Information and Learning Science

Ayoung, Daniel Azerikatoa; Bugre, Charles; Baada, Frederic Naazi-Ale

2020 Information and Learning Science

doi: 10.1108/ils-02-2020-0047

It has been a decade, as the collaboration between the Ghana Investment Fund for Electronic Communications (GIFEC) and the Ghana Library Authority (GhLA) to extend information and communication technology (ICT) and library services to rural deprived, unserved and underserved communities in Ghana dubbed the library connectivity project. This paper aims to evaluate this initiative from the perspective of relevant key stakeholders and through the lens of the digital inclusion model.Design/methodology/approachThe study adopted a qualitative approach to evaluate the library connectivity project offered to deprived communities in the Upper East Region of Ghana. Interviews were conducted with the head librarians, ICT teachers and school librarians. Focus group discussions were held with pupils from four beneficiary schools of the project. The researchers also witnessed four of the outreach programmes and training sessions and observed the mode of instruction.FindingsThe study brought to fore the enormous benefits of the library connectivity project as it aided school pupils to acquire practical ICT skills, which were found to be useful towards their final exam. Despite the enormous benefit of the project, it was bereft with a lot of challenges such as inadequate logistics and personnel thereby restricting the project to very few schools. Low staff motivation and unmotorable roads were also found to be a challenge, which could all be as a result of lack of funds.Research limitations/implicationsThe paper underscores the importance of computer and information literacy and reveals how the GhLA is using innovative mobile library services to bridge the digital divide through the library connectivity project.Originality/valueThis paper makes a further contribution to the paucity of literature on the role of mobile libraries in the promotion of computer and information literacy.

Kisanga, Dalton Hebert

2020 Information and Learning Science

doi: 10.1108/ils-01-2020-0011

This paper aims to explore the employers’ perceptions of graduates with on-line degrees.Design/methodology/approachThe Ajzen and Fishbein’s (1980) theory of attitude formation and change informed the study. This Web-based study used self-administered open-ended questionnaires to collect data. It used purposive sampling to select 15 employers from nine employment sectors in Tanzania and used thematic analysis to analyse the data.FindingsFindings indicate that employers prefer graduates with traditional to those with on-line degrees. However, the increasing number of organisations transforming from analogue to digital operations has opened the door for blended learning graduates to compete in the job market as factors associated with practical skills, relevant post-graduation job experience, reputation of the virtual university, course content and duration can work in their favour. These are factors on-line students need to consider when choosing an on-line degree programme. Similarly, institutions offering on-line degrees should strengthen their programmes by making these features an integral part of their education to boost the acceptability of their graduates in the job market and undermine negative perceptions associated with such degrees.Research limitations/implicationsThe research findings have implication to higher education institutions which need to structure their on-line programmes as recommended by employers who emphasised on increasing physical learners–instructor and learner–learner interactions as well as reducing on-line programme cost to increase students’ enrolment.Practical implicationsThe research findings have practical implication to prospective on-line students that they should focus on reputable virtual university that integrates its on-line programme with hands-on skills.Social implicationsTo eliminate the negative perceptions and enhance integrity of on-line education, institutions providing on-line education need to be accredited by relevant bodies to offer on-line courses. Consequently, this will improve quality and strengthen students as well as societal satisfaction and confidence on on-line education.Originality/valueThe present study explored employers’ perceptions of graduates with on-line degrees versus those with traditional degrees in Tanzania. This study has yet to be conducted in Tanzania and thus produces a significant contribution to the literature, as it will help to inform prospective on-line programme students on relevant factors looked upon by employers in favour of or against graduates with on-line degrees.

