessity. The purpose of this study was to investigate how TVET trainees applied information literacy during the COVID-19 pandemic. The objective was to ascertain the trainees` uptake of e-learning and establish the strategies laid down for integration of information literacy in TVET curriculum.
Methodology: Descriptive research design was adopted. The Nyeri National Polytechnic was purposively sampled due to the availability of respondents and familiarity of the researcher to object of research. A target population of 1000 library users at diploma, certificate and artisan levels was used. Data was collected using researcher-administered questionnaire. Data was organized and analysed using frequency distribution, percentages and mean.
Findings: TVET Institutions were found to have moderately adopted integration of information literacy in TVET curriculum. The results indicate that 54% of trainees applied information literacy skills during the virtual learning sessions during COVID-19 pandemic. However, inadequate information literacy among trainees contributed to non-effective use of the e-resources.
Unique Contribution to Theory, Practice and Policy: To this end, TVET institutions need to put in place strategies for enhancing integration of information literacy in TVET curriculum. The strategy on orientation and continuous user education by librarians aims at improving the trainees ‘information literacy. Trainees stand to benefit through integration of information literacy in the curriculum and institutions should put in place mechanism to adopt this integration.
Downloads
References
Australian Library and Information Association (2018),“Australians libraries support the sustainable development goals”, available at: www.alia.org.au/sites/default/files/Sustainable%20Development%20Goals%20report_screen.pdf
Australian Library and Information Association (2018),“Australians libraries support the sustainable development goals”, available at: www.alia.org.au/sites/default/files/Sustainable%20Development%20Goals%20report_screen.pdf
Daramola, C.F. (2016), “Perception and utilization of electronic resources by the case of the Federal University of Technology library, Akure”, American Journal of
Garner, J. (Ed.) Exploring the Roles and Practices of Libraries in Prisons: International Perspectives (Advances in Librarianship, Vol. 49), Emerald Publishing Limited, Bingley, pp. 85-101
Haigh, M., Haigh, T., Dorosh, M. and Matychak, T. (2021), "Beyond Fake News: Learning from Information Literacy Programs in Ukraine",
Hancock, E.J. (2021), "Power to the People: Public Libraries Using Critical Information Literacy Pedagogy in Prisons",
International Federation of Library Association and Institutions (IFLA) (2018), “How libraries contribute to sustainable development and the sustainable development goals”, available at: https:///:ifla.org/files/assets/alp/103fbra dley-alp
Lee, T., Lee, B.K. and Lee-Geiller, S. (2020), “The effects of information literacy on trust in government websites: evidence from an online experiment”, International Journal of Information Management, Vol. 52, p. 102098
Omosekejimi, A.F., Eghworo, O.R. and Ogo, E.P. (2015), “Usage of electronic information resources (EIRs) by undergraduate students of Federal University of Petroleum Resources Effurun”, Information and Knowledge Management Journal, Vol. 5 No. 4, pp. 94-103.
Rajesh singh and kyle brinster( 2021). Fighting fake news:the cognitive factors impending political information literacy
Taylor, N.G., Kettnich, K., Gorham, U. and Jaeger, P.T. (Ed.) Libraries and the Global Retreat of Democracy: Confronting Polarization, Misinformation, and Suppression (Advances in Librarianship, Vol. 50), Emerald Publishing Limited, Bingley, pp. 163-182.
TVET standards for National Polytechnic requirements and guidelines (TVETS 04:2019)
UIS (UNESCO Institute for Statistics). 2019. Education and literacy: Jamaica. [online]. Available at: http://uis.unesco.org/en/country/jm [Accessed 25 August 2020].
UIS (UNESCO Institute for Statistics). 2020. National monitoring: Illiterate population. [online] Available at:http://data.uis.unesco.org/ [Accessed 28 September2020].
UNESCO. 2009. Report by the Director-General onUNESCO’s cooperation with Haiti. UNESCO ExecutiveBoard. 182nd Session. 11 September 2009. Paris,UNESCO. [pdf] Available at: https://unesdoc.unesco.org/ark:/48223/pf0000184036?posInSet=1&queryId=21873476-554d-4a38-9993-53d06122cb5f [Accessed 21 September 2020].
Weightman, A.L., Farnell, D.J., Morris, D., Strange, H. and Hallam, G. (2017), “A systematic review of information literacy programs in higher education: effects of face-to-face, online, and blended formats on student skills and views”, Evidence Based Library and Information Practice, Vol. 12 No. 3, p. 20, doi: 10.18438/b86w90.
WorldBank.2020.TheWorldBankinHaiti:Overview.[online]Availableat:https://www.worldbank.org/en/country/haiti/overview#1 [Accessed 21 September2020
Yan, Y., Zhang, X., Zha, X., Jiang, T., Qin, L. and Li, Z. (2017), “Decision quality and satisfaction: the effects of online information sources and self-efficacy”, Internet Research, Vol. 27 No. 4,pp. 885-904.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Jane Wanjiru Njuki, Rose M. Mukundi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
