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Please use this identifier to cite or link to this item: http://hdl.handle.net/2320/11574

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Title: Informationskompetens och användarundervisning i en sydafrikansk universitetskontext
Other Titles: Information literacy and user education in a South African university context
Authors: Dyrman, Ann
Hjort, Berit
Department: Högskolan i Borås/Institutionen Biblioteks- och informationsvetenskap (BHS)
Issue Date: 7-Dec-2012
Series/Report no.: Magisteruppsats
2012:30
Programme: Bibliotekarie
Publisher: University of Borås/Swedish School of Library and Information Science (SSLIS)
Media type: text
Keywords: informationskompetens
användarundervisning
Sydafrika
internationalisering
globalisering
social och kulturell
kontext
sociokulturellt perspektiv
kulturdimensioner
Abstract: The purpose of this Master’s thesis is to study how university librarians in a South African context relate to the concept of information literacy. We investigated differences and similarities in approaches to user education and information literacy. We have based our study on the following research questions: What are the prerequisites for user education at the University of the Western Cape? How do these prerequisites influence librarians' approaches to information literacy and user education at the University of the Western Cape? We have used a sociocultural theoretical perspective and Hofstede's cultural dimensions in order to pay particular attention to the cultural and social context of user education. Six semi-structured qualitative interviews within the context of a two-week field study were carried out with nine librarians. In the analysis several factors emerged which in interaction influenced user education: the students' qualifications, the librarians’ collaboration with teachers and the librarians’ approach to information literacy and user education. The result shows that although the librarians at the University of the Western Cape are aware of different theoretical perspectives on information literacy the social context in particular influences their focus in user education. Our conclusion is that information literacy must be understood in the light of social and cultural practices, while at the same time keeping pace with the effects of increasing globalization and internationalization in higher education.
URI: http://hdl.handle.net/2320/11574
ISSN: 1654-0247
Appears in Collections:Magisteruppsatser (BHS)

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