Thanapornsangsuth, Sawaros; Holbert, Nathan

2020 Information and Learning Science

doi: 10.1108/ils-02-2020-0024

Many initiatives seek to engage children in maker education. However, there is a paucity of research examining children’s engagement in making in low-income formal school settings. Likewise, little work has been done to explore the transformative perspectives of both the children and the people around them. This study aims to explore a Culturally Relevant Constructionist Design framework that emphasizes making as a way of building connections to ones’ community. The participants’ shifting perspectives and receptivity in engaging in maker activities that involve making inventions for their community, inspired by the nation’s most beloved figure, King Bhumibol are evaluated.Design/methodology/approachThis study investigates fourth-grade students, a teacher and community members around a public school in Thailand. Using qualitative research methods, data collection includes interviews, field notes observation, photos and videos of the sessions. This paper presents three case studies that represent the shifting perspectives and receptivity of teachers, community members and students through engaging in making experience. The first case illustrates the ways in which building for others supports the students’ formation of an identity of a creator. The two cases describe a teacher and a community member who developed new-found perceptions of students as valuable contributors to the community.FindingsThe findings highlight making inventions for the community as ways to connect teachers, community members and students together. The study also identifies key perceptions and experiences that empower students’ as contributors to their community. Through the process of making, the teacher and the community members also developed new-found positive perspectives of the students. Particularly, they viewed the students beyond traditional school performance metrics, and considered their other latent abilities.Practical implicationsThis study discusses these findings in light of previous research on maker education especially in low-income communities. It also showcases the role of making for the betterment of the community as a tool for engendering change in schools and empowering students to design and make personally and socially meaningful projects. The study also highlights how design-based research carried out in the international context, particularly in Thai locality and classrooms.Originality/valueThis study argues against the deficit lens that assumes a low sense of expectation for what students from lower-income schools can do. Students hold unique worldviews that lead them to create innovations relevant to their local and cultural needs. The study addresses this gap by designing a framework that emphasizes making relevant cultural connections to students’ communities. The study also showcases maker-centered experiences that enable students to express their ideas, to cultivate relationships, to help others and to see themselves in new ways. The perspectives of the participants hold implications beyond the predominant focus of maker education initiatives.

Pinho, Cláudia; Franco, Mário; Mendes, Luis

2020 Information and Learning Science

doi: 10.1108/ils-02-2020-0030

Based on the technology acceptance model (TAM), this study aims to determine the influence of personality traits on the acceptance and usage of Web portals in Portuguese universities.Design/methodology/approachTo this end, a quantitative study was conducted using structural equation modelling and a structured questionnaire, directed to teaching and non-teaching staff in Portuguese universities.FindingsThe results obtained from 338 valid responses indicate a positive influence between personality traits and the use of Web portals.Practical implicationsThe study emphasizes the importance of usefulness and ease of use of Portuguese universities’ Web portals. It contributes to developing the literature about the process of information technology (IT) acceptance and use and users’ personality traits.Originality/valueThis study is innovative by contributing to the theory of personality traits and TAM in the context of Portuguese universities. The results reinforce the literature on TAM and the big five model, and on IT and Web portals in particular, which has been little explored in the academic context.

Horstman, Theresa; Tierney, Gavin; Tzou, Carrie

2020 Information and Learning Science

doi: 10.1108/ils-02-2020-0042

This paper aims to focus on two areas of digital badge design that impact learner experience: the value and meaning of badges outside of their original context and badge function and platform functionality that impact learner experience.Design/methodology/approachThis research uses a design-based research approach. For this paper, components of badge systems were analyzed to identify the characteristics of learning experiences in each program.FindingsFindings in this paper are from a National Science Foundation-funded project where digital badge systems were co-designed to connect informal science learning with college credit. The badge design principles presented to address the value of badges and badge function and platform functionality, as well as making program design more systematic and using badge design as a conceptual, organizing design framework for improved educational programs.Research limitations/implicationsThough this research is limited in the number of programs examined, the findings provide a framework for the language and standards to discuss and implement digitals badges.Practical implicationsThis paper will be of use to programing developers seeking to integrate badges into their educational programs or simply reexamine their educational goals and opportunities for learners.Originality/valueThis paper challenges the conventional use of badges for simply increasing learner engagement by illustrating that the badge design and development process can improve program design and subsequent learner experience rather than serving purely as a learner motivational tool.

Shreiner, Tamara L.

2020 Information and Learning Science

doi: 10.1108/ils-03-2020-0054

Data literacy – the ability to read, analyze, interpret, evaluate and argue with data and data visualizations – is an essential competency in social studies. This study aims to examine the degree to which US state standards require teachers to teach data literacy in social studies, addressing the questions: to what extent are US social studies teachers required to teach data literacy? If they are required to teach it, are they provided with guidance about competencies to address at each school or grade level and with respect to particular content?Design/methodology/approachThe study used content analysis, using a variety of priori and emergent codes, to review social studies standards documents from all 50 states and the District of Columbia.FindingsFindings indicate that although state standards suggest that data visualizations should play a role in social studies instruction, they provide poor guidance for a coherent, progressive and critical approach across grade levels.Originality/valueResearchers currently know little about if and how teachers address data literacy in social studies education. This study provides a snapshot of guidance teachers across states are given for teaching data literacy, and by extension, the quality of data literacy instruction recommended for students across the USA.